Fall 2004 Workshops

Tuesday, October 5, Founders Room, 12 Noon to 1:30 p.m.
Active Learning with PowerPoint
Presented by Rob Schadt, OTLT

At a minimum, a presentation format should do no harm to content. Yet, again and again we have seen that the PowerPoint cognitive style routinely disrupts, dominates, and trivializes content. Thus PowerPoint presentations too often resemble the school play: very loud, very slow, and very simple.
(Edward R. Tufte, The Cognitve Style of PowerPoint, 22)

Despite the fact that so much has been written about PowerPoint’s weaknesses, instructors still feel compelled to adapt PowerPoint to the classroom. This session is designed to help you capitalize on those aspects of PowerPoint that lend themselves best to engaging students interests and promoting active learning in the classroom.

Monday, November 15, Founders Room, 12 Noon to 1:30 p.m.
Difficult Dialogues: Writing Race
Presented by Matt Ouellette, Associate Director, Center for Teaching,
University of Massachusetts, Amherst

For the past four years BUSPH faculty have meet annually to share ideas on talking about race, class, and health in our classrooms. In this workshop participants will have the opportunity to consider the usefulness of brief writing assignments as a pedagogical tool to encourage intergroup dialogues. By examining the personal context of racism, such dialogues offer students one point of entry to understanding the historical, social, and structural construction of individual and group racial identities and the impact of these identities on individuals, families, groups, and communities in U.S. society.

Wednesday, December 8, Founders Room, 12 Noon to 1:30 p.m.
The Use of Case Studies and Group Discussion in Science Education
Four films, with discussion facilitated by Rob Schadt, OTLT

Many faculty struggle while teaching the quantitative aspects of science. Often students sit passively in class, appearing to understand the material, but when they leave the classroom and start to do the homework, they are unable to apply what you’ve worked so hard to teach. The National Center for Case Study Teaching in Science is a NSF project that has been developed to help change this scenario. To introduce this project and follow up on previous sessions on discussion and case-study teaching, this session will focus on how to teach science in a meaningful way using case studies in classroom discussions and small-group learning. This will be a preamble to a case-writing workshop that will be held in the spring.