Spring 2013

Sessions on Teaching and Learning

Tuesday, February 5th 12:00-1:30 in the Founders’ Room
Soliciting the Voice of our Students

Click here to watch a recording of the session

Muhammad Zaman, a School of Engineering biomedical engineering professor, was the focus of a recent New York Timesarticle on how campuses solicit meaningful feedback from students. RateMyProfessors.com and mid- and end-of-term evaluations aren’t nearly enough for Zaman, who frequently queries his students, immediately analyzes the feedback, and, along with his students’ help, adjusts his next class based on their responses. Come join us for some very useful tips and discussion on how to better understand what and how students are learning in your classes.
These sample course feedback forms were offered by Prof Muhammad Zaman. He uses the 1stform at his second class meeting… and then uses Form 2 frequently throughout the course.

Click Here to download the some suggested feedback forms

Monday, March 21st 12:00-1:30 in the Founders’ Room
“Designing for reflective learning:  why, when and how”

Vicky Parker, HPM

Click here to watch a recording of the session

They say that experience is the best teacher….but that depends on what we learn from it!   Reflective learning activities can be designed to help students make sense of their knowledge and experiences, and that can also help us assess their developing competencies.  Come explore why, when and how reflective learning might fit into your course designs and consider technologies and formats to effectively support reflection.

Supporting Documents:

Presentation Slide (ppt)
Learning Through Reflective Classroom Practice… (pdf)
Grading Rubric for Reflective Journal Entries
Tuesday, April 23 12:00-1:30 in the Founders’ Room
E-portfolios for Reflecting, Documenting, and
Assessing Public Health Competencies and Skills
James Wolff, IH

Click here to watch a recording of the session

This workshop will explore adaptations of e-portfolio to facilitate teaching and learning in the classroom. We will review some examples of how e-portfolios have been used to document class learning in multiple formats, to demonstrate student skills and competencies, to strengthen assessment, and to engage students in meaningful reflection about what they are learning. Then we will have an opportunity to review, analyze and discuss in detail different examples for several of these adaptations of e-portfolio.