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 



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.


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


A web-based simulator, EMG Whiz challenges medical residents and fellows to plan efficient sequences of electromyography tests in order to diagnose nerve and muscle disorders. Training recommendations call for neurologists and physiatrists to perform and interpret 200 complete electrodiagnostic evaluations during their residencies or fellowships. Although hands-on, clinical experience enables trainees to become adept at making common diagnoses, trainees are unlikely to get enough practice with less commonly seen diseases to be able to identify them with confidence, let alone to do so efficiently.


Click here to see more TIP award winning projects.

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