Hello & Welcome!
Who I Am
Laura Cole, BS, COT, OSC
Faculty - Bachelor of Science (B.S.)
Major Health & Physical Education
Minor Sociology
Certified Ophthalmic Technician (COT)
Certified Scribe Ophthalmic (OSC)
My Learning and Leadership Journey
After graduating from high school, I started a journey as a swimming instructor/coach by way of Northwestern Oklahoma State University to complete my teaching certificate and degree. Following graduation, I took a temporary position as an Optometric Assistant. A mindset changer in my career path began. With the mentoring of my employer, I applied for a position as an ophthalmic assistant at Dean McGee Eye Institute (MEI) in Oklahoma City. MEI trained me as an ophthalmic assistant (COA) to a Certified Ophthalmic Technician (COT). While at MEI, I was fortunate to work with some of the most renowned ophthalmologists in their respected subspecialties.
In 1991, I took an ophthalmic technician position with the University of Texas Medical Branch in Galveston, Texas. The next step in my career in ophthalmology presented new challenges. I moved into a supervisory role, teaching new residents and technicians.
As my personal life changed so did my career. After sixteen years in a university setting, A move into to working in private practices, I was faced with new goals in self-learning and in the field of ophthalmology. In private practice, I was learning to scrub in surgical cases. I had assisted in minor operating room scenarios and viewed a few OR cases but had not scrubbed in. This experience brought a whole new meaning of my responsibilities and knowledge basis. I took the challenge head-on until surgery evolved into one of my favorite sub-specialties. A move to a North Carolina private practice was my first introduction to electronic medical records (EMR).
My next phase was accepting a faculty position in the San Jacinto College Eye Care Technology Department. What an eye-opener! I knew very little about academia and teaching pedology. It was said I was a rock-star COT. Now I was learning all the ins and outs of a college instructor. What was I thinking leaving a comfortable career in ophthalmology?
Seven years later, I started work on a Digital Learn and Lead Master of Education degree at Lamar University. In the past eighteen months, I have grown as a leader in my organization, created significant learning environments for my students, and introduced the COVA approach to the eye care program.
How and Why I took this big leap is in my following works located in this ePortfolio?
“LIFE IS PRETTY SIMPLE: YOU DO SOME STUFF. MOST FAILS. SOME WORKS. YOU DO MORE OF WHAT WORKS. IF IT WORKS BIG, OTHERS QUICKLY COPY IT. THEN DO SOMETHING ELSE. THE TRICK IS THE DOING SOMETHING ELSE.”
– LEONARDO DA VINIC
Digital Learn & Lead Blogs
The following Blogs are my reflections and works from my Digital Learn & Lead
Master Education journey.
I hope you taking the time to read the blogs and expand your learning and leadership.
It's been a pleasure to share with you my learning experience.
February 19, 2018Read more...My visualization and summary of a great adventure in learning and leading for the digital 21st...February 11, 2018Read more...My Design Plan The Master of Digital Learning and Leading (DLL) employs the COVA (Choice,...January 29, 2018Read more...Growth as a Leader My journey in to Lamar’s DLL (Digital Learning and Lead) master’s program...More PostsWhat I Do
Mission Statement: To educate the general public and all those interested in Eye Care and Saving Sight.
Allied Ophthalmic Personnel (AOP)
Eye Care Technology Pathways
Eye Care Technology is a technical program offering three pathways for success. The most sought out track is the Associate Applied Science degree. After which the graduate can choose to pursue certification as either an ophthalmic assistant (COA) or technician (COT) through the International Joint Commission Allied Health Personnel in Ophthalmology (IJCAHPO). San Jacinto College COT program is the only accredited program in the state of Texas.
The COA / COT is a highly skilled technician performing all the preliminary eye tests for the ophthalmologist; who is a medical doctor specializing in diseases, treatment, and surgery of the eyes. The COT is a higher level of certification than the COA requiring more technical skills and knowledge. The highest level of certification available for the allied ophthalmic personnel (AOP) is the Certified Ophthalmic Medical Technologist. Skills required for the COT exam are manual lensometry (measuring the prescription of glasses), manual keratometry (measuring the corneal curvature), ocular motility (measuring eye muscles), applanation tonometry (measuring the intraocular pressure), automated visual field testing, retinoscopy and refinement (measuring the prescription of the eye).
The certified AOP may also become certified in sub-specialties areas as in ophthalmic surgical assisting (OSA), certified diagnostic ophthalmic sonographer (CDOS), corporate certified ophthalmic assistant (CCOA), and a registered ophthalmic ultrasound biometrist (ROUB).
