Kate Schultz, Ph.D.


TEACHING EXPERIENCE



When I decided to pursue a career in higher education, I knew that I wanted to pursue adjunct teaching opportunities as well, as I love being in the classroom (both physical and virtual) and working with students in that role. I've been fortunate to have had the chance to teach a variety of courses at the high school, undergraduate, post-baccalaureate, and doctoral levels. I've taught online, in-person, and hybrid courses, and in many cases I have also developed the courses that I taught from scratch. I typically teach 10-12 courses per year across various programs.


I currently hold the academic rank of Assistant Professor of Medical Education at Mayo Clinic in the College of Medicine and Science. I am a Senior Fellow in the Mayo Clinic Academy of Educational Excellence for my work in curriculum design and assessment.


Take a look below for more information about some of the courses I've taught over the past 10+ years, and please view my CV for the full list. You can also browse the testimonials page to see a sampling of comments from students' end of term evaluations.


(Photo credit: Sean Su)



DOCTORAL COURSES



CSD 565: Policy in Health and Education



Northwestern University
School of Communication
Doctor of Speech-Language Pathology Program
2020 - 2022





Introduction to educational and health policies as they apply to provision of speech-language pathology and related services. Exploration of the major issues and challenges facing U.S. policymakers as well as a comparison of U.S. and international approaches. Focus on the speech-language pathologist’s role within current and future frameworks.


(I re-designed this course for spring 2021)



CSD 573: Professional Integration & Reflective Practice I, II, III, IV



Northwestern University
School of Communication
Doctor of Speech-Language Pathology Program
2018 - 2022





The broad goal of this four-course series is to give students an opportunity to reflect on their clinical, professional, and academic experiences during the program and prepare students to move into leadership positions in the field through both theoretical and hands-on practical application. The course will focus on career preparation and development, including reflecting on short and long-term goals, identifying professional opportunities, preparing a dossier and online portfolio, and practicing their interview and coaching skills. Additional development of specialized skills in the student’s area of clinical focus via accumulation of a minimum of 35 clock hours in clinical skill development and/or through advanced professional development opportunities.


(I also developed this course)



EDUC 7500: Technology and Educational Transformation



AT Still University
College of Graduate Health Studies
Ed.D in Health Professions Education Program
2023 - Present





Students will examine how technology has transformed health care and educational environments. Topics include how to integrate technology into instructional design and how to evaluate the effectiveness of technology. Copyright, fair use, and the Teach Act will be discussed, and students will have the opportunity to experiment with some of the latest technology tools.


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EDUC 8500: Instruction Design and Program Planning



AT Still University
College of Graduate Health Studies
Ed.D in Health Professions Education Program
2018 - Present





Students will examine the use of a systematic process based on learning theory to plan, design, and implement effective instruction for health professions education. Students will use educational taxonomies for the creation of instructional objectives for traditional and competency-based programs, and they will learn techniques for mapping curriculum.


(After teaching the previous version of the course, I was selected to be the SME to redesign this course for the Ed.D. program in 2019 as part of their program review process).



EDUC 8700:
Student Assessment



AT Still University
College of Graduate Health Studies
Ed.D in Health Professions Education Program
2024 - Present





Students will learn how to create authentic assessments within a health professions curriculum. Best practices in assessment will be discussed, and students will create problem-based, competency-based, and transformative assessments that provide them with critical thinking and career-specific skills to facilitate training and education in the workplace.



EDUC 8900: Educational Program Evaluation



AT Still University
College of Graduate Health Studies
Ed.D in Health Professions Education Program
2018 - Present





Students will be introduced to educational program assessment and evaluation. Topics include meeting health programmatic accreditation requirements, creating academic institutional effectiveness plans, program creation and revision, curricular evaluation, and strategic program assessment at the college and university level. Other topics discussed include evaluating certification and licensure pass rates, retention and attrition statistics, and integrating advisory board guidance into educational programs.


(After teaching the previous version of the course, I was selected to be the SME to redesign this course for the Ed.D. program in 2019 as part of their program review process).



UNDERGRADUATE + POST-BACCALAUREATE COURSES



PRDV 396: First-Year Experience



Northwestern University
McCormick School of Engineering
2014 - 2015





The purpose of the First-Year Experience program is to help new students make a successful transition to Northwestern University, both academically and personally. This course aims to foster a sense of community, promote engagement in the curricular and co-curricular life of the University, articulate to students the expectations of the University, emphasize the importance of personal health, and help students continue to clarify their purpose, identity, and direction.




PRO_HLTH 390: Interprofessional Health Practice



Northwestern University
School of Professional Studies
Pre-Medical and Pre-Health Post-Baccalaureate Program
2024 - Present





Interprofessional education is important for preparing health professions students to provide patient care in a collaborative team environment, as an interprofessional approach leads to improved patient outcomes. Interprofessional Health Practice promotes the development of skills and attitudes needed to work effectively in a healthcare community. Through case studies, role play, interactive activities, reflection, and research, students will increase their knowledge in the four core competencies of interprofessional work as outlined by the Interprofessional Education Collaborative (IPEC).


(I also developed this course)



PRO_HLTH 396-A: Professional Health Careers Proseminar I



Northwestern University
School of Professional Studies
Pre-Medical and Pre-Health Post-Baccalaureate Program
2016 - Present





This is a non-credit proseminar for students in the pre-medical/pre-health post-baccalaureate certificate programs. The goal of Professional Health Proseminar I is to prepare students to be successful in the pre-health program at SPS and begin preparing for the medical/graduate school application process.


I teach two variations of this course: one is an accelerated summer course for students in the 15-month pre-medicine program as well as a regular session version in the fall for students in the 21-month program.


(I also developed this course).



PRO_HLTH 396-B: Professional Health Careers Proseminar II



Northwestern University
School of Professional Studies
Pre-Medical and Pre-Health Post-Baccalaureate Program
2016 - Present





This is a non-credit proseminar for students in the pre-medical and pre-health post-baccalaureate certificate programs. The goal of Professional Health Proseminar is to prepare students for the year-long application cycle beginning this summer. This course will provide opportunities for students to work on major application components as part of the coursework, including their AMCAS activities listing, preparing a strong personal statement, selecting target medical schools, and navigating the centralized application. The course will also allow students to practice their interviewing skills and plan for their glide year.



(I also developed this course).



HIGH SCHOOL COURSES



Anatomy and Physiology



Exploration School, Inc.
Explo at Yale Summer Program (Grades 10-12)
2012





In this course, common bodily actions will be demystified as we delve into human anatomical structure through in-class experiments and dissections. Test hot and cold nerve transmission response variance, measure heart rate through electronic monitors, and study allergies and food sensitivity — all while learning about the various systems in the body that keep the human machine functioning. Build a model knee to see how the bones, cartilage, and ligaments interconnect, and dissect an animal’s heart and cardiovascular system to follow blood flow. Practice diagnosing health issues based on symptoms while learning to read and interpret X-rays, CT scans, and MRIs.


(I also developed this course).



Advancement Via Individual Determination



Saint Charles East High School
Tutorial Facilitator (Grades 9-11)
2009 - 2010





AVID—Advancement Via Individual Determination is a voluntary college-preparatory program designed to ensure that ALL students, and most especially those in the middle will: Improve their reading, writing, organization, inquiry, goal-setting, and study skills; Succeed in a rigorous college preparatory curriculum; Increase their enrollment in four-year colleges; Exit the program with the skills necessary to be successful at the post-secondary level.







CHICAGO, IL



Kate Schultz