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 INSTRUCTIONAL TECHNOLOGY TO ENHANCE TEACHING - How can instructional technologies enhance teaching and promote student learning? Attendees at this session will see U-M faculty demonstrate technologies useful in a variety of disciplines and classroom settings, and talk about how they could use technology to improve learning in their own classrooms. Attendees will have the opportunity to learn about 1) CTools, U‑M's learning management system, for managing courses; 2) screencasting for enhancing student learning in large courses; and 3) Google Apps for facilitating student collaboration and increasing student engagement.
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.