They presented on their project at the 2017 Online Learning Consortium Conference in Orlando, Fla. and the Daemen College Spring 2017 Academic Festival. In addition, they recently co-authored an article published in Nursing Education Perspectives, the peer-reviewed, research journal of the National Nursing League.

The project was developed for Daemen’s NUR 417, which focuses on leadership, inter-professional teamwork, and quality improvement to improve quality of health care services.��Students in the course observe nurse leaders within various nursing areas. Traditionally, the course has 140 students that need to meet the required hours.

The VCLE—designed by Fisher, Nirelli and Cody—was developed to help expose students to all aspects of leadership and change without requiring them to be onsite in an actual clinical setting.

“l�𲹻�鱷����” 101

In the VCLE, an unfolding case study incorporates decision making and critical thinking along with clinical reasoning, as the students need to determine the solution to the presented problems based on their role. It exposes students to a huddle that is occurring on a nursing unit as a pre-briefing experience before breaking down each step of the process.

As students are actively engaged in the unfolding case study, they must answer questions in order to progress to the next scene. Upon completion of the VCLE, students complete and submit a reflection assignment to their instructor for the course.

The VCLE allowed for both summative and formative assessment of the student’s learning and application abilities of communication, inter-professional teamwork, quality improvement, and change within the health care setting,” Fisher explains. “Students openly expressed their thoughts and feelings with the experiences within their assigned learning circles, allowing for debriefing to occur with students and clinical instructors.”

Q&A with Nirelli and Fisher

Fisher and Nirelli share some takeaways from the experience of designing “l�𲹻�鱷����” and how it’s shaped their own careers and education.

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What are you proudest of in regards to this project?

Nirelli: Creation of low-cost collaborative education platform; shows promise for opportunities future in nursing curricula; and that the complex subject material and unique educational platform may have a positive effect on student licensure pass rates.

Fisher: My proudest moment was seeing all of the components come together at the end. While tutoring at Trocaire, I was involved in the nursing labs with students and was able to identify the value and importance of putting what was learned into practice. I was able to take that knowledge and focus on the virtual simulation design and functionality for the project, while utilizing the Cognitive Load Theory.

When I first agreed to the project, I had the “what am I getting myself into” thoughts. There were many elements of the project that I was inexperienced with. Through many long nights and early mornings, we were able to pull the project together. From start to finish, we completed the project in roughly 1 year, including developing a product starting in the middle of the Spring 2016 semester to have the project implemented in a summer course of NUR 417, having time to make revisions by the October conference in order to present, and collecting the final data in the Fall 2016 semester.

Then it was time for the data analysis and number crunching—was there differences in learning outcomes between the VCLE and the traditional clinical experience? As part of the funding we received, we needed to produce a publication worthy article to submit to the Think Tank committee. The decision was made if we needed to already produce an article, why not submit it for publication. After having to make minor revisions, we are waiting for the final publication to occur! Having the chair of the nursing department of Daemen College along with the faculty and community members in the room while presenting was a huge accomplishment. The kudos from the Vice President of Academic Affairs and the Think Tank Committee was like no other.

How did this project contribute to your Masters in Nursing education?

Nirelli: This Think Tank project was well planned and was put into place on time with great success. This has allowed me the opportunity to present this project nationally and is receiving great recognition within academia.

Fisher: Although completing a thesis or project was a requirement for completing my Master’s degree, the end product and all of the steps from start to finish allowed for more than a requirement but an opportunity for growth and stepping out of my comfort zone. Part of the funding requirements include presenting findings at a conference. Again, we decided we might as well go big.

The process and ins and outs of presenting really allowed me to take a step back and look at the importance of not only growth and development for nursing and for education but also the professional development that occurred for myself. Nursing education is constantly changing, and as educators, we too need to change. Clinical sites can be difficult to secure and additional learning experiences such as virtual simulation can help close the gap between the classroom and clinical settings.

��

How has it impacted your work as an educator at Trocaire?

Nirelli: I was offered and accepted the position of Director of Nursing Laboratory and Simulation-Based Learning at Trocaire in January 2019, partly as a result of my experience gained while working on this VCLE. In this position, I will be able to create a student experience that will incorporate key concepts throughout the nursing curriculum that will support critical to system level thinking.

