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Provost's Seminar on Teaching: thinking long term next steps for engaged learning at michigan and beyond

University of Michigan Provost's Seminar on Teaching: Thinking Long-term: Next Steps for Engaged Learning at Michigan & Beyond. This page contains videos of the opening plenary remarks as well as materials and resources for each of the breakout sessions. The keynote speaker for the May 2016 Provost's Seminar on Teaching was Dr. Randy Bass, Vice Provost for Education, Georgetown University. 

Full Seminar Program Including Project Descriptions

 

Plenary Session:

 

Matthew Kaplan, Executive Director, Center for Research on Learning & Teaching 

 

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University of Michigan Provost's Seminar on Humanities Classrooms, Digital Environments, Critical Questions. The video below features the opening remarks by Sidonie Smith, Mary Fair Croushore Professor of the Humanities, Director of the Institute for the Humanities. Click here for the full agenda.

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In Part 1 of this 2 Part series, Noel Perkins, Arthur F. Thurnau Professor in Mechanical Engineering at the University of Michigan, discusses why professors should consider incorporating more active learning into their classrooms.

Click here to watch part two in this series

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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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Photo of Jill Halpern TIP winner 2015
When students can make meaningful connections to abstract material, they learn more. In Jill Halpern’s project-based sections of U-M’s introductory math sequence, students trek to the Nichols Arboretum to see Fibonacci’s sequence at work in nature. Or they explore the meaning of a difficult concept like halflife through the radiometric dating of dinosaurs in the Museum of Natural History. Beyond providing a realistic context for computations, venturing out of the classroom can engage students both intellectually and emotionally by:
  • increasing understanding, retention, and motivation,
  • stimulating curiosity and the appetite for learning,
  • transcending cultural and socio-economic boundaries through shared spirit of adventure and joy of learning, and
  • cultivating feelings of home and belonging through interactions with campus public goods.

 

 

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