Fall 2009

Office of Teaching, Learning and Technology 
Faculty Luncheon Workshops 
Fall 2009 

Wednesday, October 6th 12:00 pm – 1:30 pm – Founders’ Room, T307 
Identifying Students at Risk
Margaret Ross, Director of Behavioral Medicine, Student Health Servicesand “Clinician of the College” for SPH 

We interact with students all the time, usually in an educational context. Sometimes, it is clearthat a student is struggling with something-adjustment to the program, or family issues, orsignificant psychiatric illness. H9w to approach this student? How to identify serious riskfactors? What to say? And once we are speaking with the student, where on campus to sendthem? This session will include a brief discussion to help with the identification of students introuble, and then role plays to increase everyone’s confidence that they have the language theyneed to be helpful. There will be an overview of organizations on campus that are available tostudents, as well as resources on line for students, faculty and staff.

Thursday, November 19th 12 – 1:30 – Founder’s Room, T307
Pedagogical Expectations: How can we cross the generational divide?
Judith Bernstein, Department of Community Health Sciences and 2009 Scotch Award Recipient

Many of us may find our perspectives are often at odds with those of students in their 20s and 30s in the following ways:

  • our emphasis on lifelong learning versus students’ task oriented learning
  • our need to read what everyone else has to say to feel expert enough to speak, versus the confidence of students in speaking from their own experience
  • our dependence on writing skills and belief in the importance of structure and grammar versus students’ comfort with oral skills as writing
  • our need to situate discussions in history and context versus the value students place on immediate circumstances and applications
  • our belief in the value of discipline and organization versus the value students place on spontaneity

In this discussion we will consider: Is there a divide? What’s the nature of it, if it does exist? What can we learn from students and what creative pedagogical strategies can we develop to engage them in broader and deeper perspectives to ground their activism and enthusiasm?

Monday, December 7th 12 -1:30 in the Founder’s Room, T307
Interpreting Your Course Evaluations
Rob Schadt, OTLT

The most important function of course evaluations is to help you develop professionally as a teacher. Evaluations also signal to students what the institution thinks are the most important features of learning and prompt them to reflect on their experiences in your course. Yet student evaluations can be confusing at best and discouraging at worst, especially given the effort that we put into our teaching. Keeping our perspective is a necessary first step to making practical use of evaluations. Rather than viewing student evaluations primarily as judgments of teaching performance, we may find it more meaningful to look at student reports as reflecting the spectrum of ways that students as novices learn and think within our disciplines. In this session we will consider some suggestions to help you interpret your evaluations and use them most effectively to inform your teaching and course planning.