Spring 2010

Office of Teaching, Learning and Technology
Luncheon Workshop Series
Spring 2010

Monday, February 22nd 12 -1:30 – Founder’s Room, T307
Time Efficient Teaching: leveraging your precious time
Wayne Lamorte, Professor, Department of Epidemiology

As faculty we are continually pressed for time. While balancing teaching, research and service, we are continually asked to do more while ensuring a high quality, innovative educational program which prepares our students for the workforce and at the same time attracts the highest quality applicants. Meeting these challenges can seem overwhelming. In this session Dr. Lamorte will lead a discussion of these issues and offer several technology and non-technology approaches he has developed that can not only save time and help organize and promote students’ learning, but also suggest good practice in teaching. The session will also provide an opportunity for sharing time-saving tips and techniques among participants.

Special Session for Core Course Faculty
Wednesday, March 17th 12 – 1:30 Talbot 112E
Engaging Students with Audience Response:
Advanced Techniques

For many of us the basic use of clickers to create a question and gather responses works well. Most report that the students view this favorably and generally the pulse of the room goes up a bit. In this session Elizabeth McConnel from Turning Technologies will demonstrate some advanced techniques, including demographic and linked slides. She will also discuss how to use the clickers in smaller classes to encourage and support team learning.

Non-core course faculty are welcome.

Thursday, March 18th 12 -1:30 – Founder’s Room, T307
Making learning Visible: assessment from a global perspective
Evangeline Harris-Stefanakis, EdD, Associate Professor School of Education, Fellow in the University Provost’s Office

Dr. Harris-Stefanakis, who is leading the e-portfolio initiative at the University, will introduce the idea of e-portfolios and discuss the many possibilities for using portfolios for student assessment in courses, for capstone experiences and as tools for professional development for faculty and staff. This discussion will include a fresh look at the assumptions we make around assessment and evaluation as well as how to bring the role of reflective practice into our students learning as well as our own professional development.

Tuesday, April 2th 12- 1:30 (location TBD)
Teaching large Classes: a panel discussion
Richard Clapp, Professor, Environmental Health; Alan Sager, Professor, Health Policy and Management;
Michael Siegel, Professor, Community Health Sciences

In this interactive panel discussion, three experienced SPH faculty from a variety of disciplines and each with considerable experience in teaching both large and smaller size classes will share their thoughts and suggestions about how to create a learning environmental that promotes learning and engagement in our core courses, while at the same time making the challenge of a large class and broad breadth of material a satisfying and rewarding one.

Wednesday, May 5th 12 -1:30 – Founder’s Room, T307
Introducing the Socratic Method in Online Instruction:
A case based course In the management of Innovation
Dr. Barry Unger, Associate Professor, Department of Administrative Sciences, Metropolitan College and 
Dr. Stephen A. Leybourne, Assistant Professor, Department of Administrative Sciences, Metropolitan College

This course, developed over the fall of 2009, is the first known development within BU of an online course based primarily around the use of and discussion of full length real life business cases. The course is based in the Socratic Method of ‘learning by asking’, rather than ‘learning by telling. In the context of this course, the intention was to involve the student cohort in an experiential maelstrom of vigorous group discussion. These discussions were based around an iterative and interactive process of case analysis, with five cycles of case-based activity, and with a discussion grading rubric designed to reward ’additive’ posts. The concept of ‘rebuttal’ was specifically sidelined in favor of contributions that progress and deepen the learning experience. The first and the last week’s materials are used to set the expectations of the course and to summarize and assess using a final proctored exam. There are also two individual assignments and a group project within the assessed submissions. 

Professors Unger and Leybourne will discuss the rationale and methods used in this course. This will be an excellent opportunity to consider an online format which could be used in connection with face to face teaching as well as to consider new approaches to case based teaching.