The second pathway is the certificate of technology; giving the student the opportunity to pursue a position as a para-optometric assistant or entry-level in an ophthalmology office. A para-optometric assistant works for the optometrist office performing screening test, An entry level position in the ophthalmology office could be but not limited to a scribe or a visual field technician.
The third pathway is the occupational certification, which prepares the student to work in an optical environment. The optical environment consists of a retail avenue of frame styling and selling of glasses to laboratory work making, cutting the lens and frame.
Whichever pathway the student pursues, San Jacinto College (SJC) Eye Care Department is commented on student success in the now and future workforce.
http://www.discovereyecareers.org/
Basic Ophthalmic Skills
Slit Lamp Exam and Goldmann Applanation
Student Learning Outcomes (SLO)
1. Identify and understand the working parts of the slit lamp
2. Understand the anatomy of the eye
3. Understand the exam order
4. Identify and understand normal pathology versus defects
5. Identify and understand all illuminations use
6. Perform a slit lamp exam on a patient
7. Perform Goldmann Applanation Tonometry on a patient
8. Maneuver the slit lamp and tonometry simulator
Digital Tools Used in Blackboard (College online platform)
1. Online assignments
2. Open source resources
3. Videos
https://www.youtube.com/watch?v=OW725UwOffU&feature=youtu.be
http://www.youtube.com/watch?v=w9wMJ6job_0
Open Rotational Labs
1. Repetition used in mastering the slit lamp
2. Use of model eyes to master Goldmann applanation technique
3. Collaboration rotational labs to learn useful hints from peers
Digital Tool available in the lab and college library
JCAHPO Learning Systems Skills COT CD
JCAHPO Learning Systems SKills Contact Lens
Teaching Practices / Pedagogy
Eye Care Manifesto
Teaching Models: There are several teaching approaches available to aid the instructor in discovering the best way to introduce, interactive, and assess retention of the student. In the Eye Care program, two approaches are exercised to create a significant learning environment. The two approaches are TPACK (Technological Pedagogical Content Knowledge), and COVA (Choice, Ownership, and Voice through Authentic learning).
TPACK is a framework to recognize and define the kinds of expertise needed by an instructor for effective pedagogical (method and practice of education) practice in a technology-enhanced learning environment. TPACK lesson planning consists of five steps. Those steps are 1.Choose learning goals or outcomes 2.Determine the parameters of the learning experience 3. Determine specific activities to enhance the learning experience 4. Select assessment strategies to measure student progress 5. Select effective resources and tools to meet goals.
COVA approach enables the learner to have a choice in their learning, giving the individual ownership of the learning, encouraging the learner to use their voice while supporting the learner with authentic learning tools. Authentic learning to lead the learner into their future career with ophthalmic and life skills.
The Eye Care Technology department is committed to helping students learn course material in an engaging, and practical way.
The flipped classroom, a blended learning pedagogy, is utilizing online activities to increase the classroom time for developing the skills and knowledge. The lecture portion of the class is presented online through Blackboard with power points, videos, discussion board, and webinars. Flipping the classroom gives the learner the information before they enter the technology lab. It gives the learner time to prepare for lab experience with hands-on the equipment, increases lab time, and brings thoughtful questions and answers.
Rotational labs in the blended classroom: three rotational labs are used.
Open rotational lab gives the learner an open environment and pace to complete the tasks assigned to the lab during the term.
Collaboration lab is mixing both levels of learners in collaboration of learning from each other. The advance second-year is paired with a basic first-year where each will practice their skills in the lab. Learning and teaching with peers concept have increased the retention rate for both levels of learners. As well as the networking aspect of first-year learning from the experience of second-year regarding the clinical practicum and case reporting.
Service learning rotational lab provides working in the community to master skills learned in the classroom lab. The learner engages with patients while assessing the patients' medical history, vision, and other screening tests. A valuable experience for the learner to lead them into the clinic setting.
These blended learning pedagogies fall in line with the TPACK and COVA approaches. As a technical program, the students must learn the material, discuss the material, practice performing the skills in the material, teach the material to peers and be assessed on the performance of the material. At the same time, the learner takes ownership of their performance and learning experience, and a voice on their learning experiences through reflections and assignments throughout the program. The learning is authentic knowledge and tools required to be a valuable ophthalmic technician.
Reference
Harapnuik, D., Thibodeaux, T., and Cummings, C., (2018). COVA Choice, Ownership, Voice through Authentic Learning. Creative Commons License.
