RESEARCH-BASED PRACTICES FOR COLLEGE TEACHING - In this interactive session, faculty will learn about and discuss the latest research-based principles to promote learning, such as student intellectual and identity development, motivation, and learning mastery. Throughout the session, participants will identify strategies informed by these principles that they can use to respond to the complexities of student learning in an upcoming course. Examples will be drawn from a wide variety of teaching contexts, including undergraduate, graduate, and clinical teaching.
USING DIGITAL TOOLS TO ENGAGE STUDENTS AND ENHANCE TEACHING - Attendees at this session will see three U-M faculty members demonstrate digital tools useful in a variety of disciplines and classroom settings, and talk about how these tools enhance teaching and learning in their own classrooms. Attendees will have the opportunity to choose two of the following three mini-sessions. A) Making the Most of CTools (U-M's learning management system) - This mini-session will provide a brief overview of some of the most useful features and how to use them. Find out about posting course information and content, handling student assignments, tracking grades, and communicating and collaborating with students. B) Using Screencasting to Enhance Student Learning - This mini-session will demonstrate how to use screencasts to guide students through a series of learning activities; to provide feedback on student work; and to model problem-solving skills. It will also discuss how screencasts can allow instructors to shift students’ first exposure to fundamental concepts to before class. Thus, more class time may be used for active learning and teaching critical thinking (e.g., the application and synthesis of fundamental concepts) rather than solely lecturing on basic concepts. C) Online Collaboration Tools Inside and Outside the Classroom - This mini-session will demonstrate the use of different online tools to assist students to collaborate on learning activities (both in and outside class, synchronously and asynchronously), think critically about course material, and reflect on their own learning during the course. It will also show how instructors can monitor and comment on student work and use collaboration tools for grading and grade calibration.
STUDENT TEAMS IN THE STEM CLASSROOM - Effective use of teams in the STEM classroom can increase student learning, improve retention of course material, and enhance students’ problem-solving ability. It is often difficult, though, to ensure that all students are engaged, included, and successful in teams. In this session, faculty will learn about and practice research-based strategies to create and assess student teams in the STEM classroom.
FACILITATING DISCUSSION BY LEVERAGING STUDENT DIVERSITY - This session is grounded in research that shows that student learning is enhanced when instructors engage student diversity. The workshop reviews strategies for engaging students effectively in discussion, especially in the social sciences and humanities. Participants will discuss how to encourage students to draw on their backgrounds and experience, while maintaining boundaries appropriate to the analytical goals of their course.
TEACHING CRITICAL THINKING IN THE CLINIC - In this session, clinical faculty from several health science disciplines will discuss best practices for clinical/bedside teaching. Attendees will hear from faculty about effective time management when teaching in the clinic, best practices for providing feedback to trainees, and facilitating effective small group discussions.