TIP winner

Five outstanding projects from across campus have been selected as winners of the annual Provost's Teaching Innovation Prize (TIP). You can learn more about these projects at the opening to the 2017 Enriching Scholarship conference. At 10:00am on Monday, May 1, in the Michigan Union's Rogel Ballroom, Vice Provost James Hilton will present the winning projects. Prior to the ceremony, a 9:00am poster fair and strolling breakfast in the same location offer the U-M community a chance to meet the faculty teams behind the TIP projects, as well as teams that have conducted projects through the Investigating Student Learning grant funded by CRLT and the Office of the Vice Provost for Global Engagement and Interdisciplinary Academic Affairs. Registration is appreciated.

headshots of faculty winners of the Provost's Teaching Innovatin Prize

This year's winning projects include: Read more »

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3 people discussing a posterAt the kickoff event of this year's Enriching Scholarship conference, Vice Provost James Hilton awarded the 2015 Provost's Teaching Innovation Prize (TIP) to five outstanding teaching projects here at the University of Michigan. As Hilton explained, TIP "recognizes the creation of engaging and authentic experiences that fully tap the rich resources of U-M’s residential setting."

This year's projects all emphasized that "learning is often about doing." Hilton remarked, "From community and campus engagement to the application of new technology tools, these winning projects challenge students to actively apply what they’re learning to real situations that can be much messier than those described in textbooks. In the process, students learn to collaborate and think critically, often across disciplinary boundaries."

This year's winning projects include: Read more »

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Photo of Lisa Young
Students in the fall 2014 Museum Anthropology course (ANTHRARC 497) enjoyed a unique learning opportunity that thoughtfully integrated physical and virtual research. Specifically, student teams created a digital archive of a U-M museum botanical collection gathered from the Hopi reservation in 1935 and then interviewed (via videoconferencing) contemporary Hopi farmers. Blogging about their progress helped students share their experiences, while also documenting and reflecting on the project.

 

In this video recorded in March 2015 at the Provost's Seminar on Teaching, Unscripted: Engaged Learning Experiences for U-M Students, Lisa Young discusses the Hopi ethnobotanical collections at U-M.

 

 

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Photo containing: Burgunda Sweet (College of Pharmacy) Mark Fitzgerald (School of Dentistry) Domenica Sweier (School of Dentistry) Joseph House (Medical School) Joseph Hornyak (Medical School) Jennifer Stojan (Medical School) Michelle Pardee (School of Nursing) Cynthia Arslanian-Engoren (School of Nursing) Bruce Mueller (College of Pharmacy) Bradley Zebrack (School of Social Work) Debra Mattison (School of Social Work) Anica Madeo (Center for Interprofessional Education)
Interprofessional education (IPE) is increasingly viewed by both international health organizations and higher education accreditation bodies as a prerequisite to achieving the “Triple Aim” of improving the patient experience of care, increasing the overall health of communities, and reducing the per capita costs of health care. In response, leaders of five health science schools at U-M agreed in 2014 to jointly prepare their students for such a future by developing a new course, Team-Based Clinical Decision Making. Launched in winter 2015, this course serves more than 250 students from dentistry, medicine, nursing, pharmacy, and social work. It focuses on two core IPE competencies: understanding the roles of the various health professions and acquiring effective teamwork skills.
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Photo of TIP 2015 winner Richard Norton
In U-M’s decentralized academic setting, a huge challenge for community engaged learning is that students and faculty from multiple disciplines sometimes work with the same community without ever being aware of each other’s projects. Changing this dynamic by coordinating across programs is not easy, but the payoffs are profound. When practicums from different schools deliberately focus on a single site, students develop a capacity for collaborating thoughtfully with peers from other disciplines, and communities benefit from better-rounded analyses and proposals.
 

 

Student Comments

“Having to consider the affected community holisticallylent us an insight into the history and story of theproblems we sought to solve.”
 
“We had prepared a presentation delineating the multiple types of wetlands and their respective floral
content. Ready to field questions on the technical content and research path forward, we instead were
bombarded with questions regarding the accessibility of any system to the public [and] the potential regulatory issues associated with a water system in close proximity to an airport. We were completely
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