Honeycutt, B., (2016). Five Time-Saving Strategies for the Flipped Classroom. Magna Publications. Retrieved from:
Honeycutt, B., Garrett, J., (2014). Expanding the Definition of a Flipped Learning Environment. Magna Publications. Retrieved from
Kelly, R., (2014). Five Pedagogical Practices to Improve Your Online Course. Magna Publications. Retrieved from
Kelly, R., (2013). Blended Learning: Integrating Online and F2F. Magna Publications. Retrieved from http://www.facultyfocus.com/articles/blended-flipped-learning/blended-learning-integrating-online-and-face-to-face-courses/
Koehler, M.,(2012).TPACK Explained. Retrieved from http://www.tpack.org/
Shibley, I.,(2011). Putting the Learning in Blended Learning. Magna Publications.Retrieved from http://www.facultyfocus.com/articles/blended-flipped-learning/putting-the-learning-in-blended-learning/
Projects
Disruptive Innovation in Eye Care
My Innovation Plan
Blended Learning Applications:
Flipped Classroom
Rotational stations
Co-Teaching
Current State of the Program
1.The curriculum meets or exceeds the guidelines by the Commission on Accreditation of Ophthalmic Medical Personnel, State and College standards.
2. Facilities are second to none and state of the art for a teaching facility in the new Eye Care Suite in the Health Science addition.
3. With budget constraints and cutback, innovative new thinking is needed to furnish students with improved access to resources and learning tools.
Assumptions
In the past, we assumed the student received all the required information from medical textbooks and reference books. The student could read the material, pass the exam and perform the skill after reading the “recipe” card. This approach only worked for a few students who learned by reading/writing, the other learners, visual, aural and kinesthetic were left out.
Team / Advisory Board Members:
Medical Director
Clinical Sites - Fifteen Ophthalmology offices & Preceptors
San Jacinto Faculty:
Program Director - One Fulltime
Full-time Faculty - One
Part-time Faculty - Four
All Full-time and Three part-time Faculty are SJC certified ACademic online instructors
All Faculty are certified Allied Ophthalmic Personnel
Facility:
5,000 sq. foot Eye Care Suite
8 Exam Lanes (rooms) full equipped
8 Diagnostic Lanes full equipped
Optical Lab - equipped with lens edger, lensometers, and frames
Classroom / Contact Lens Lab - sits 30 students
Hardware:
28 stations for computers with hardwired
Free WiFi with San Jacinto login
4 computers available in Lab for rotation
Software:
Blackboard portalOptions: EMR Training ToolsTextbook Options
Gartee, R., (2017), Electronic Health Records: Understanding and Using Computerized Medical Records, 3rd Edition, PearsonEMR Package
Vendor Options:
Epic, MDIntelleSys, CompuLink, Medflow or Nextech (Modernizing Medicine)
In-house EMR Format
Convert current paper form to PDF form versus build an electronic form using Microsoft Publisher program.
The building of our own template is the most cost-efficient and universally approach for the program to use in EMR training.
Accreditation Guidelines:Lab ratio - Two instructors for every seventh student
Culture:
High career placement for qualified trained allied health personnel in Houston metroplex and throughout the United States and Canada.
Plan of action:
To increase student access without dramatically increasing the budget for more instructors, more lab time and more demands for structured student classroom time.
A. Utilize digital learning for student interaction provides an increase in access to learning tools and simulations.
B. Digital learning can be used to give the students a better understanding of course curriculum.
C. Online study for professional review for accreditation exams.
D. The flipped/co-teaching classroom and rotational labs grants independence, choice, and ownership for the young adult learner.
E. Student-driven in-house design of the EMR and Case Reports form.
Adopting the objectives set forth in the statement above the following process took place.
Evaluation process:
Form a leadership team to evaluate the innovation plan.A Team is the Medical Director, Program Director, Clinical Coordinator, and Faculty Instructors.
· Bring the evaluation to the Advisory Board for approval
· Upon Board approval
- Implementation of Digital online courses
- Implementation of Blended Learning using flipped classroom, rotational labs, co-teaching lectures
Digital learning is exercised in all eye care courses
- To foster students entering the program, by introducing the student to professional mentor working in the field. Using either a graduate from the San Jacinto program and/or other certified allied ophthalmic personnel (AOP) to give a two-minute video.
- Use of instructional and reflection videos by APO posted in the Blackboard portal.