Fisher: Being part of the project has afforded me a great deal of information, knowledge, and experience that I can incorporate into my teaching. I completed my education practicum at Trocaire while I was finishing my degree. I was able to help make some changes to open lab and simulation lab, in particular, help to develop and incorporate new scenarios. Developing the VCLE helped to identify the barriers that can occur when trying to develop a scenario. There are so many more ways to learn than inside of the classroom. The VCLE helps take information students have learned in class and apply it to practice. The learning activity allows for experimental learning while providing students with rationales and the “whys.” Using adaptive learning places some of the responsibility of learning to the student.

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Amy Zielinski, PhD

Course Grant is Being Developed in:

BIO131: Anatomy & Physiology II Lecture

Other Courses Taught:

BIO131 Lab

Human Biology (past semesters)

Faculty Initiative Grant project:

This grant will use an educational brainstorming technique called “notice and wonder” in an interactive online setting using Moodle forums. Students will be presented with a clinical issue, question, or scenario and be asked to respond with 1) what they notice about it and 2) what they are wondering about it. Additionally, students will provide a response to one of the wonderings of their peers. Reading and evaluating complex scenarios in an environment with essentially no incorrect answer, it will help students develop the ability and confidence to think critically about human physiology. Furthermore, by replying to the wonderings of their classmates, students will develop the ability to do outside research in order to synthesize information and write their responses.

How will this project benefit Student Success?

This project will allow students to critically evaluate clinical issues – an ability that will help them not only with understanding and answering complex exam questions, but also will be a huge asset to them in their eventual careers. Additionally, this project will provide a means of communication and participation between every student in the course, and this interaction will help to strengthen in person classroom communication as well.

Education:

BS, Biological Sciences, State University of New York (SUNY) at Buffalo

MS, Biological Sciences, SUNY at Buffalo

Ph.D., Biological Sciences, SUNY at Buffalo

Time at Trocaire:

I began at Trocaire in January of 2017 – I’m just beginning my third year as an instructor here.

Teaching Philosophy:

Students deserve an environment that enables learning, the tools they need for success, and a sense of capability and confidence in their own aptitude. I believe it is my duty as an instructor to not only be able to effectively translate complex topics into materials that can be understood by my students, but also to design courses that ultimately set up students for success. It is truly our responsibility as educators to ensure that each learning opportunity makes a significant contribution to the student’s ultimate professional goals.

Research/Academic Interests:

Although my dissertation research was focused on post-transcriptional regulation of the mRNA that encodes the primary photosynthetic enzyme in plants, my academic interests since beginning at Trocaire have shifted to all things involved with the human body and its physiologic processes. I’m interested in and continually reading the newest research in the field of human health, most specifically pertaining to metabolism, nutrition, endocrinology, and pharmaceuticals.

Awards/Achievements:

Since beginning at Trocaire I have been elected as a Faculty Senator, served on/chaired several standing committees of Faculty Senate, been promoted to Assistant Professor, served as Faculty Marshall for two Trocaire Commencements, served on a Middle States working group, and participated twice in the Community School Initiative that partners Ģ����ý with South Park High School.

Hobbies/Interests outside of work:

I love fitness and spend my evenings teaching group fitness classes for Catalyst gyms!�� I teach Body Pump, a barbell weightlifting class, and Body Combat, a mixed martial arts-inspired cardio kickboxing class. I would love to in the near future also get certified to teach yoga and/or barre. I spend my weekends singing with my cover band UltraViolet (I also play the guitar and harmonica too – a little!)�� Professor by day; rock star by night.

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Anne Piorkowski, M.S.

Course Grant is Being Developed in:

HM 103: World Travel, Geography and Cultural Awareness

Other Courses Taught:

This semester:

HM 204: Food and Beverage Service and Sanitation

HM 205: Principles of Hotel and Resort Service and Management

HM 207: Leadership and Management in Hospitality

HM 276: Hospitality Internship

Faculty Initiative Grant project:

I am piloting an Integrated Academic Coaching program in conjunction with the Palisano Center to address student support needs in an innovative and collaborative way, specifically addressing writing skills. Utilizing a case management system, I am developing individual writing plans for each student to address their needs in a targeted and intentional manner. These writing needs will be further supported by writing remediation workshops led by the Palisano Center’s writing remediation specialist within the framework of the course.

