WEBVTT

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How can we teach our students if we do
not know who they are?

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My name is Amy Pinkerton,
and I'm a senior instructional designer

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at the Johns Hopkins Bloomberg School of
Public Health Center for Teaching and

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Learning,
and today I'm going to introduce you to

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the BSPH learner.

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Together,
we'll find out who our students are by

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looking at JHU and BSPH student data,
and then we'll explore some higher

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education trends and what these mean for
teaching and learning.

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Let's start with JHU enrollment data.

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The 2023 National Center for Education's
JHU Institutional Profile shows that

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there are approximately 40,
000 student enrollments by unduplicated

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headcount at JHU.

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74% are enrolled as full time equivalent
across all JHU at BSPH,

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the average full time equivalent cohort
size within the Masters of Public Health

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program is approximately 260 students.

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Why is this important?

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While full time students with their
heavier workloads and more intensive

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schedules often require more structured
teaching and learning environments.

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While part time students juggling work
and family benefit from flexible options

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and self-directed learning approaches?

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Now,
let's look at some demographic data to

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learn more about our students.

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Across JHU,
there's a slight majority of women

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enrolled compared to men.

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Interestingly,
the percentage of female graduate

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students at JHU has increased from 50% in
2013 to 52% in 2023.

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When we look at BSPH graduate student
enrollment data,

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the gender differences in enrollment
becomes more striking.

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Women hold a major majority over men,
with 72% of PhD students and 76% of

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Master students.

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Now, let's consider another demographic.

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International students often face unique
challenges in higher education,

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including language barriers,
cultural adjustment,

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and unfamiliar academic systems.

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With these challenges in mind,
let's consider where our students are

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coming from.

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The BSPH student body is made-up of
students from 88 nations.

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Domestic students account for 72% of PhD
students and 67% of Master students at

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BSPH.

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Across to JHU,
the percentage of international graduate

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students has increased overall from 21%
in 2013 to 29% in 2023.

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So far, we've looked at enrollment,
gender,

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and nationality data to get a sense of
who our students are.

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Let's use that data we've explored so far
to create a typical BSPH learner profile.

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But I want to emphasize that this is a
generalized profile that might not

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represent all of the students at BSPH,
but it will give us a good idea of who

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our students are.

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I'll also use some student demographic
trends that were highlighted at the 2024

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Council on Education for Public Health
Forum conference.

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To make this typical student profile,
I'd like to introduce you to Sarah.

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She's a digital native who was born
between 1997 and 2012.

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She's had her academic experiences shaped
by remote, asynchronous,

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and flipped classroom learning.

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She expects her graduate educational
experience to be flexible, personalized,

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and integrated with emerging technologies.

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As educators,
how can we engage with Sarah academically?

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What does this mean for teaching and
learning, especially at BSPH?

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To answer that,
we should look at recent trends in

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education.

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Many of these trends focus on solving
real world problems and building

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practical skills.

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Our first trend is hands on learning.

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There's a growing emphasis on
experiential learning such as internships,

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practicums, and field work.

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These allow students to apply theoretical
knowledge to actual public health

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problems,
enhancing their problem solving abilities.

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Our next trend is interdisciplinary
collaboration and innovation.

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Public health education is increasingly
integrating cross disciplinary approaches.

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These cross collaborations also include
innovative ways of approaching public

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health issues, like using design thinking,
for example.

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We're seeing more collaboration across
fields like environmental science,

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urban planning,
and social work to address multivariate

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complex public health issues.

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Our next trend is data and technology
integration.

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As public health increasingly relies on
data for decision making,

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curriculums are focusing on equipping
students with skills like data analysis,

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geographic information systems,
and digital health technologies.

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And finally,
there's a focus on policy and advocacy.

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In addition to technical skills,
there's growing attention on policy

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making,
leadership and advocacy to prepare

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students to make change in real world
communities.

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These trends aim to create public health
graduates who are not only knowledgeable,

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but also equipped with the practical
skills needed to navigate and solve

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pressing public health issues of today
and the future.

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Now that we know who our learners are and
what they expect from their public health

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education,
how can we effectively teach our learners?

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Well?

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One evidence based approach that we can
use is learner centered teaching and

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learning.

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Learner centered teaching focuses on the
learner's needs and actively engages them

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in the learning process,
shifting the focus from the instructor

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and what they're teaching to the learner
and how they're engaging with their

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learning experiences.

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This approach emphasizes active learning
where students are encouraged to take

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responsibility for their learning process.

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This method fosters critical thinking,
problem solving,

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and the application of knowledge in real
world scenarios.

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And all of these align with the trends
that we identified earlier about what

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students expect and need from their
public health education.

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You might be wondering,
where can I learn more about Learner's

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Center teaching and how it can help me
engage my students and prepare them for

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the future?

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Join us at the BSPH Center for Teaching
and Learning's 2025 Picnic PD series.

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Every year our CTL instructional
designers craft a relevant theme that

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weaves through a series of short
practical workshops,

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and this year's theme is Learner Centered
Teaching and Learning.

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These virtual workshops occur over Zoom
on Tuesdays at 12:00 PM Eastern Time in

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June and July.

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The format of each workshop is 30 minutes
of interactive practical workshop

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followed by 30 minutes of Q&
A and open discussion.

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Registration is free and open to all JHU
faculty, teaching assistants and staff.

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In connection with our Learner Centered
Teaching and Learning theme,

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each 2025 workshop is centered around a
specific type of learner who we see at

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JHU with a particular emphasis on BSPH.

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Some topics include the adult learner
teaching and reaching the adult brain,

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the motivated learner providing
assessment choice to activate student

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motivation, and the Global learner,
diverse public health perspectives.

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While you don't have to attend every
workshop,

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we do encourage you to join as many as
you can to fully immerse yourself in the

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Picnic PD experience and reap all the
benefits.

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Learn more by visiting CT LS Teaching
tool Kit website.

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Thank you for watching and I hope to see
you at 2025 Picnic PD.