“As a private practitioner of almost 20 years, I want to try to make a change to academia. This course opened my eyes to a new way of thinking about dental schools. I think all dental school faculty would benefit from this as well as people considering education as a career.”
Robin Reineke, DDS, MPA, private practitioner

“I have picked up so many ‘pearls’ from this fellowship and have already begun to implement them: teaching, assessment, communication and professional development. The curriculum is a particularly relevant tool and provides the current educational theories given the generational mix of both students and faculty. This is a huge resource for those who are considering a career in dental education to the novice dental educator as well as the seasoned professor. The future of our profession relies on the many dedicated dental educators committed to excellence and new methodologies to connect with our current group of dental students. Thank you for this opportunity.”
Ronni Schnell, DMD, MAGD, Associate Clinical Professor, Goldman School of Dental Medicine, Boston University

“Came as a surgeon who teaches – now I feel that I can function better as a surgeon teacher.”
Greg Cobetto, DMD, Assistant Professor, College of Dentistry,
University of Kentucky

“This should be required for EVERY full or part time faculty member teaching! Phase I was the best course I ever took. I learned so much. The time just flew. It was relaxing, informative, and [had] great presentations. What wonderful instructors! Very knowledgeable. Patient and kind. I came back right away being able to use the info.”
Dr. Lance Kisby, DMD, Clinical Instructor in Pediatric Dentistry
Tufts University School of Dental Medicine and Temple University School of Dental Medicine

“This course provided a roadmap for a new-to-education clinical faculty. The program made me reevaluate all of my teaching methods. A great investment of time and resources.”
Ricky Harrell, DMD, Associate Professor, School of Dental Medicine,
University of Colorado

“Excellent program! Should be incorporated into dental schools’ faculty development programs!”
Dolph Dawson III, DMD, MS, Assistant Professor, College of Dentistry,
University of Kentucky

“Something for every level of academia. Discussion of topics that are of great value but not always covered in the faculty development and/or orientation.”
Paul Luepke, DDS, MS, Assistant Professor, School of Dentistry,
Marquette University

“This is a first class seminar! I would highly recommend this course as a mandatory in faculty development.”
Derek Duggan, DDS, MS, Assistant Professor, School of Dentistry,
University of North Carolina at Chapel Hill

“This program was a great learning experience to me. The information I learned about critical thinking and case-based assessments will help me grow and develop during my orthodontic residency and future teaching career.”
Thikriat Al-Jewair, BDS, MBA, MSc, Teaching Assistant, School of Dental Medicine,
State University of New York at Buffalo

“This program invited/challenged me to think about and apply teaching concepts that are time tested and proven. I have been given a wealth of ideas and resources to enhance my success as an educator. Good Medicine!”
Lee Boushell, DMD, MS, Assistant Professor, School of Dentistry,
University of North Carolina at Chapel Hill

“I can think of no better program to prepare dentists for the transition from private practice to dental school faculty. The ITL program is without peer in this regard.”
J. Larry Brewer, DDS, private practitioner

“After coming out of a long private practice career and entering dental education nine months ago, the ITL has been great in so many areas – I was exposed to program content, experience of presenters, methods, networking. etc. that truly broadened my horizons. This program covers a wide breadth of expectations in the dental teaching environment. ITL provided a great foundation to start an academic career.”
Gabriel Ingraham, DMD, Assistant Professor, College of Dental Medicine,
Medical University of South Carolina

“This is a complete experience. Worth the time and effort allocated.”
Carlos Flores-Mir, DDS, DSc, FRCD(C), Associate Professor, Faculty of Medicine and Dentistry, University of Alberta

“This course of study was essential for my preparation and transition into a full time teaching position in a pediatric dental residency program.”
Philip C. Walter, DDS, private practitioner

“Comprehensive tools that everyone in the academic field must have.”
Mohamed Bamashmous, BDS, DScD(C), Teaching Assistant, Goldman School of Dental Medicine, Boston University

