1. Boston University School of Public Health Soliciting the Voice of our Student Customers CEIT October 10, 2012 Sophie Godley, MPH Clinical Assistant Professor Director, Undergraduate Education

2. Boston University Slideshow Title Goes Here Boston University School of Public Health Who inspires your teaching?

3. Boston University Slideshow Title Goes Here Boston University School of Public Health My teaching: My students

4. Boston University Slideshow Title Goes Here Boston University School of Public Health Graduate and undergraduate students

5. Boston University Slideshow Title Goes Here Boston University School of Public Health My (initial) reluctance Godley10/25/20155  Too much to do anyway  Fear of negative comments  Thinking in terms of “good” and “bad” – not iterative, mutual  What if it’s really about “their learning” and not “my teaching?”

6. Boston University Slideshow Title Goes Here Boston University School of Public Health Three examples from the classroom: midcourse evaluations Women Children & Adolescents (grad level, 81 students) Fall 2011: Used Blackboard, very quick survey Safer Sex & Public Health (mixed class, 60 students) Spring 2012 Pen and paper survey Women Children & Adolescents (grad level, 84 students) Fall 2012: using blog, Facebook Godley10/25/20156

7. Boston University Slideshow Title Goes Here Boston University School of Public Health An opportunity to receive, and also to give, feedback  Discuss contradictory feedback  “some of you are enjoying…”  “some of you aren’t…”  Reminder about expectations  -I will not recite the readings  -Facebook, gchat and email in class  I can’t grade 84 papers…

8. Boston University Slideshow Title Goes Here Boston University School of Public Health Midcourse evaluations (MC705)  49/57 = 86% response rate  Discussions and class atmosphere  Scholarly debate, trusting one another  Time allocated for discussion  Staying on schedule w/readings  Class size

9. Boston University Slideshow Title Goes Here Boston University School of Public Health Need to be addressed  “Normal” “Abnormal”  I don't like the word "normal." If that's what happens to you, then that's what is important. Doesn't matter if you're only one in the world.  Bisexuality: invisible  Anatomy & physiology

10. Boston University Slideshow Title Goes Here Boston University School of Public Health What’s next?  Work to continue productive discussions  Your role: Do the reading! Come to class!  Keep talking to me about what is working and what isn’t…

11. Boston University Slideshow Title Goes Here Boston University School of Public Health Anatomy & Physiology Lab

12. Boston University Slideshow Title Goes Here Boston University School of Public Health Class adjustment *With thanks to Profs. Shaffer & Zumwalt

13. Boston University Slideshow Title Goes Here Boston University School of Public Health Discussion and lessons learned… a) It’s worth it to check in b) Opportunity to remind students about MY expectations is valuable c) Being heard matters d) How to make syllabus flexible enough to meet student needs? Godley10/25/201513

14. Boston University School of Public Health  Boston University School of Public Health  801 Mass Ave. 4 th floor Crosstown Building  Boston, MA 02118  Ph: 617/638-5296Email: sgodley@bu.edusgodley@bu.edu  Facebook: Sophie Godley  Twitter: @sophiesalibi@sophiesalibi Contact Sophie Godley, MPH