CRLT Videos

Below are featured CRLT videos. To see ALL CRLT videos, click here.
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Thinking Long-term: Next Steps for Engaged Learning at Michigan & 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:...
University of Michigan Provost's Seminar on Teaching (PSOT) Winter 2015: Humanities Classrooms, Digital Environments, Critical Questions
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.
Teaching Medical Reasoning with EMG Whiz
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...
Why Use Active Learning? Noel Perkins
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
Generating Multidisciplinary Synergies Across Community-Engaged Courses
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...
Calculus in the Commons: Bringing Math to Life
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...
Dancing with Steel Girders
2014 TIP Winning Innovation, Dancing with Steel Girders: Interacting with 3-D Representations of Buckling Columns in Virtual Reality.       Traditional methods of teaching structural engineering are static, making it difficult for students to visualize and appreciate how complex spatial arrangements change when subjected to varying circumstances. When 3-D objects are depicted in 2-D spaces like screens, boards, or lecture notes, students have no opportunity to reconfigure the...
2014 TIP Winning Innovation, A Comprehensive Training Portal for Clinicians Serving At-Risk Populations.       Although national accreditation standards expect clinicians to be aware of socioeconomic barriers that impact patient care, no national curriculum existed. A local needs assessment revealed that exposing U-M residents to an informal curriculum through training in underserved clinical settings resulted in no significantly improved knowledge...
Dropping Lecture and Summative Exams
2014 TIP Winning Innovation, Dropping Lecture and Summative Exams to Accelerate Deep Learning.       Picture a section of 60 engineering students working in 12 groups, each with its own whiteboard. Prior to class, everyone has carefully read the assigned text and marked it up with social annotation software developed at MIT. After individuals bring homework solutions to class, each group strives for up to 90 minutes to create a superior, collective response. Almost as...
Doing Science First Hand Through Dorm-Room Labs
2014 TIP Winning Innovation, Doing Science Firsthand Through Dorm-Room Labs.       Identifying students’ most common misconceptions is a strategy for focusing interventions that can yield tremendous payoffs in student learning. Dorm-room labs offer a method for moving difficult concepts off the “wrong answer” list. They are particularly valuable in large, introductory science and engineering courses whereby non-majors can fulfill a breadth requirement...
Trailblazing With Wikipedia
2014 TIP Winning Innovation, Trailblazing With Wikipedia: Improving Student Learning and Easing Implementation.       Editing Wikipedia allows students to transmit the knowledge they are gaining to real-world audiences beyond U-M. However, crafting assignments that promote effective student learning and meaningful collaboration, while also respecting Wikipedia’s rules and style conventions, can present a daunting challenge.   Fortunately, instructors no...
Reception Honoring Lester Monts
On March 21, 2014, CRLT and the Office of the Provost celebrated the outstanding carreer and many accomplishments of Senior Vice Provost Lester Monts at a reception in his honor for his many years of service at the University of Michigan. The following videos captured that event.    Remarks at a reception honoring Senior Vice Provost Lester Monts, U-M.    Musical Tribute to Senior Vice Provost, University of Michigan, Lester Monts    Remarks from Senior Vice...
Minute Paper
Minute Paper Screencast This short screencast explains a series of uses of the simple assessment technique called a "minute paper." Featuring graduate student instructors and faculty, the video highlights innovative ways to use such brief writing exercises before or during class to collect feedback on student learning. This is a strategy that can work well in classes of any size or format.    
University of Michigan Provost's Seminar on Teaching (PSOT) Winter 2014: Engaging Difference
University of Michigan Provost's Seminar on Engaging Difference Introduction by Senior Vice Provost Lester Monts and Keynote Address by Carol Schneider, President of the Association of American Colleges and Universities.
Lorelle Meadows - Engineers Making a Difference
This video showed engineering students working with community partners such as “Focus Hope in Detroit” and “Growing Hope in Ypsilanti” to learn to solve real-world problems.  The students used their engineering skills to design tools that help address needs in the community.  
Using Clickers in the University of Michigan Classroom with Tim McKay
In this short video, Timothy McKay, who helped to pioneer the use of clicker technology on the U of M campus, explained how clickers are used to engage all students in his large class.    
CRLT Players on Out of the Blue
Making Learning Visible Technology and Teaching for Understanding
A three part series   Scott Moore Part 1 of 2, Using Technology and Collaboration to Engage Students     Scott Moore Part 2 of 2, Using Technology and Collaboration to Engage Students     Part 3 of 3, Making Learning Visible Technology and Teaching for Understanding    
Slides that Promote Student Learning
If you teach using presentation software such as Google Slides or PowerPoint, do you ever wonder whether your slides are more of a distraction than an aid to learning? At CRLT, we regularly consult with instructors who want to maximize the instructional value of their slides but aren't sure how to do so.  In this CRLT video, Assistant Director Rachel Niemer identifies some common problems with instructors' use of presentation slides and provides concrete strategies for...
Bill Lovejoy and John Marshall's Integrated Product Development Course, U of M
In this video, Bill Lovejoy and John Marshall explain an experiential cross-disciplinary course, "Integrated Product Development Course," that combines a fully functional, customer ready prototype with an economic competition.  Under the guidance of the professors, students work together to create fully functional prototypes of original products, and to market these products through a web-based and physical trade show.