2017 Deans’ Panel

Title:  Fostering the Culture of Teaching, Learning, and Innovation

Presentations (1:00-1:25)

Discussion Moderated by Matt Trevett-Smith, Ph.D., Director, Center for Teaching & Learning (1:25-1:45)


 

Assistant Dean, Graduate Medical Sciences (GMS)

The GMS Masters Degree Programs have launched a new initiative for outcomes related to Performance Based Management utilizing the Clear Impact Scorecard System. A primary goal is to improve the recruitment of underrepresented minority students. The project endeavors to change the culture, share best practices, elicit stakeholder engagement and create a sustainable system of evaluation.

 

Associate Provost, Office of Digital Learning and Innovation (DLI)

DLI’s mission is to spearhead the University’s most innovative projects in online learning, uninhibited by pre-existing culture and structures.  Examples of recent successful DLI initiatives illustrate the resources available to foster the spread of innovative pedagogies that harness the power of technology.

 

Clinical Professor and Director of Faculty Development,
Clinical Professor, Director of Predoctoral Periodontics,
Director, Faculty Development, Henry M. Goldman School of Dental Medicine

Is critical thinking important in education, and scientific and medical practice?    While the importance is virtually universally acknowledged, few in academics are able to actually define it, explain how to teach to it, or measure it. Critical thinking can be taught, and learned in a methodical manner. It takes discipline and practice. Teachers ought to spend less time telling students the right answer, and more time asking them the right questions, to foster critical thinking.

 

Associate Professor of Neurology, Assistant Dean for Clinical and Strategic Affiliations, School of Medicine (MED)

Clinical education is the cornerstone of medical student education. In recent years, the medical school has increased efforts to strategically cultivate new clinical affiliations in order to provide innovative clinical education opportunities for our students. Through the establishment of our new Kaiser Silicon Valley Branch Campus and Berkshires Rural Initiative, we have created opportunities for our students to experience innovative and diverse healthcare environments and systems. This exposure will give them important insight into their own career goals, and the experience necessary to become leading healthcare practitioners, advocates, and policy makers in the future.

Professor of Biostatistics, School of Public Health (SPH)

The School of Public Health recently completed a comprehensive and thoughtful process to redesign the MPH curriculum to make it better aligned with the needs of both the students and the workforce. These changes have created classrooms that are more interdisciplinary and heterogeneous, providing opportunities to explore how enhanced communication and educational innovations can help teachers adjust to a student body that is more ideologically, professionally, and academically diverse.

 


 

Panel Moderator:  Sophie Godley, MPH (Sgodley@bu.edu), Clinical Assistant Professor, Community Health Services, SPH

Panelists:

School of Public Health:

Megan Healey, MPH, PhD, Clinical Assistant Professor of Epidemiology

Topic: Successes (and challenges) of integrating team-based learning in large classroom settings. Also will briefly mention our active learning strategies in the new MPH core courses

School of Medicine

Allison R. Larson, MD, Assistant Professor of Dermatology

Topic: Experience with flipped classrooms and lessons learned

Henry M. Goldman School of Dental Medicine

Dr. Celeste Kong, DMD, CAGS, Professor and Chair of General Dentistry

Topic:  GSDM’s digital dentistry innovation

Graduate Medical Sciences

Dr. Chelsea Epler Barbercheck, PhD, Program Director, BU’s BEST program

Topic: How BU’s BEST (Broadening Experiences in Scientific Training) program is using workforce data to guide career development and how that translates into interactive learning workshops