- Importance of developing profession skills
Soft skills:
- Time Management
- Work Etiquette & Ethics
- Medical professionalism
- Digital Citizenship
Technical Skills:
- Taking an accurate medical history
- Perform an eye exam, efficiently and accurate
- Diagnostic testing
____________________________
Blended Learning
1. Flipped Classroom
Lecture is given online through Blackboard
Provides the learner more independent learning
Provides more time in class and labs to master skills and didactic
Blackboard Tools for Flipped Classroom
A. Course objectives
B. Assignments
Reading from textbook and materials available from Blackboard
Writing: Assignment / Self Reflection Journal / Blogs
Discussion board led by students and industry webinars
C. Lectures
Instructor lecture voice-over power points
Slide share power points
Powerpoint provided by textbook publisher
Videos on topic
D. Instruction videos
Industry provided
You-tube
E. Discussion boards topics
Industry Webinars
Professional Journals
Research projects
F. Online professional reviewMock ophthalmic skill examsComplete JCAHPO Ophthalmic Scribe certification exam.2. Rotational Labs
A. Open Lab rotation
- Teaching presentation: learners will take ownership by demonstrating mastered skill(s)
- Use of skill simulators
- Rotation to master skills
B. Rotational Labs: Collaboration of basic and advanced learner
- Advance student reviews their case report from clinical practicum with basic student
- Assessments from both groups on each other's performance's with patient care/skills
- Collaboration and feedback from the advanced student to their basic partner on the skill's performance
C. Rotational Labs: Service Learning
- Enables ownership of learning
- Enables students teamwork skills
- Perform tasks in a Service Learning environment
Kid's Vision for Life See to Succeed
Diabetic Health & Wellness Fair
SJC UBalance Expo
Community outreach health fairs
3. Co-Teaching
Two instructors sharing the instruction and watch of the lecture and lab.
WANT:
Increase service learning rotational lab
Two instructors to share duties
NEED:
Instructors sharing of co-teaching duties
Assessment Process:
- Written Exams over theory and skills
- Skills Exams - assessing the student's ability to perform required skills
- Assessment by doctors involved in service learning lab
- Video assessments for students to view their own skills performance
- Student reflection video on service learning experience
- Weekly Evaluation by clinical site preceptor
- Exit Evaluation by clinical site preceptor
- End of Course Survey
- A-C completers statics
- Retention statics
ReferencesHorn, M.B & Staker, H., (2015), Blended: Using Disruptive Innovating to Improve Schools. Retrieved from http://booksupport.wiley.comPeery, A. (2017). Co-Teaching: How to make it work. Retrieved from: https://www.cultofpedagogy.com/co-teaching-push-in/- http://blogs.edweek.org/teachers/prove-it-math-and-education-policy/2016/02/learning-by-doing-case-for-experiential-education.html
- www.21things4teachers.net/21-things/20---blended-or-flipped-classrooms/
- https://en.wikipedia.org/wiki/Experiential_learning
- http://blog.ed.gov/2014/06/learning-by-doing-hands-on-experiences-help-children-learn-and-dream/
Disruptive Innovation Implementation Plan
Learning from Leaders
Create Significant Learning Environment
(CSLE)
Change for the sake of change is not always the best innovation and can be a destructive disruption of the classroom. We as instructors must prepare, plan and benchmark ideas before implementation of what might look terrific on paper, but is a total disaster of a waste of time and funding in the classroom.
When in 2007, Abilene Christian University (ACU) developed the mobile learning innovation, giving each student their own Apple device was earth-shaking for the time. This put the learning back into the student's hands and responsibilities all the while riding in their back-pocket with instant communication from classmates, college apps, emails, and websites. A great tool for students to add to their digital toolbox of knowledge and application. In a small community college, like San Jacinto, a 1-1 initiative such as this would be tremendous for our students. Most of the students economic and cultural diversity doesn't lend to the most updated version of any type of digital technology.