How will this project benefit Student Success?

The hospitality industry demands high-level mastery of written communication. By addressing student writing skills in a targeted, individualized approach, students will be positioned for great success in both their academic and industry careers.

Education:

MS, Higher Education Administration, State University at New York (SUNY) Buffalo State College

Diplome Centenaire, Le Cordon Bleu

BA, English Literature and Art History, SUNY University at Buffalo

Time at Trocaire:

6 years

Teaching Philosophy:

I believe in creating empathetic and collaborative learning environments. My goal as an instructor is to understand the educational experience from the student’s perspective and develop innovative strategies to support each student’s unique success.

Research/Academic Interests:

Hospitality in Higher Education

Awards/Achievements:

The College Student Personnel Association of NYS Conference
Co-Presenter, “Why Can’t We Be Friends: Tips for Bridging Academic and Student Affairs”

New York Leadership Educators Conference
Educational Sessions and Keynote Chair

Buffalo State College Graduate Research Fair
Presenter, “A Room of One’s Own: Support Services for Pregnant Students”

Faculty Initiative Grant Recipient
“Integrated Academic Coaching: A Pilot Program”����������������������

Outstanding Academic Achievement Award Recipient

Al Ciardi Leadership and Service Award Recipient

Faculty Initiative Grant Recipient
“OER Implementation in Small Class Settings”������������ ����������������������������������������������

Hobbies/Interests outside of work:

Exploring everything our new home in the Finger Lakes has to offer, from hiking to wine tasting, discovering new restaurants and visiting museums, has kept me very busy this past year. I’m looking forward to turning my black thumb green and learning to garden this summer.

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Susan L. Horrocks, Ph.D. Ed,M. B.A., Professor Psychology

Course Grant is Being Developed in:

PSY 102-OL1

Other Courses Taught:

General Psychology

Developmental Psychology

Human Sexuality

Health Psychology

Social Psychology

Research Methods: Techniques and Design

Multiculturalism

College Seminar

Faculty Initiative Grant project:

As Developmental Psychology is a lifespan course, one of the outcomes is to understand and apply the various aspects of the Psychosocial Theory through all the stages of human development. One way that students demonstrate both of these outcomes, and another the research process, is to act as a researcher and conduct a case study of an individual that has aged through at least nine of the eleven stages. The “big picture” is to create a different project where students can demonstrate their understanding of human development through Charting the Life Course of an individual over age 60 (as in the Case Study). Traditionally, this course has a formally written paper. Creating a different project that meets the course outcomes that have been met by a scholarly paper is a unique chance to be both a researcher and creative in the same assignment.

How will this project benefit Student Success?

Considering Bloom’s Taxonomy, the traditional case study paper allows the students the chance to for Knowledge and Comprehension, moving toward Analysis. The creation of a Life Course Chart ideally will move students to higher order thinking into Analysis, and on to Synthesis and the beginnings of Evaluation. This is relevant for both academics (the class objectives) and future career, as many students in PSY 102 take it as a component of the Nursing Programs (PN and RN). A deeper understanding of the interaction of the Psychosocial Theory and the personal, family, and career interaction of life should give students a different view of the impact of life experiences specifically, the Psychological and Societal Systems on the Biological System.

Education:

State University at New York (SUNY) at Buffalo

• Ph.D. Counselor Education
• Ed.M. (& CAS) School Counseling
• BA Media Studies & English

Time at Trocaire:

I began teaching in August 2007.

Teaching Philosophy:

Education is about motivation, personal choice, and career objectives. Teaching is simply helping students obtain an education by assisting them through the process of making sound choices by creating a motivating atmosphere throughout the process of achieving these goals.

