Welcome, everyone.
We'd like to welcome you to "Teaching Skills-based
Decision Making through Experiential Learning Across
Disciplines."
And I'm Rhonda Bondie from the Harvard Graduate
School of Education.
I'm Joanna, and I'm from the Cabot Science Library.
I'm Baruch Krauss from the Medical School.
And what brought us together was this whole project, where
we came together, because we were trying to teach
the art of our disciplines.
And so for me, it was in the education--
helping teachers make decisions to include all students
in the classroom.
So how do we do this?
And for Baruch, in the medical, his medical students
in the emergency room, how do doctors
build trusting relationships with students?
And we realized, through HILT, they brought us together
as this interdisciplinary team.
Joanna and I were working together,
thinking through, how can we prepare our students
for professions where they're making decisions in, you know,
contextual situations that are dynamic,
and that are interactive, and also time-bound?
So we realized by talking together
that there is a problem.
There is no common framework, or methods, or principles,
assessment tools--
leaving faculty to develop the art of decision making
in our discipline on our own.
Without assessment tools, it made
it difficult to personalize instruction for our students
and focus in on specific skills that individual students need
to develop.
So we embarked on this project together.
So our project is built--
thank you.
Our project is built on a series of faculty interviews, where
we explore what they teach, how you teach it, and look
to uncover the underlying framework
and common principles, methods, and assessment tools,
in order to develop a model for best practice.
[LAUGHTER]
So what we started off was trying
to find out who to really talk to,
since there were a bunch of faculty across the university.
This was, I think, the hardest part for us,
because we sent out a lot of emails,
and we weren't hearing back.
So we started to tap into our own networks,
as well as we started looking into the syllabus explorer
to figure out who is really teaching decision making
in their own disciplines.
We then would reach out to the faculty
and schedule one-hour interviews.
It was also a process to find the time for all of us
to meet with them, and then for their schedules
to align with ours.
And once we started interviewing them,
we had a set of interview questions
that really honed in on what are they doing in the classroom.
How is it experiential?
Are they using common assessment tools, as well as
a larger methodology?
And then we started to record the interviews
and then also transcribe it.
And then we came up with a coding framework,
and now we're currently in the analysis phase.
And we've been really, really lucky
to be able to interview faculty.
Right now, we've interviewed around 12 faculty members
all across campus, and we are learning so much from them--
from, like, escape rooms, through different role plays.
So currently we've been doing different types
of coding categories through the faculty interviews.
So we looked at what are the teaching methods.
And from the interviews, we looked at, OK,
are they doing different types of discussion scenarios?
Are there some theories that we can extrapolate,
common principles, as well as skills,
and a list of other things?
So on the left are the activities that are in process.
So as Joanna talked about, we've done a faculty search.
We're in the middle of doing faculty interviews,
in the process of transcription and coding,
and beginning the analysis.
On the right are the activities that we're planning to do.
We're going to do a faculty convening, which
is to bring together the faculty that we interviewed,
to show them a draft of the model
that we're developing to get feedback on that from them.
And also for an opportunity-- you
know, most of the faculty who are doing experiential learning
and skills-based decision making have
developed their own approach in their own little silo.
And we thought that cross communication
among different disciplines, doing
the same kind of teaching, would be very useful.
Then we're going to initiate several research studies
both at the Medical School and at the Ed.
School.
We'll synthesize and do model development.
We want to thank a number of people.
The first is Jaime Goldstein, who
is a true connector in Malcolm Gladwell mode.
And then we also want to thank Josh Bookin, who is at the Ed.
School, but also our coach, and he
did a similar project for didactic teaching
on instructional movies.
And he shared a lot of his contacts
and gave us kind of a framework to think about how
to approach our project.
And finally, Jainaba, who is supporting us with our future
studies, where we can take this framework
and really collect some data from our students
and analyze their learning.
So we're really grateful for that.