A blended learning environment is a welcoming change for our students learning outcomes and seeking their pathway to a career. When we built the eye care suite, we envisioned an office, where when you look through the glass wall, you see an optical shop, front desk reception area, dispensing lab, and eight eye exam rooms. Due to budget and yet proven ophthalmology based electronic medical records software, we were unable to complete the office with the much required digital tools to efficiently run a medical office and meet the government mandated rules. The college does provide the students with excellent digital tools in the library and ILC (Interactive Learning Center) including ophthalmic skills simulation area at the library. As well as during class time in the open lab rotation period for simulation access. The college has rented out four DELL laptop computers for class/lab rotations for presentations and purchased two skills simulator disk from the International Joint Commission of Allied Health Personnel in Ophthalmology (IJCAHPO). But we need more access to computers in the classroom to increase skills simulation time, video of skills for students to view themselves in action, online testing, and implementation of EMR software. Another avenue of blended learning used is each course is Blackboard supported. Students are given assignments, online test, videos, power points, discussion boards, webinars and open materials to study outside the class/lab time. This prepares the student for when they enter the lab/classroom to understand the lab activities and be able to perform the duties assigned to them for the day. The use of rotation labs and collaboration with other courses in the eye care program will give students a sense of teamwork. The collaboration between the basic and advanced technique classes gives each student the opportunity to grow and learn from each other; the novice and the second year student learning together. Use of student learning lab rotation, where each student is assigned a pre-exam test to perform on the patient before seeing the physician. The student is getting hands-on experience before heading into each clinical practicum where a complete patient interaction is encountered. The student must complete 1,000 hours of clinical practicum to graduate with an Associate of Applied Science degree. Another tool of blended learning is having the student teach through presentations to their classmates on a particular skill or topic of their choice.
We need to move forward with increasing our student's exposure to electronic medical records, giving them the opportunity to work on simulators for the certification exam and provide them with more face to face real time with patients.
Below are the outline and the timeline for my BHAG(s) (big hairy audacious goal) for the eye care program.
February 2017- Phase 1
Advisory Board Meeting
1. Discuss implementation of Electronic Medical Records (EMR) in five eye courses (OPTS/HPRS).
2. Discuss the implementation of rotation lab, including collaboration between basic and advanced techniques, open simulation lab, service learning lab rotations and co-teaching lectures and labs.
1A. Software Options
- Mylabaccess ebook with Pearson publishing
Estimates from the following EMR software companies regarding educational pricing and installment will be secured at the Advisory Board meeting time.
MDIntellSys http://www.nextech.com/ophthalmology/emr-software/
Epic http://www.epic.com/software
Medflow https://www.medflow.com/index.html/
1. Department owned EMR software
2. Purchased with Perkins Grant
3. Students purchase ebook with lab access key code
4. $108.00 retail - Pearson Book
5. In-house electronic format
1B. Additional lab computers (9)
- Check out from IT department - two semesters as needed
- Purchase by department
- Perkins Grant
- Students bring own device (BYOD) with access key code from Pearson
2A. Discuss implementation of Rotation labs in OPTS 2441 and OPTS 2445 Advance Ophthalmic Techniques
2B. Ophthalmologist(s) in-house rotational lab
- Liability issues
- Coding and Billing
2C. Service learning rotation lab
March 2017 - Phase 2
Advisory Board's recommendations are 1. To develop an in-house cost-effective electronic form
2. Continue EMR training through clinical sites in practicum rotation
3. Continue to evaluation and benchmark EMR software updates
4. To proceed with blended learning initiatives; co-teaching, flipped classroom, rotational labs, and service learning events.
Fall 2017 - Phase 3
EMR Innovative
1. Develop an electronic EMR in-house form
- Use the COVA approach
- Learners develop an electronic form as an EMR assignment
2. Follow and Lead the COTP (Consortium of Ophthalmic Training Programs) initiative with Modernizing Medicine format added as a Blackboard tool
Blended Learning Innovations
1. Co-teaching lectures and labs in the four core fall courses with two cohort groups of learners
2. Implementation of lab rotations
- Lab group rotations
- One Student is the Tech = Second Student is mock patient
- Rotation at skill simulations stations
- Service learning lab rotations
- Collaboration of Basic and Advance Ophthalmic Techniques labs
3. Flipped classroom
- Placing lecture power points, reading assignments on Blackboard pre-class-time
- Use of Reflection tool on Blackboard
- Use of Industry webinars for interactive discussion boards topics
Spring 2018 - Phase 4
1. EMR Innovation
- Introduce electronic form (EMR) created from the fall collaboration for practicum case reports
- Check-in with Clinical Coordinator on the ease of the new form by the collaborators (students)
- Have collaborators update as needed
- Continue to follow and support COTP initiative for an EMR system
2. Blended Learning Innovation
- Students Reflection of service learning events
- End of course surveys
- Retention and Completers statistic
- Instructors reflection on co-teaching and rotational labs
Summer 2018 - Phase 5
EMR Innovation
1. Continue new electronic form for summer practicums
2. Monitor student outcomes
Blended Learning Innovations
1. Re-review students and instructors reflection on blended learning outcomes
2. Revise schedule and lesson plans for fall
Fall 2018 - Phase 6
EMR innovation
1. Implementation of electronic form in the lab for patient exams in techniques course (new cohort of first years)
2. Continue support and leadership with COTP for EMR system training system
Blended Learning Innovations
1. Continue with initiatives the program concludes worked Fall 2017
2. Add activities or lesson plans for authentic learning
3. Remove activities not conclusive to authentic learning
The disruptive innovation plans created with a COVA approach in mind for student success. As the timeline indicates, my BHAG is well on its way. I meet some obstacles in adding EMR to training in my blended learning. The obstacles lead me in a different direction. A direction of giving the learners a voice in creating their own in-house format for EMR data entry and case reporting.
