Full Name
Shawn Simonson
Institution
Boise State University
Position
Professor
Bio
Dr. Shawn Simonson is a Professor in the School of Kinesiology at Boise State University. Professional certifications include the Senior Fellow from Advance Higher Education, Certified Strength and Conditioning Specialist from the National Strength and Conditioning Association, Exercise Physiologist from the American College of Sports Medicine, TBL Trainer-Consultant from the Team-Based Learning Collaborative, POGIL Facilitator from The POGIL Project, and Master Scuba Diver Trainer from the Professional Association of Dive Instructors. He teaches at both the undergraduate and graduate levels as well as laboratory and performance-oriented courses. Simonson conducts research in exercise (novel conditioning programs) and environmental physiology as well as in the scholarship of teaching and learning. He is currently focused on the assessment of teaching (Framework for Assessing Teaching Effectiveness, FATE) at the university level. Shawn facilitates workshops in a variety of active learning strategies and pedagogies as well as the assessment of teaching. His passions are scuba diving, working with his hands, teaching, and learning. If he is not participating in some sort of physical activity, he is probably working on a home project, modifying his car, working his dogs, or reading/writing something.
Speaking At
Building Institutional Momentum for Team-Based Learning: First Steps Toward a National Hub in Irish Higher Education
Can Team-Based Learning be Used to Identify and Address Issues with Student Engagement?
Coaching Forward: Reframing Team-Based Learning Faculty Development Through a Coaching Lens
Does Point-Splitting Signal Confidence? Comparing Implicit and Explicit Confidence During iRATs
Enhancing Team-Based Learning Application Exercises with AI-Powered Patient Personas
Enhancing Team-Based Learning Discussions with Generative AI: Overcoming the Limitations of Specific Choice
Exploring the Strategies and Approaches for Applying Learner Accommodations and Universal Design for Learning to Team-Based Learning
Features of TBL that Help Students Navigate (and Enjoy) the Complexity of Collaborative Learning
From Silence to Participation: How Team-Based Learning Strengthened Student Belonging and Performance at Nottingham Trent University
Leveraging Modified Team-Based Learning for Student Success
Side Effects May Include Curiosity: Examining Student Dispositions in Team-Based Learning
Team Science as an Interprofessional Model for Competency-Based Education
Using a Framework to Tell Your Teaching Story
Workshop: Team-Based Learning and Process-Oriented Guided Inquiry Learning (POGIL): Cooperative Learning Pedagogies to Enhance Student Outcomes
Can Team-Based Learning be Used to Identify and Address Issues with Student Engagement?
Coaching Forward: Reframing Team-Based Learning Faculty Development Through a Coaching Lens
Does Point-Splitting Signal Confidence? Comparing Implicit and Explicit Confidence During iRATs
Enhancing Team-Based Learning Application Exercises with AI-Powered Patient Personas
Enhancing Team-Based Learning Discussions with Generative AI: Overcoming the Limitations of Specific Choice
Exploring the Strategies and Approaches for Applying Learner Accommodations and Universal Design for Learning to Team-Based Learning
Features of TBL that Help Students Navigate (and Enjoy) the Complexity of Collaborative Learning
From Silence to Participation: How Team-Based Learning Strengthened Student Belonging and Performance at Nottingham Trent University
Leveraging Modified Team-Based Learning for Student Success
Side Effects May Include Curiosity: Examining Student Dispositions in Team-Based Learning
Team Science as an Interprofessional Model for Competency-Based Education
Using a Framework to Tell Your Teaching Story
Workshop: Team-Based Learning and Process-Oriented Guided Inquiry Learning (POGIL): Cooperative Learning Pedagogies to Enhance Student Outcomes
