Kelly Chandler-Olcott (left) and Ben Dotger
The School of Education is a pioneer and international leader in the use of experiential, immersive methods of professional development for educators and other professionals, especially the use of live-actor simulations, otherwise known as clinical simulations.
A new book, published by Harvard Education Press, gathers case studies, analysis and research that illustrate exactly why clinical simulations have emerged as one of the most powerful tools for the professional preparation and continuing education of teachers, counselors and school leaders.
Edited by Professor Ben Dotger, director of the , and School of Education Interim Dean Kelly Chandler-Olcott, “” features chapters by current and former 鶹ƵUniversity faculty on the use of simulations in mathematics and science education, physical education, educational leadership, counseling and inclusive education.
The editors and chapter authors will sign copies of the book at a on March 31 from 4 to 6 p.m. in the Jacquet Education Commons in Huntington Hall.
“Clinical simulations are derived from medical education’s use of standardized patients, actors trained to approximate various health concerns,” says Dotger. “By presenting original case studies, we explain how simulations provide a similar, safe shared-learning environment for educators that closely approximates authentic problems of practice. In fact, simulations have emerged as a signature pedagogy across education preparation at 鶹ƵUniversity, and other institutions have taken note. Representatives from MIT, University of Michigan, Vanderbilt University and elsewhere have visited 鶹Ƶto understand this method.”
“The theory that clinical simulations rests upon is that powerful learning takes place when engaging in realistic, immersive situations,” says Chandler-Olcott. “By walking through our examples, readers will learn how simulations offer experiential learning opportunities that center on meaningful problems and contexts, emphasizing knowledge and skills that transfer from pre-service preparation to in-service practice.”
“My co-authored chapter explores the use of clinical simulations for disability, difference and inclusive education across several School of Education programs,” says Christine Ashby, director of the School of Education’s . “I see tremendous potential for simulations to address anti-racism, equity and inclusion. In addition to creating opportunities for our students to engage with these topics, sharing data across our programs creates a space to hold our school accountable to the principles and values we espouse.”
Reviewing the book, Elizabeth Dutro, professor of education at the University of Colorado-Boulder, writes, “Dotger and Chandler-Olcott invite readers into the fascinating world of clinical simulations. With commitments to K-12 students at its heart, this volume provides richly contextualized, research-grounded and inventive illustrations of how teacher and counselor educators can draw on simulations to enrich their pedagogies and programs.”
First applied to educator preparation at 鶹ƵUniversity in 2007, the development of the University’s clinical simulation programs has received external funding from the Arthur Vining Davis Foundations, Institute for Education Sciences, National Science Foundation and Spencer Foundation.
In recent years School of Education faculty have expanded the use of clinical simulations beyond teachers, counselors and school leaders. Most notably, a collaboration with the D’Aniello Institute for Veterans and Military Families received a 2019 鶹ƵUniversity CUSE Grant. VET-SIMS have helped to navigate the unique challenges of adjusting to campus life. Other applications in development include live-actor simulations that focus on anti-racism and disability and inclusion topics.
“Clinical simulations are dynamic and engaging. There is no option to sit quietly at the back of class,” says Dotger. “At the same time, they are welcoming, allowing professionals to bring together what they’ve been taught and put it into action in an environment that challenges them but that also allows for mistakes.”