The innovation plan of blended learning my research led me to the co-teaching approach. The eye care program added co-teaching with my leadership this past fall.
The dream and vision of creating a significant learning environment for the Eye Care learner are headed in the right direction.
References
Bailey, T.B, Smith Jaggars, S., Jenkins, D., (2015), Redesigning America's Community Colleges, A Clearer Path to Student Success. Harvard University PressChristensen, C.M., Horn, M.B., Caldera, L., Soares, L., (2011), Disrupting College, How Disruptive Innovation Can Deliver Quality and Affordability to Postsecondary Education. Retrieved from www.American progress.orgCouros, G., (2015), The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity. Published by Dave BurgessHorn, M.B., Staker, H., (2015), Blended, Using Disruptive Innovation to Improve Schools. Jossey-Bass, A Wiley Brand, Retrieved from www:wiley.comJohnston, B., (2015), Guided Pathways Demystified: Exploring Ten Commonly Asked Questions about Implementing Pathways. Retrieved from www.inquiry2improvement.comMakely, S., (2017), Professionalism in Health Care, A Primer for Career Success. Fifth Edition, Pearson Publishing
Innovation Plan Presentation
A two minute video on the Certified Ophthalmic Technician (COT) Programs' need for electronic medical records (EMR) training. The goal is to provide students training on an EMR system before rotating to a clinical office. To eliminate blind sides.
Recorded in Eye Care Suite Lab
Rotational Lab: Service Learning Event
Kid's Vision for Life - See to Succeed
Kids Vision of Life See to Succeed project took flight in 2010 when San Jacinto College Eye Care Program teamed up with the City of Houston, Harris County Health Department, Alcon, Essilor, Berkeley Eye Center and Wal-mart. The project aided 10,000 first through twelfth graders in Houston and surrounding independent school districts. The students' receive a free eye exam for glasses and at least one pair of glasses with a designer frame.
The service learning project for the San Jacinto College eye care student has become a staple of learning teamwork, collaboration, and mastering of ophthalmic skills. The eye care learning objectives outlined for the students develop their technical, soft and lifetime skills by interacting with peers in the eye care industry, public services and the patients in real time.
The eye care program participates in two events a year. San Jacinto College hosts one of the two events at Central Campus and the Eye Care Suite for the Pasadena ISD. The event allows collaboration between nursing, fire cadets, criminal justice students, staff and faculty at the Central campus to volunteer in logistic, patient care, data entry and security areas.
http://www.sanjac.edu/article/1906-children-found-need-eyeglasses
http://www.sanjac.edu/article/eye-care-students-and-professionals-partner-help-children-see-succeed
San Jacinto College
Eye Cons OrganizationProfessional Learning Network
San Jacinto College Eye Cons is a campus organization to support the students and our community in preserving vision.
Eye Cons mission is:
- To promote awareness in the community, to support the ophthalmic, optometric, optician community of south Texas.
- To provide vision and glaucoma screenings to our community and support local agencies in awareness of eye diseases
- To promote student learning by attending local and regional continuing education meetings
- To promote networking with future peers
Patsy Goss Community Award - four-year winner
Activities
- Community Health & Wellness Fairs
- Support of Local Agencies Fundraisers
- Attend Texas Regional JCAHPO CE Programs
- Attend Certified Optician of Texas Association meetings
- Attend American Society of Ophthalmic Reg. Nurses CE Ophthalmic Updates
Saving Sight
Calendar of Events
Contact Me
Don't be afraid to reach out. You + Me = AWESOME
San Jacinto College
Pasadena, TX
laura.cole@sjcd.eduMonday - Friday
8:00 am - 5:00 pm281 542-2086Discussion
Comments Welcome
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