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Engaging in a series of student-faculty discussions that highlight student perspectives on their own learning and faculty views on teaching provides opportunities for students and faculty to learn from one another and thereby enhance both teaching and learning.
An Idea Is Born
Why should we take the time outside of class to discuss teaching and learning with students? Didn't we see students in class, meet with them in our offices, pass them in the halls, and advise student groups? Why more contact? The impetus for additional contact began innocently enough.
For many years our campus held annual student-faculty dinners that brought together twenty to thirty faculty and students to . . . Actually, some of us weren't sure why we came together. We were simply asked to select a few good students for an end-of-the-year dinner. Once we came together a faculty member asked the students to comment on some aspect of their courses or campus experience they would like to share with the group. Not surprisingly, various aspects of teaching (e.g., what students liked or didn't like about their classes) usually came to the fore. The students' comments proved interesting, particularly since they addressed teaching in ways that were serious and heartfelt and that might not otherwise have been brought to our attention. I found their honesty both memorable and impressive.
Though seen as positive by participants, these dinners were one-time events with little follow-up or further discussion. As teachers we may have felt positive and uplifted by the sessions, but that was about it. While we enjoyed the discussions, due to the nature of what was being said, our lack of insight, or our inability or unwillingness to process what was being said, it was unclear whether any of us took away anything that we applied in our classrooms.
These dinners were not the only time the potential importance of students' perceptions came up. Countless informal discussions with other faculty and my reflections following these conversations led me to realize that many of us may have little idea of what is actually occurring in our classes. Yes, we see the students' written work, engage in in-class discussion, and look at our course evaluations, but by and large we may feel somewhat clueless on...