Blog Posts

Once Upon a Time: Integrating Stories into Your Teaching

Amy M. Yorke, PT, PhD, NCS Assistant Professor - University of Michigan-Flint Molly L. Brennan, MPH Lecturer, Advisor and Student Internship Coordinator - University of Michigan at Flint If you tell me, it’s an essay. If you show me, it’s a story. —Barbara Greene Once upon a time there were two teachers who were passionate about their profession and their stories. They set out to share their stories in order to best help their students learn. Intentionally planning and implementing storytelling into a learning experience assisted their student learning. Both teachers were committed to improving the use of stories into their classrooms and so they continued to read and write about the

Establishing and Maintaining Transdisciplinary Courses

Adam J. Kuban Assistant Professor - Department of Journalism - Ball State University I have identified my scholarly trajectory as one that is situated in project-based journalism pedagogy. I believe that, in our integrated marketplace and global economy, students must have opportunities to apply their skills and knowledge pertinent to their major in another discipline, creating a depth of knowledge that helps them see connections between their primary field and that of another. Project-based learning is a powerful tool for deepening student knowledge while also building skills in critical thinking, collaboration, and communication (see Blumenfeld et al., 1991; Rosenfeld & Ben-Hur, 20

The Learning Paradigm: The Heart of Course Transformation

Michael Wallace Instructional Designer, Center for Teaching and Learning - University of Texas at Austin Gail Grabner Lecturer, Biochemistry - University of Texas at Austin As we continue to learn about learning, we see paradigm shifts occurring all around us. We are in the midst of a shift from the “instructional paradigm” to the “learning paradigm.” Here we discuss the concepts underlying the two paradigms and then present an application of the shift to the “learning paradigm” – and its impact on student test performance – in a biochemistry course. These ideas and concepts can be applied across disciplines. The Instructional Paradigm Why does the “sage on the stage” model persist as

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