Teaching Naked, Part 2

In my previous post, I recounted how a student interviewed me for the school paper regarding my decision to confront my class about being sexual harassed by one of my students on a mid-semester evaluation.  To give a little context for this post, my article was featured on the front page along with an article about a male faculty member (from the same college, and thus, the same dean) who was suing the university over sexual orientation discrimination and wrongful termination.  Neither my mentor nor the dean in this anecdote had authority over me; my bosses were in the provost office.

After the article was published, the dean of my college was clearly not happy I chose to share my experience publicly.  Continue reading

Teaching Naked, Part 1

I had my students fill out mid-semester evaluations last fall.  No big deal, just answer these four questions: 1) What am I doing to help you learn? 2) What could I be doing better to help you learn? 3) What are you doing to help yourself learn? and 4) What could you be doing better to help yourself learn?  I had them turn the evaluations in anonymously to allow more genuine feedback.mid-semester evaluations

Later that afternoon, I started going through the responses. It was encouraging to see that, in general, responses to the first two questions indicated I was getting better, which was gratifying given the amount of time and energy I spent re-developing the class. For the most part, students were surprisingly honest when responding to questions 3 and 4, showing they understood their responsibility in their progress, or lack thereof. Somewhere towards the end of the ~160 evaluations, I came across one that answered question #2 with: “Teach naked.”  Continue reading