Research/Academic Interests:

• Psychometrics; assessing motivation and educational and career interest
• The research process
• Effective teaching methods

Awards/Achievements:

Faculty Initiative Grant (SP 2018): To Promote Innovation in the Classroom

Faculty Initiative Grant (SP 2016): Creative Applications for Echo360 and the Virtual Classroom

Honors Convocation Speaker – Ģ����ý, 2011

Vicki Bowman Outstanding Graduate Student Award, 2004

Hobbies/Interests outside of work:

Last year I began taking piano lessons and I enjoy spending time with and walking my longhair mini-dachshund Jayne. Also, I can usually be found reading murder mysteries.

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Joanna C. Hillman, Ph.D.

Course Grant is Being Developed in:

BIO 130 (Anatomy & Physiology I)

Other Courses Taught:

BIO 105 (Human Biology), BIO 130 Lab (Anatomy & Physiology I Laboratory)

Faculty Initiative Grant project:

My grant proposal is based on integrating basic pathophysiology into BIO130 in an effort to make the subject matter more clinically relevant and therefore more interesting to Trocaire students. I plan to introduce a pathological condition/disease that relates to the particular unit we are studying and explain how the disease or condition breaks down the normal anatomy and physiology and disrupts homeostasis. Students will also present on a pathology of their choosing following the examples I provide as a template.

How will this project benefit Student Success?

As the student population taking BIO130 are either in, or planning to enter the health professions, I believe providing this clinical connection will make the content less abstract and therefore, more interesting.�� It is well documented that we learn better when we are interested in something, and I hope this extra piece will help to increase students’ attention and improve their grades and retention of the subject matter.

Education:

I received my associate’s degree in Science from Herkimer County Community College. I went on to earn my BS in Biology from State University of New York (SUNY) at Albany, and finally my Ph.D. in Biological Sciences from SUNY at Buffalo – Roswell Park Division.�� During my bachelor’s degree, I spent a semester abroad at The University of Queensland in Brisbane, Australia.

Time at Trocaire:

Since August 2018 (6 months)

Teaching Philosophy:

It is my number one goal as a teacher to instill self-motivation and self-confidence in my students. When my students leave my classroom at the end of the semester I want them to be better equipped for what’s to come next, both academically and in life.�� I strive to provide my students the tools that ensure that they are in charge of their own successes and failures. When students take ownership of their own work they can be proud of their successes and improve themselves when they don’t meet their own expectations.

Research/Academic Interests:

I am a molecular biologist by training; my doctoral research project focused on how a particular gene that is normally only expressed in the germline (reproductive cells) can be activated in, and potentially contribute to ovarian cancer.�� In addition to my dissertation work I was intimately involved in another project focusing on epigenetics and genomic imprinting, which is an extremely fascinating phenomenon in which genes are expressed differently depending on which parent you inherit them from.�� I have co-authored 3 peer-reviewed publications and am in the process of writing a first author manuscript detailing the results of my dissertation work.

Awards/Achievements:

• Received the University at Buffalo Presidential Fellowship
• Received the Teal Predoctoral Scholarship, funded by the Department of Defense Ovarian Cancer Research Program, which funded 2 years of my doctoral research.

Hobbies/Interests outside of work:

Spending time with my husband and raising my 2 beautiful children. We have 2 big dogs and 3 cats, so there is never a dull moment in the Hillman household.

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Dr. Teresa Edgerton DNP, FNP-BC

Course Grant is Being Developed in:

NU 114

Other Courses Taught:

NU116I02, NU112CCA, NU110LLD, NU110I04, NU112LL1, NU112CCA, NU115I03

PN106LLA, , PN105LLB, PN107LLC

Faculty Initiative Grant project:

Undergraduate students are challenged with the fundamental transition from high school learning to college critical thinking. Evidence-based research demonstrates that integration of technology improves student learning outcomes. Socrative Interactive Response System with use of smart phones provides polling, instant feedback, formative and summative data analysis.��This project will examine whether Socrative technology reinforces student engagement, motivation, and collaborative learning.

How will this project benefit Student Success?

This project will add to the body of innovative higher education strategies. Expand on interactive technological methods, and collaborative activities that facilitate student learning. That serves to enhance the teaching critical thinking experience, improve student learning outcomes thereby, promote retention.

