At the Math Teaching Seminar, I spoke about practices that I employ in my courses at the University of Waterloo to encourage and promote student voices.

Abstract:

One of my teaching goals for the past year was to establish practices in my courses that promote student voices and intentionally gather student feedback throughout the term. As a result, these practices have developed into a cohesive process that: (1) begins before the first day of class, (2) relies on anonymous and known feedback from students (the latter acquired from “Student Reps”), and (3) offers transparency and flexibility in courses. I believe that large first- and second-year courses will benefit most from this process, or one’s like it, while upper-year courses will benefit from certain components of it. In this talk, I will share the workings of this process from start to finish highlighting its strengths and weaknesses.