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ES 2013 Poster Fair May 7, 2013

Posted by aquillam in teaching.
Tags: , , ,

There were more posters than I was able to really get to (and the room was rather crowded, and me with my backpack). So this is sure to be missing a lot. I provide titles and authors/collaborators even if I didn’t get anything else. The numbers refer to the poster number.

Provost’s Teaching Innovation Prize Winners


1. Gamifying a Large, Introductory Course and Fostering Student Autonomy – Mika LaVaque-Manty (Political Science and Philosophy, LSA)

Mika offers students several paths to success. rather than deducting points for getting things wrong, students gain points for doing things right. They have the option to stop work when they are satisfied with their grade, but few do.

Students become responsible for their own learning. This causes some push-back, especially from the over-achievers who want to know exactly what they have to do to get an A. For some, it becomes about getting the points, not about learning, so you have to be careful about your assessments. Documenting better learning is hard.

Used an app called gradecraft.

See Tiny.cc/polsci101_f11 and Tiny.cc/polsci101_f11 for details about the courses.

2. SecondLook (or if Socrates taught with an iPad): Helping Students Evaluate Their Learning – Michael Hortsch (Cell and Developmental Biology, Medical School)

iPad app that helps students focus on what is important on the study cards (this reminded me of hypercard, which probably does a good job of telling you how old I am…)

3. The Drum Diaries: Inspiring and Integrating Exploration and Practice – Michael Gould (Jazz and Contemporary Improvisation, School of Music, Theatre & Dance)

An iBook, which includes the music, videos of people playing the music, links to things like the history of the piece, and anything else that might be useful to a student studying the piece. Looks like a lot of fun even without the class.

4. Feeling Is Believing: Haptic Feedback Links Math and Intuition – Brent Gillespie (Mechanical Engineering, College of Engineering)

Gillespie created a device he called a cigar box to demonstrate principles in class. These reminded me strongly of the black box “hypotthesis machine” we used to have in physics. In this case, students would make predictions then change a set of switches to see if their predictions worked.  didn’t get to try one though.

5. The Stick Project: To Transform and To Be Transformed – Antonio (Tony) Alvarez (School of Social Work)

Alvarez wanted to enforce the idea to his students that their work has a lasting impact. He had his students find a stick and carry it with them for an extended period (4 weeks I think). They were required to keep journals for their sticks.  Many of them decorated their sticks, and even developed backgrounds and stories to help them cope with the awkwardness of carrying the stick.

CRLT Investigating Student Learning Grant 2012 winners results

6. Leading Feminism: How Women’s Studies Students Integrate and Apply Feminist Theory in Action-Learning Placements and Its Impact on Student Leadership Development and Aspirations –  Leseliey Rose Welch, Women’s Studies, LSA

Students became more invested in the class when they thought they were doing real good. This was an experiential course,and I really would have liked to ask more questions about how the course itself was run.

7. Ditch the Lecture So Students Will Learn – Steven Yalisove, Materials Science and Engineering, College of Engineering

This couse used videos pre-class to engage and excite students about a topic. Students then worked on collaborative reading assignments using nb http://nb.mit.edu/welcome.

Homeworks were hard. Students were expected to work on assignments before class, but not finish them. They try to actually come up with the solutions collaboratively during class.

two classes were run simultaneously, one with traditional lecture. The students in the no-lecture course did better on assessments.

8.  Transforming and Transformative Ethics – Rolf T. Bouma, Program in the Environment, LSA and Graduate student collaborator: Melody Pugh, English and Education, LSA

9. Using Video Patient Care Simulations to Enhance Role Identification and Clinical Judgment of Nursing Students and Nurse Practitioner Students. – Laurie Hartman and Cynthia Fenske, School of Nursing

10. The Effect of Electronic Platform on Student Engineering Design Team Success – Robin Fowler, Program in Technical Communication, College of Engineering

Traditionally, during in-class collaborative work, you’ll find one student dominating the conversation. Often, female, minority, and ESL students are shut out of these conversations. Using an online forum (Google drawing with the chat turned on)  helped mitigate this. Fowler say a statistically significant increase in participation especially from the ESL students. Additionally, there was greater sharing of ideas, as multiple people were willing to share similar ideas.

11. “Beating the Bounds”: An Inquiry into Information Literacy and Student Learning Ecologies in the Library and the English Department Writing Program. – Jeremiah Chamberlin, English Language and Literature, LSA

Aaron McCollough, University Library and Graduate student collaborator: Kelly Davenport, School of Information

12. The Flipped Classroom in the Obstetrics and Gynecology Medical Student Clerkship: Implementation and Evaluation of a New Curriculum. – Helen Morgan, Karen McLean, and Maya Hammoud, Obstetrics and Gynecology, Medical School and Medical resident collaborators: Aisha Yousuf and Erika Dickson, Obstetrics and Gynecology, Medical School

Flipping the classroom significantly improved student attitudes and participation in the class.

13. Evaluating Student Learning of Methods of Interpersonal Social Work Practice with African American Families, Offered in Historical and Contemporary Context. – Leslie Hollingsworth, School of Social Work and Graduate student collaborator: Elizabeth Koomson, School of Social Work



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