Education:

Doctor of Nursing Practice, St John Fisher College, Rochester, NY�� (2014)

Family Nurse Practitioner, St. John Fisher College, Rochester, N Y (2014)

BS, Nursing, Minor: Management, D’Youville College, Buffalo NY (1984)

Time at Trocaire:

One year

Teaching Philosophy:

My teaching philosophy is to facilitate collaborative learning through classroom engagement, motivation, and technology to help nursing students succeed as well, develop essential underpinnings; and to promote health and wellness through health education strategies that integrates culturally competent point-of-care services. Additionally, guide nursing students toward sustained high-quality evidence-based health care delivery.

Research/Academic Interests:

National Conference Research Poster Presentation, Practitioner Education: Impact on Women’s Health Services Under the Patient Protection & Affordable Care Act (American Association of Nurse Practitioners, 2014).

Awards/Achievements:

Buffalo Black Achievers Award (2014)

Nursing Practice Award (New York State Nurses Association, 2013)

Thiem Foundation Scholar Award, Rochester, NY (2010-2013)

Achievements:

Research panelist participant – Topic: To demystify the research process,��with a particular focus on genetics and genomics research. UB Jacobs School of Medicine and Biomedical Sciences Buffalo NY (April 2018)

Co-authored published article: Privacy and Health Law. (The Journal of Nurse Practitioner Association, 2014)

Public Health Practice Focus Group Delegate (2013-2017) New York State Nurses Association

AFL-CIO Delegate (2013-2017) New York State Nurses Association.

Sigma Theta Tau Honor society (2010 – present)

Certificate of Appreciation (Erie County Department of Health, 2010)-During H1N1 (swine flu) pandemic, partnered in prevention strategies to vaccinate residents��of Erie County

Participated in the largest Hepatitis A mass vaccination effort of over 10,000 people in��New York State (2008)

Hobbies/Interests outside of work:

Wedding planning, horseback riding, vacationing throughout the nation, including world travels.

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Name and Credentials

Amy Breski, Ph.D. Psychology

Course Grant is Being Developed in:

PSY101 General Psychology

��

Other Courses Taught:

Trocaire: PSY 101 General Psychology; PSY102 Developmental Psychology; PSY201 Abnormal Psychology; PSY303 Organizational Psychology; GS100 College Seminar; and SOC101 Sociology.

Capella University graduate courses: PSY5002 & PSY5005 Foundations of Theory and Practice for Master’s Psychology Learners

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2019 Faculty Initiative Grant project:

My grant project will integrate��student’s previous knowledge and/or personal experience with psychologically based subject matter to increase students’ understanding of psychological concepts and research problems. I will also use refutational research and/or lectures, for example, a misconception is brought to the attention of the class, then refuted with evidence given by the instructor, which will assist the students in development of their critical thinking skills regarding psychological concepts and research.

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How will this project benefit Student Success?

Ģ����ý’s Mission Statement includes goals that will empower students towards “personal enrichment, dignity, and self-worth” in the educational process, thereby preparing students “for service in the universal community.” Thus, my project goals are trifold:

First, I am hopeful that this initiative will improve student learning through the application of refutational research, which can assist students in comprehension and retention of complex concepts thereby increasing critical thinking skills.

Second, I am hopeful that this initiative will improve retention rates through the use of students personal experience with the subject matter, which will increasing self-reflection, and deeper thinking, which can be transferable to the workplace.

Lastly, through this active learning process, I am hopeful that the student will demonstrate self-discovery, self-growth, and take pride in their accomplishments, while developing a sense of team work, which is sought after by many employers.

��

Education:

Ph.D., Philosophy: General Psychology, Major: Adult Development
Harold Abel School of Social and Behavioral Sciences, Capella University

M.S.Ed., Education: Mental Health Counselor
St. Bonaventure University

BS,Community and Human Services, Major Family Studies
State University of New York

AOS, Legal Administrative
Bryant and Stratton College

Time at Trocaire:

Hired December 2012 as an adjunct, full-time appointment January 2016. I have been with Ģ����ý over 6 years.

