Student collaboration with notes around a tableGiven the research on the powerful impact of active engagement on student learning, many instructors at U-M are thinking about how they can increase opportunities for their students to be active and engaged. One way to accomplish this goal is to include case-based teaching in your courses. Case-based teaching is likely a familiar approach if you teach or study in the fields of law, medicine, or business. Funded by a grant from U-M’s Transforming Learning for a Third Century Initiative, the Michigan Sustainability Cases (MSC) project has been experimenting with ways to apply this pedagogy in a wider range of disciplines. A new CRLT Occasional Paper summarizes best practices and lessons learned from MSC that can help you integrate this approach into your teaching, whatever your discipline.

Australia Bush Fire credit - Fredrick VanrenterghemWe wish we did not have so many occasions to provide guidance to instructors on teaching in tumultuous times. The campus community is beginning yet another new term amidst a range of distressing events:  from hate-based violence in the U.S. and around the world (including but certainly not limited to a series of anti-Semitic attacks in New York, a church shooting in Texas, and violence against Muslims in India), to environmental disasters in many parts of the world, to escalating conflict between the US and Iran. As we return from the break to the regular work of teaching and learning, many people in our community are feeling threatened and terrorized, grieving deeply, experiencing intense anger, or fighting a sense of despair at a swelling of hatred and violence in our nation and world. CRLT regularly re-posts the guidance below because it is important to remember that these emotions enter our classrooms, studios, and labs, and they can understandably and significantly affect students’ ability to focus on their learning and work with peers in our intellectual community. 

Lecture hall with students using laptopsAs U-M instructors prepare their syllabi for the upcoming term, one of the most common questions we hear is “What should I include in my technology policy?” As many U-M faculty examples demonstrate, laptops and mobile electronic devices can be leveraged in the classroom to enhance student interaction, collaboration, content knowledge, and practice with key skills. However, they can also distract student users (e.g., Ravizza et al., 2016) and peers (e.g., Sana, Weston, & Cepeda, 2013). Research indicates that divided attention results in poorer performance (e.g., Junco & Cotten, 2012; Leroy, 2009), and that laptop use encourages verbatim note taking, which is less effective for learning (Mueller & Oppenheimer, 2014). So how do you balance these concerns with the desire to leverage technology to enhance student learning?

First Generation College studentsIn 2019, 15.3% of all incoming domestic undergraduate U-M students were first-generation college students (FGCS), or students who are the first generation in their family to attend college, up from 8.7% in 2015 (The University Record). The university has been working for years to create supportive conditions for FGCS, many of which have come together recently: in addition to the Kessler Presidential Scholars Program established in 2009, U-M launched a first-gen focused website in 2016, and the First-Generation Student Gateway housed in the Office of Academic Multicultural Initiatives opened in 2017.

As the institution expands its focus on FGCS on campus, what can you do as an instructor to better support FGCS in your classroom?