Into Practice Research
Below is a random snapshot of research referenced in Into Practice, a biweekly communication distributed to active instructors during the academic year which highlights the pedagogical practices of individual faculty members from across schools and delivers timely, evidence-based teaching advice.
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Topics
Avatar-Mediated Networking: Increasing Social Presence and Interpersonal Trust in Net-Based Collaborations
This study analyzes the influence of avatars on social presence, interpersonal trust, perceived communication quality, nonverbal behavior, and visual attention in Net‐based collaborations using a comparative approach.
The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis
Peer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students’ writing performance. The current study conveyed two types of...
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
Students learn more when they are actively engaged in the classroom than they do in a passive lecture environment. Extensive research supports this observation, especially in college-level science courses ( 1– 6). Research also shows that active teaching...
Engineering Outreach through College Pre-Orientation Programs: MIT Discover Engineering
Freshmen Pre-Orientation Programs (FPOPs) can be powerful outreach tools for incoming college students and provide an exciting introduction to the field of engineering. The benefits reach not only the first year students, but also the upperclassmen who...
For a second year, Harvard Law to offer pre-term ‘Zero-L’ course to other law schools for free
A self-paced course with optional comprehension checks, Zero-L is taught by leading Harvard faculty members, and covers fundamental elements of the law — including an introduction to the U.S. Constitution, the court system, and concepts like federalism —...
Students’ view on supportive co-teaching in medical sciences: a systematic review
Supportive co-teaching (SCT) is the practice of employing two or more experts whose knowledge and experiences are needed simultaneously to make a connection across different disciplines in a classroom. Although this interdisciplinary approach seems to be...
Co-teaching in the college classroom
This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical...
Why should not they benefit from rare books? Special collections and shaping the learning experience in higher education
Special collections departments are predominately portrayed or perceived as a place for researchers rather than as a means for enhancing the learning experience for the undergraduate student.
Involving foreign-language speaking simulated patients in medical interpreter training: A qualitative study
This paper reports on an interdisciplinary training initiative involving student interpreters and medical students. It provides qualitative evidence on how the stakeholders involved perceive the effects of including foreign-language speaking simulated...
Medicine in Mandarin: Introducing Native Language Training in a Medical School Curriculum
In 2014, Medicine in Mandarin was established by the University of Michigan Medical School (UMMS) as a pre-clinical elective taught by a nationally certified healthcare Mandarin interpreter. A 32-hour curriculum was developed, including both didactics and...