��

Teaching Philosophy:

I believe through instructor guidance and student-driven discussions, the educational system promotes the development of student learning and critical thinking skills. I believe the classroom is a community and a tool for students to understand challenging concepts through practical application. This is accomplished through multiple instructional methods like linguistic, visual, auditory, and kinesthetic, while integrating faculty and student collaborations, student personal experiences, refutational lectures/research, and module-based learning with scaffolding assignments.

Research/Academic Interests:

Academic interests:��Innovative learning techniques; collaborative student learning; practical applications of scientific research; using personal student experience and refutational lectures to increase student comprehension of complex concepts; scaffolding assignments and module-based learning to maximize and enhance student’s critical thinking skills.

Behavioral research interests:��Developmental psychology focusing on family issues such as parenting, addictions, child neglect/maltreatment/abuse, domestic violence, and mental health; developmental theories applied such as Erik Erikson’s Psychosocial Theory (1968/1980/1986), Urie Bronfenbrenner’s Ecological Theory (1979/1986), Mary Ainsworth’s Attachment Theory (1986), John Bowlby’s Attachment Theory (1969/1988), and William Goode’s Role Strain Theory (1960), and Cherlin and Furstenberg Parenting Styles (1986).

Awards/Achievements:

Ģ����ý Faculty Grant Winner 2018

Distinguished Alumni Award 2018- Bryant and Stratton College

Nominated for the following Ģ����ý Faculty Senate Awards: Part-time Educator Award 2015, Patricia A. Lavender Distinguished Educator Award 2016 & 2017

Publications:

Expert Interview Article Publication: (2018)- Rehab links:�� “Recovery is Possible”.

Breski, A. (2016). A generic qualitative inquiry of grandparenting by custodial grandmothers with one or two grandchildren (Order No. 10196138). Available from ProQuest Dissertations & Theses Global. (1851276446). Retrieved from

Research Presentations:

Ģ����ý TIEL Teaching and Learning Conference 2016; Capella University 2017; Niagara University CCTL Conference on Teaching and Learning 2018.

Hobbies/Interests outside of work:

Volunteering for Children’s Guild Foundation and our students; novice watercolorist, acrylic mediums, and clay sculptor. Love to write poetry and short essays. I am also a novice playwright- hoping to finish my first script in the next year or two. I love traveling with my husband and children, and having fun! I also love to play and walk my doggie Buddy Bear, and play withand train my pet rats (too many to list)!

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Congratulations to Nursing faculty member and Trocaire alumna Tiffany Cole ’08, MSN, RN on being named to Buffalo Business First’s inaugural list!

She and the other 24 honorees will be honored at��a March 28 event at the Hyatt Regency Buffalo, and they will also be featured in a special publication within BBF’s March 29 issue.

Though she usually shies from the spotlight, Tiffany said receiving the honor was humbling.

“I never thought of being recognized for what I love to do, and that’s being a nurse,” she said. “I have quickly learned to embrace the recognition and let my light shine through. I’m just honored that someone thought I was deserving of the nomination and the award and will try to continue to pursue excellence in nursing and healthcare.”

Tiffany returned to her alma mater as a beloved assistant professor in 2016, all the while working as a nurse on the cardiac/neuro floor of Sisters of Charity Hospital. She has also took on the role of mentor in Trocaire’s Pathways to Nursing Success Program, which works to increase the diversity of the local nursing workforce by providing a cohort of minority students with additional support in areas like financial aid; academic tutoring; peer, faculty and professional mentoring; and nursing immersion events.

Tiffany has also volunteered her time mentoring students at Buffalo’s Bryant & Stratton College, Leonardo Da Vinci High School, and George K. Arthur Community Center.

In addition to her two day jobs, Tiffany recently extended her compassion, caring and considerable skills to Haiti, where she has completed in both 2017 and 2018. She traveled with a local ministry group to the Port-au-Prince area, providing free medical care for scores of impoverished Haitians over the course of just a few days.

We are lucky to count Tiffany as a member of the Trocaire family. Congratulations!

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The article can be — just click the box that says “Go Directly to the Cleveland Resources.”

More about Dr. Breski

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