Faculty

Evaluation for Educational Grants

CRLT staff assist faculty applying for grants in areas of curricular and pedagogical innovation by providing expertise in planning and implementing the evaluation of grants.  CRLT evaluation services include

  • consultation on pre-proposal evaluation design;
  • assistance in planning and implementing data collection and analysis for formative and summative evaluation purposes; and
  • support for communicating evaluation findings and using evaluation information for decisions about improvements.
For more information contact Mary Wright, Director of Assessment at CRLT by calling 936-1135 or sending an email to mcwright@umich.edu.
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Friday Profile: Lola Eniola-Adefeso, Winner of 2012 Provost's Teaching Innovation Prize

"You are asked to design an original experiment that would be suitable for a high school teacher to use in demonstrating any mass or heat transfer principle or concept to his/her class. The goal is to use your experiments to attract high school students to chemical engineering."  

So begins the group project assignment for Chemical Engineering 342 designed by Assistant Professor Omolola Eniola-Adefeso, winner of the 2012 Provost's Teaching Innovation Prize (TIP). Motivated to improve retention rates of diverse students in STEM fields and inspired by her own experiences with hands-on learning early in her undergraduate engineering career, Dr. Eniola-Adefeso developed an assignment that combined self-directed learning, collaboration, and outreach.   Read more »

Submitted by tbraun on Fri, 09/07/2012 - 11:01am
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Deborah Ball : Engaging Students in Large Classes

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Alford Young : Discussing Challenging Issues

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CRLT Occasional Paper No. 1: Clinical Teaching

Thomas L. Schwenk

Thomas L. Schwenk, M.D., is Associate Professor in the Department of Family Practice at the University of Michigan Medical School. A more extensive presentation of his thoughts on clinical teaching can be found in the publication Schwenk, T.L. & Whitman, N. The Physician As Teacher. 1987. Williams & Wilkins.

Clinical teaching is a form of interpersonal communication between two people - a teacher and a learner. "The teaching-learning process is a human transaction involving the teacher, learner and learning group in a set of dynamic interrelationships. Teaching is a human relational problem" (Bradford 1958, p. 135). As a "relational problem," successful teaching and learning requires that the teacher understand and make constructive use of four factors:

1. The role of the teacher and the knowledge, attitudes and skills that the teacher brings to the relationship,
2. The role of the learners and the experiences and knowledge that the learners bring to the relationship,
3. The conditions or external influences which enhance the teaching-learning process, and,
4. The types of interactions which occur between teacher and learner.

This paper will describe some features of each of these factors, and then offer an example of the specific application of these factors to a common format of medical teaching: bedside teaching.

The Role of the Teacher Read more »

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