soliciting the voice of our student customers ceit october 10, 2012
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Soliciting the Voice of our Student Customers CEIT October 10, 2012. Sophie Godley, MPH Clinical Assistant Professor Director, Undergraduate Education. Who inspires your teaching?. My teaching: My students. Graduate and undergraduate students. My (initial) reluctance. Too much to do anyway - PowerPoint PPT PresentationTRANSCRIPT
Boston University School of Public HealthBoston University School of Public Health
Soliciting the Voice of our Student Customers
CEITOctober 10, 2012
Sophie Godley, MPHClinical Assistant Professor
Director, Undergraduate Education
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Boston University School of Public Health
Who inspires your teaching?
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Boston University School of Public Health
My teaching: My students
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Boston University School of Public Health
Graduate and undergraduate students
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Boston University School of Public Health
My (initial) reluctance
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Too much to do anyway Fear of negative comments Thinking in terms of “good” and “bad” – not
iterative, mutual What if it’s really about “their learning” and not
“my teaching?”
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Three examples from the classroom: midcourse evaluations
Women Children & Adolescents (grad level, 81 students) Fall 2011:
Used Blackboard, very quick survey
Safer Sex & Public Health (mixed class, 60 students) Spring 2012
Pen and paper survey
Women Children & Adolescents (grad level, 84 students) Fall 2012:
using blog, Facebook
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An opportunity to receive, and also to give, feedback
Discuss contradictory feedback “some of you are enjoying…” “some of you aren’t…” Reminder about expectations
-I will not recite the readings -Facebook, gchat and email in class I can’t grade 84 papers…
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Midcourse evaluations (MC705)
49/57 = 86% response rate Discussions and class atmosphere Scholarly debate, trusting one another Time allocated for discussion Staying on schedule w/readings Class size
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Need to be addressed
“Normal” “Abnormal” I don't like the word "normal." If that's what
happens to you, then that's what is important. Doesn't matter if you're only one in the world.
Bisexuality: invisible Anatomy & physiology
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What’s next?
Work to continue productive discussions Your role: Do the reading! Come to class! Keep talking to me about what is working and
what isn’t…
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Anatomy & Physiology Lab
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Class adjustment
*With thanks to Profs. Shaffer & Zumwalt
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Discussion and lessons learned…
a) It’s worth it to check inb) Opportunity to remind students about MY expectations is valuablec) Being heard matters
d) How to make syllabus flexible enough to meet student needs?
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Boston University School of Public HealthBoston University School of Public Health
Boston University School of Public Health 801 Mass Ave. 4th floor Crosstown Building Boston, MA 02118 Ph: 617/638-5296 Email: [email protected] Facebook: Sophie Godley Twitter: @sophiesalibi
Contact
Sophie Godley, MPH