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Soliciting the Voice of our Student Customers CEIT October 10, 2012

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

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Soliciting the Voice of our Student Customers CEIT October 10, 2012

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  1. Soliciting the Voice of our Student CustomersCEITOctober 10, 2012 Sophie Godley, MPH Clinical Assistant Professor Director, Undergraduate Education

  2. Who inspires your teaching?

  3. My teaching: My students

  4. Graduate and undergraduate students

  5. Godley My (initial) reluctance • 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?”

  6. Godley 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

  7. 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…

  8. 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

  9. 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

  10. 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…

  11. Anatomy & Physiology Lab

  12. Class adjustment *With thanks to Profs. Shaffer & Zumwalt

  13. Godley Discussion and lessons learned… a) It’s worth it to check in b) Opportunity to remind students about MY expectations is valuable c) Being heard matters d) How to make syllabus flexible enough to meet student needs?

  14. ContactSophie Godley, MPH • Boston University School of Public Health • 801 Mass Ave. 4th floor Crosstown Building • Boston, MA 02118 • Ph: 617/638-5296 Email: sgodley@bu.edu • Facebook: Sophie Godley • Twitter:  @sophiesalibi

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