As U-M instructors prepare their syllabi for the upcoming term, one of the most common questions we hear is “What should I include in my technology policy?” As many U-M faculty examples demonstrate, laptops and mobile electronic devices can be leveraged in the classroom to enhance student interaction, collaboration, content knowledge, and practice with key skills. However, they can also distract student users (e.g., Ravizza et al., 2016) and peers (e.g., Sana, Weston, & Cepeda, 2013). Research indicates that divided attention results in poorer performance (e.g., Junco & Cotten, 2012; Leroy, 2009), and that laptop use encourages verbatim note taking, which is less effective for learning (Mueller & Oppenheimer, 2014). So how do you balance these concerns with the desire to leverage technology to enhance student learning?

With the construction of dedicated active learning spaces across U-M’s campus, widespread professional development focused on active learning, and many instructors looking to increase student engagement, students are experiencing active learning more and more in their time at the University of Michigan. But how do students perceive this kind of instructional approach? Studies have indicated that the majority of students respond positively to active learning, and although resistance occurs, it occurs at relatively low levels (Finelli et al, 2018). However, a new study points to a potential aspect of students' experiences of learning in such classrooms that instructors may want to address (Deslauriers et al, 2019). In short, while students in active learning classrooms learn more, they may feel that they have learned less.

The authors looked at students’ outcomes and their perceptions of learning in a large-enrollment introductory physics course (Deslauriers et al, 2019). While this study was performed in a STEM classroom, the researchers highlight ways in which these principles might also be extended into non-STEM active learning classrooms. Students in the course were divided into two random groups: one which would experience “active instruction (following best practices in the discipline)” while the second group received “passive instruction (lectures by experienced and highly rated instructors).” These groups then switched the type of learning they did in a subsequent unit, to allow for comparison. Students participating in the active learning sections earned higher grades, suggesting they learned more.  But in self-reported surveys, those students perceived that they had learned less compared to the lecture-based sections. 

University of Michigan students identify across a full spectrum of gender identities and gender expressions.  As instructors, how can we cultivate gender-inclusive teaching and learning environments -- that is, environments that invite the full participation of students of all genders and respond to the harmful impact of gender stereotyping and misgendering on student learning?  

Instructors in any discipline can promote gender inclusivity in their courses by trying out some or all of the strategies below. This list is not exhaustive and represents just some of the many intentional practices you might incorporate into your curriculum, policies, classroom facilitation, and interactions with students. 

CRLT stewards grant competitions with the goal of enhancing teaching and learning at the University of Michigan. Some grants can be used to test a classroom idea, and others are intended to empower much greater change in curricula, teaching techniques, or inclusion of University values and priorities. If you are an instructor at the Ann Arbor campus, one or more of these might be particularly useful to you.

The Instructional Development Fund (IDF) is a rolling fund that grants amounts of up to $500 for a classroom activity or innovation. It is a rolling grant fund; proposals are accepted at any time until the funds for the year are exhausted. An IDF may be used to pay for supplies and equipment, programming or research assistance, fees and expenses for student field trips, honoraria for classroom guest speakers, fees and expenses for conferences directly related to teaching, or summer projects aimed at developing or enhancing courses. You may have another great idea; it is always worth asking if your idea is eligible. The proposals are brief: only one page plus a budget. Typically, decisions can happen within two weeks for these grants.

How and why might you work with community partners to enhance student learning in your courses and build valuable connections beyond the university -- whatever your discipline? In this guest post, our partners from the Ginsberg Center offer key insights for planning courses that build productive, equitable relationships with community partners, including guidance for engaging during COVID-19.

Community-engaged learning, also referred to as service-learning or community-based learning, has been recognized as a high impact educational practice that promotes deeper understanding of course concepts while advancing connections between the university and communities (Kuh, 2008). Community partners bring valuable knowledge and expertise to contribute to students’ learning, and partnering with the university, through community-engaged courses, research and student organizations, can expand community partners’ capacities to address their priorities.

Community-engaged learning, also referred to as community-based learning or service-learning, has been recognized as a high impact educational practice that promotes deeper understanding of course concepts while advancing connections between the university and communities. Community partners bring valuable knowledge and expertise to contribute to students’ learning, and those students in turn--and the broader partnership with the university--can expand community partners’ capacity to address their priorities.