Facilitating and Interpreting Student Feedback
Results from student evaluations of your last semester course are now available. With an eerie, and yet familiar uneasiness, your look at the envelope. Before you open it you take a deep breath and thenÃ¢â?¬Â¦In this session weÃ¢â?¬â?¢ll discuss both how to interpret and use student feedback from course evaluations and also how to obtain formative feedback from students during the course by looking at the concept of classroom assessment.
Difficult Dialogues Ã¢â?¬â?? Working with International Students at SPH
John Orwat, PHD, AM, MEd, Professor of Health Policy and Human Behavior, Loyola Chicago
SPH is becoming an increasingly culturally diverse setting. Part of our challenge is to be aware of difficulties and/or needs of international students, which might not be shared by domestic students. Domestic students may express concerns similar to those of international students, but for different reasons. For instance, domestic students may choose not to participate in class discussion because of being introverted, uninterested in the subject matter, or unprepared. International students, on the other hand, may be silent for any of those reasons, or for other quite different reasons having to do with linguistic proficiency, cultural conventions, or educational background. In this session we will discuss how to create a positive classroom while encouraging broad discussion of controversial (and perhaps not so controversial) topics.
Teaching for Mastery
Bill Dejong, Department of Social and Behavior Sciences
Scotch Award Winner 2007
Mastery Learning is an instructional method that presumes students can learn if they are provided with the appropriate learning conditions. Specifically, mastery learning is a method whereby students are not advanced to a subsequent learning objective until they demonstrate proficiency with the current one. In this workshop Bill will review elements of his syllabus including how the assignments were structured, the use of individual meetings with students in lieu of classes to shape their work, and how this approach was introduced to the students. His discussion will include the pros and cons of this approach.
Developing Interdisciplinary Curriculum with Online Case Studies
Dick Clapp, Wendy Heiger-Bernays, Wayne Lamorte and Rob Schadt
Interest in developing and using cases for teaching throughout SPH continues with many instructors using cases already and interested in new ways to integrate cases into their teaching. Building on our current knowledge of teaching with cases, an interdisciplinary team of faculty from Epidemiology and Environmental Health with collaborators from and Health Law, Bioethics and Human Rights and Maternal and Child Heath are developing a new online case based on an earlier prototype, Hepatitis in Sparta. In this session we will discuss how modules such as this can encourage students to see how separate disciplines deal with concepts connected to public health problems and how instructional modules such as these can help us approach public health curriculum from an interdisciplinary perspective.
Using Textbooks and Readers Effectively (and getting students to read them)
Somewhere there is a school where faculty motivate students to use their textbooks and readers simply by putting statements such as “this text is required” and “exam 1 will cover the first three chapters” in their syllabi. Upon being dismissed from the first class meeting, the students go immediately to the bookstore, where they gladly spend the money they had allotted for Red Sox tickets on the required text, and begin reading chapters 1 through 3 as they are walking back to their apartment. For those of us who donÃ¢â?¬â?¢t work at this institution, creative strategies are required to motivate students to use these resources most effectively.