Great Teaching at University of Michigan

Scott Moore in a lecture hallFollow this link for a short video describing this teaching strategy.
Folow this link for examples of student work.

Scott Moore,  School of Business, teaches Business Thought & Action where sophomores are challenged to apply the analytical tools they learn in class to business news articles via a class blog. Students’ blog posts include, but are not limited to, analyses of corporate mergers, new business models and practices, and new markets for products and services.

Students are required to post once per month and to read and reflect substantively (comment) on the writings of other students at least twice per month, helping the entire class learn about current events in business while practicing the application of key concepts and skills. Moore comments on students’ posts, reinforcing desired behaviors, and he also provides guidance on how to write provocative posts that invite comments and responses. Read more »

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Susan Ashford, Ross School of Business, teaches a leadership course where she wants students to understand how leadership emerges through daily activities. In order to do this, Ashford uses a program called Leadership Inbox Simulator where students take on the role of a busy executive about to leave for a trip. They have to prioritize and respond to an inbox full of requests, complaints, and opportunites and make leadership decisions while doing it. 

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Bob Bain, School of Education, uses two electronic tools, Virtual Curator and Virtual Expedition, to support students' use of museum objects and to learn history.

The Virtual Curator allows students to take of the role of a museum curator. They are asked to review a number of primary sources in order for the Henry Ford Museum to reconstruct one of the houses purchased for Greenfield Village. The Virtual Expedition allows students to explore a number of the houses on the ground of Greenfield Village in order to support students learning of history and/or science.

These tools were developed in the Primary Sources Network project, a collaboration between the Henry Ford Museum, Henry Ford Academy, Melvindale Schools, and University of Michigan's Center for Highly Interactive computing in Education (hi-ce)

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Santhadevi Jeyabalan, LSA - Molecular, Cellular and Developmental Biology, worked with ITD technologists to develop a copmuter program for her upper level genetics laboratory course that simulates later stages of a fruit fly experiment. The students begin the experiment with real fruit flies but complete it using CyberFly simulation in the Science Learning Center. Cyberfly replicates the visual and audio aspects of a fruit fly experiment in which students collect and analyze data leading to the location of mutant genes on different chromosomes.

The program provides information for collection and analysis, without coaching the student, unlike commercially available software. Jeyabalan is working to develop introductory level and K-12 versions of the software.

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Nancy Kerner, LSA - Chemistry, created CoLABnet (Collaborative Laboratories through Networked Computers) in order to give science students experience with how experiments are conducted and conclusions are reached in the “real world.” 

Students work in the lab in teams, with each using its own set of samples and/or conditions. Each team funnels its data into the CoLABnet software program, which then collects, pools and summarizes the qualitative and quantitative data and places it into a customized databank. Students can then study, manipulate and analyze the data in a laboratory context that simulates the scientific process that they might follow as professional scientists. 

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