“Since my faculty experience so far has been as a part-time educator, the ITL has given me the educational tools to ease my transition into full-time academia. I feel that I will not be guessing what may work for my students; I now have information to practice ‘evidence-based teaching.’ I have already observed the positive changes in my students’ learning experience.”
Maria Fiocchi, DDS, MS, Dental Branch,
University of Texas Health Science Center at Houston

“The experience I received in ‘how to teach’ far superseded my expectations. I recommend your program to professionals who are enthusiastic about their teaching profession.”
Phil Buchanan DDS, FAD, Instructor of Restorative Dentistry,
Arthur A. Dugoni School of Dentistry, University of the Pacific

“I enrolled in this program to educate me for a transition from private practice into dental school teaching. The ITL program has taught me everything from how a dental school operates to how to give a PowerPoint presentation to how to communicate with Gen Y students. This course has answered all my questions concerning academic dentistry and prepared me well for what I expect to be a stimulating new career.”
William Payne, DDS, private practitioner

“The ITL program was an excellent opportunity to develop a clear perspective regarding my career goals. The course information was invaluable for teaching students, and I feel that I have developed more experience in classroom teaching.”
Maha Khalil Ahmad, PhD, College of Dentistry,
University of Illinois at Chicago

“It was one of the most enriching seminars I’ve ever attended both professionally and personally!”
Michael Magtoto, DMD, MMSc, DDS, Assistant Professor of Dental Practice, Arthur A. Dugoni School of Dentistry, University of the Pacific

“My academic goals are derived from the philosophy that guided my general dentistry practice for 26 years. That is the core belief that every successful dentist needs to be a good teacher, in all aspects of his or her practice. I can already see how the ITL program is helping me become a better teacher and achieve my goals.”
Larry A. Crisafulli, DDS, College of Dentistry,
Howard University

“The ITL Program provided the tools to encourage self-assessment prior to formative and summative evaluations. It offered an opportunity to collaborate with other oral health care educators in developing novel teaching techniques to meet the needs of the adult learner.”
Georgia Dounis, DDS, MS, School of Dental Medicine,
University of Nevada, Las Vegas

“I entered full-time academics two years ago after more than twenty years in private practice. I made this move with the desire to give back to dentistry and to my specialty of pediatric dentistry. This course truly served as a way for me to continue to grow and learn how to better contribute to the education of future dentists.”
Steven P. Hackmyer, DDS, School of Dental Medicine,
University of Nevada, Las Vegas

“I viewed the Institute for Teaching and Learning as an opportunity to gain information and skills that would be beneficial in advancing faculty development initiatives at Baylor College of Dentistry. Having completed the program, I now realize that an added benefit was the opportunity to network with and experience the wide-ranging perspectives of dental professionals from multiple disciplines and in varying stages of their academic careers.”
Lavern J. Holyfield, DDS, Baylor College of Dentistry
Texas A&M Health Science Center

“As a new assistant professor of biomedical sciences, my academic time is split between teaching biochemistry and biomedical science through integrated courses and conducting biomedical research in my new research lab. As a new faculty member of a fairly new dental school, I attended the ITL program to better understand dental students, gain insight into teaching strategies, and gain a greater understanding of my new role as an academic faculty member. The program met all these goals.”
Katherine Howard, PhD, School of Dental Medicine,
University of Nevada, Las Vegas

“What I enjoyed most about this program was the ability to combine learning experiences with open and honest discussions of opportunities for improvement at Pacific.”
Doug Young, DDS, MBA, Associate Professor of Dental Practice, Arthur A. Dugoni School of Dentistry, University of the Pacific

“This program gave me an opportunity to expand my network and undertake collaborative projects with faculty at other dental schools. The program has contributed to my knowledge in the scholarship areas that I am currently pursuing, and the seminars on teaching methodologies presented tools and techniques that can easily be transferred to our own institutions.”
Lisa E. Itaya, DDS, Arthur A. Dugoni School of Dentistry,
University of the Pacific

