To enhance the value and visibility of teaching-focused discourse on the Berkeley campus, CTL presents Dialogues.
2016-2017 Dialogues Focus on Teaching Evaluations and Feedback Mechanisms
The 2016-17 Dialogues colloquium series is focusing on "Teaching Evaluations and Feedback Mechanisms". This year's faculty curators are: Claire Kremen, Environmental Science, Policy, and Management; John Wallace, East Asian Languages and Cultures; Oliver O'Reilly, Mechanical Engineering and Chair of the Committee on Teaching.
Spring 2017 Events
- Dialogue 3 - February 13, 2017 | 12:00-1:00pm | Academic Innovation Studio (117 Dwinelle)
Claire Kremen (Environmental Science, Policy and Management) will kick-off the discussion on the topic "Engaging Students in Peer Feedback." In addition students from Engineering will share their insights on what works and what doesn't where peer-to-peer feedback is concerned.
- Dialogue 4 - March 20, 2017 - Information coming soon
Review Fall 2016 Discussions
Dialogue 1: "De-mystifying Faculty Teaching Evaluation to Improve Pedagogy and Practices"
Janet Broughton (Philosophy, Vice Provost for the Faculty 2011-2016) and Martin Jay (History, Former Member of the Academic Senate's Budget & Interdepartmental Relations Committee) shared their insights concerning how to foster innovative teaching that is recognized and rewarded from a University perspective. Janet Broughton provided the folllowing information based on the discussion:
Janet also stressed the following: "Faculty members should not fear they will be disadvantaged in the review process for having tried something new that didn't quite turn out as they hoped it would. This is an experience that I suspect many of us have had at one time or another, and if it is your experience, I recommend that you try writing a self-statement that answers such questions as these: What did you hope to achieve with the innovation you tried? In what ways did the innovation succeed or fall short? What do you think the reasons are for the overall outcome of the innovation you tried? What might you do differently next time?"
Dialogue 2: "Maximizing Innovative Teaching While Minimizing Student Evaluation Risk."
Lisa Pruitt (Mechanical Engineering) and Michelle Douskey (Chemistry) kicked off the discussion resulting in the following key points:
There may be a lot of preconceived notions among your students about new methods of teaching and learning. Share your goals with students regarding why you are doing an activity or course in a particular way. Include examples from literature that supports the strategy being used.
Innovate in a way that is natural to you. You have to be authentic and comfortable with it.
Don’t be too concerned that the new strategy isn’t perfect the first time you use it. Take notes and adjust next time. It may take 2-3 semesters for the activity to work the way you would like.
Provide key takeaways to students at the end of the class so that they can more easily see what they’ve learned during the session.
- Evaluate the innovation at mid-semester or even shortly before so that students can voice their opinions and you have an opportunity to modify the approach to better serve their needs. Be sure to communicate your response to the evaluation comments to students. Let them know what and how the course will be changing.