TIP winner

Vikas Parekh, M.D.Raj Mangrulkar, M.D.
Michael Lukela, M.D.
John Del Valle, M.D.
Despite efforts to improve patient safety over the last decade, medical errors continue to affect significant numbers of patients. Graduate medical education programs (i.e., residencies) present an excellent 
environment for targeting this issue. As frontline providers, residents are well positioned to analyze adverse events and to devise solutions to prevent their recurrence, while integrating best practices into their clinical work.
Douglas Northrop“Zoom” is a course in “Big History.” It moves through a range of disciplinary perspectives (astronomy, geology, biology, anthropology, etc.) to tell the universe’s story from the Big Bang to the end of time. This approach covers 13.7 billion years and puts human history into terrestrial and cosmic contexts.
The primary, semester-long assignment engages students in thinking directly about how materials presented by guest lecturers from different disciplines relate to one another. Students form groups centered around a particular discipline and then create a set of wiki pages profiling their discipline: what types of evidence it considers, how it goes about evaluating that evidence, and examples of content knowledge that the discipline has produced.
Students collaborate across groups in order to create linkages, both literal hyperlinks and intellectual connections, among wiki pages and disciplines. A structured peer-review process guides students as they critique other groups’ work and determine how it might connect with their own.
Mary Starr
Joseph Krajcik
Brian Coppola
This program fosters collaboration between first- and second-year undergraduates in LSA gateway science and mathematics courses with local middle and high school teachers. FUTURE gives undeclared undergraduates the chance to design and implement a lesson in an authentic classroom setting, leading many to consider a career in teaching.
Two to three U-M students are matched with an in-service teachers who propose lesson ideas that they’ve previously lacked the resources to carry out. The U-M students visit their host’s classroom and enroll in the FUTURE seminar, which covers practical, ground-level ideas about teaching, learning, and instructional design. Students have access to the ideas and experiences of previous participants, as well as consultation time with LSA and SOE experts (graduate students, post-docs, faculty members).
Brenda Gunderson
By carefully selecting and interweaving technologies, instructors can guide large groups of students through challenging material in a way that feels highly personalized. The 1,500 students who enroll in Statistics 250 each semester eagerly engage with a suite of technologies that gives them multiple paths for developing, practicing, and testing their understanding of concepts and relationships.
  • SMART Presentation Tools: A tablet PC allows the instructor to make the problem solving process transparent and guide students to see connections to earlier material.
  • Lecture Capture Technology (UM Blue Review): Students can review recorded material multiple times.
  • Clickers: Difficult questions are paired with peer discussion.
  • PreLab Video Wrappers: Brief videos made with Jing teach a software feature or introduce an online learning resource.
  • Online Homework + e-Textbook: Assignments link to the relevant section of the e-textbook. Paperless homework is submitted automatically and returned quickly with tailored feedback from GSIs.
Paul Conway
Undergraduates explore the ethical issues posed by the use of social information teachnologies in SI 410 Ethics and Information Technology under-graduates explore the ethical issues posed by the use of social information technologies. Integrated learning activities work with two distinctive new technologies as both objects of study and pedagogical tools.
Through MediaWiki, students experience directly the ethical challenges of anonymous collaborative writing. The ability to model behavior within a closed (and safe) community makes it possible for students to take risks that would be unethical if conducted in Wikipedia itself. A further advantage of the wiki format is that students not only produce original writing, but also participate in a sufficiently high level of editorial revision for the course to satisfy the LS&A upper-level writing requirement.
Using Evolver, digital avatar software, students document the process of creating both realistic self-portraits and fantasy versions of themselves and then write about what personal identity means in virtual environments. Students find that this process deepens their understanding of the material provided in course readings and lectures.