Feedback from GRDSCH 630 Students, Winter 1999

At the end of the quarter we asked students for their feedback on the course. Here are some examples of what they said, and how we have responded:

• Question 1: What parts of the class should we keep?
  • Response to feedback from Question 1

• Question 2: What parts of the class should we change?
  • Response to feedback from Question 2

• Question 3: Other comments
  • Response to students' other comments

• Who takes this class?

• Feedback from Other Quarters

Question 1: What parts of the class should we keep?

The teaching portfolio was a highlight for me, and opportunity to discuss my preliminary attempts ... was incredibly helpful.

The teaching portfolio will probably be the single most valuable product of my work in this course. I was also glad to learn about the wealth of materials just a "click" away on the web. The web site and discussion group were valuable.

The best part was the discussion of practical projects, when I got to talk to other graduate students about what they are doing in their classrooms ...

I loved the multidisciplinary aspect; it made for really interesting discussions and enhanced my learning experience.

I like the exposure to different ideas / disciplinary approaches .... More than anything, I liked and appreciated the chance to hear other teachers' thoughts, difficulties, successes, etc.

Response to feedback from Question 1:

We agreed with students' perceptions that teaching portfolios, practical projects, and opportunities for discussions across disciplines were among the most positive aspects of the course. We have kept these as central features of the course in our design for the next time it's offered.

Question 2: What parts of the class should we change?

... more time at the end for reflective writing. Maybe a longer class.

The amount of resources / web sites / articles that everyone shared feels a little overwhelming, although the search process was informative. I wonder if the reporting of resources could be more interactive.

... The resource assignment was less useful -- graduate students are already trained at locating resources. I would have liked the diversity discussion to have gone farther ...

portfolios -- if you can devise a way to discuss format / design throughout the quarter ... more discussion with other students about their portfolios earlier in the quarter

Need more time to work in groups if possible

Pick [fewer topics] and focus the conversation over 2 weeks. That way the group presentation can be more meaningful and less rushed.

Response to feedback from Question 2:

We appreciate students' constructive feedback, and have found it very helpful in revising the course for the next time it's offered.

Based on this feedback we have made a variety of changes -- some to the overall structure of the course, some to specific class activities -- so that class time can be used in ways that are most helpful and relevant to course goals.

For example, we have greatly revised the way that teaching resources are integrated into the course so that considerably less class time is needed for presenting them. This change leaves us more class time to address other topics in greater depth, and also more time for focused work on portfolios during class sessions.

Question 3: Other comments about the class

Much of the class was great -- tough to integrate diverse interests -- admirable job of getting us together!

Thank you for all your efforts! I am certain that we all will benefit -- as will our students -- thanks.

It was really a treat to be taught by excellent teachers. I enjoyed the unique contributions that each of you brought.

I cannot state strongly enough how helpful this class has been to me. The blend of practical tangible strategies with the discussions and ideas that were shared have given me a foundation I am grateful for. This has definitely been a highlight of my UW experience. THANK YOU!!

Response to students' other comments:

We were pleased to learn from most students that the course was a positive learning experience for them. We want to add, however, that much of the credit for the success of the course goes to the students who were in it,their efforts to integrate the course content with their own teaching goals and questions, and their active participation in each class session.

It was a pleasure for us to meet each week with talented, highly motivated scholars who want to be effective in their teaching. We are definitely looking forward to teaching the course again!

Departments represented in the course, Winter 1999

When students refer to multidisciplinary aspects of the course, they are talking about the opportunity to learn from one another about teaching effectively in different disciplines and different teaching situations.

Here are the disciplines that were represented in the class:

• American Ethnic Studies
• Anthropology
• Asian Languages
• Astronomy
• Atmospheric Science
• Chemistry
• Communications
• Comparative History of Ideas
• Comparative Literature
• Educational Leadership and Policy Studies
• Electrical Engineering
• English
• Forestry
• History
• Library and Information Science
• MATESOL
• Math Education
• Nursing
• Occupational Therapy
• Oceanography
• Oral Biology
• Physics
• Psychology
• Teacher Education

206.543.6588 (phone)
206.685.1213 (fax)
email: cidr@u.washington.edu
web: http://depts.washington.edu/cidrweb/