“My hope is to utilize the knowledge I’ve gained from attending the ITL program to improve my clinical instruction as well as further my academic career. I also expect to find it very useful to have gained an understanding of the factors shaping the future of dental education.”
Ryan W. Johnson, DDS, School of Dentistry,
University of Missouri-Kansas City

“I recently accepted my first full-time faculty position after twenty-one years in private practice. Though I worked one day each week with the Postdoctoral Periodontics Program at the Baylor College of Dentistry throughout those twenty-one years, I had no experience in full-time academics. The Institute for Teaching and Learning has provided me with valuable information and skills that will help me develop into a more effective member of the faculty at MUSC. What I have learned will make me both a better teacher/educator and a better faculty member able to work effectively in the academic environment.”
Joe W. Krayer, DDS, MS, College of Dental Medicine,
Medical University of South Carolina

“I became an ITL Scholar to help me continue to improve as a teacher and leader in academic dentistry. The ITL program helped me learn how to create a learning environment that fosters students’ application of knowledge and develop interactive teaching materials and exercises that engage the student and emphasize patient care.”
Sharon K. Lanning, DDS, School of Dentistry,
Virginia Commonwealth University

“This experience has been absolutely fabulous. I am excited to share all the new teaching skills and ideas I have learned from the ITL program at UMKC. Also, a very cool coincidence: my grandfather and my mom’s brother both attended UMKC dental school. This program has thus not just involved me but my whole family.”
Charles D. Larsen, DMD, MS, College of Dentistry,
New York University

“The ITL Program helped me feel more comfortable giving lectures and planning their content. The practice and coaching I received will lead to improvements in my clinical teaching as well.”
Joe Parkinson, DDS, School of Dentistry,
University of Missouri-Kansas City

“The ITL has addressed what I, as a new dental educator, need: how do I teach effectively when I have little to no teaching experience? The ITL goes beyond the ‘teach the teachers’ or ‘train the trainers’ type of approach. It is constructed to explore the psychology of teaching and of learning, the interpersonal experience of delivering information from one person to another, and most importantly, what makes you an effective listener as well as an effective communicator. In a phrase, by understanding the ‘why’ of teaching and learning, I can improve on the ‘how.’”
H. Whitney Payne, Jr., DDS, MPH, Baylor College of Dentistry,
Texas A&M Health Science Center

“The ITL program increased my ability to prepare questions and set the agenda at lectures. It also helped me in communicating with my students. The program gave me a better understanding of the diverse student population and improved my ability to provide required materials for dental students.”
Joel L. Schwartz, DMD, DMSc, College of Dentistry,
University of Illinois at Chicago

“The ITL program has helped me become a more focused, compassionate, and student-oriented teacher. Particularly, I appreciated learning how to develop a case-based learning experience for my students and that I’m now able to develop a syllabus according to the current literature and requirements of the National Boards.”
Medha Singh, BDS, MS, School of Dental Medicine,
Tufts University

“As a dentist transitioning after 30 years of private practice, I found the ITL program invaluable. I was reintroduced to academia through the instructors and the camaraderie established with my co-learners. I feel much better prepared to enter a new phase of my dental career and look forward to working with the motivated dental students of today.”
James B. Trotter, DDS, FAGD, private practitioner in Overland Park, KS

“I believe the ITL program will make me a teacher who is a dentist and not a dentist who teaches. I especially enjoyed the process of developing a case study. I now recognize the effectiveness of using case studies for learning and their efficiency for communicating concepts and advancing critical thinking.”
Michael D. Turner, DDS, MD, College of Dentistry,
New York University

“The Institute for Teaching and Learning has been an invaluable asset as I am transitioning from private practice into academics. Through it, I gained an appreciation of the difference in learning styles among students at my dental school and how to more effectively assess student performance. I also became aware of my own learning style and how it influences how I teach.”
Merlyn Vogt, DDS, College of Dentistry,
University of Nebraska Medical Center