Awardees will develop an interdisciplinary STEM initiative that will enable instructors to incorporate explicit lessons to teach their students how to study and learn both inside and outside of the classroom.
Awardees will study how decision-making is taught and assessed across disciplines and disseminate effective teaching methods.
Awardees will evaluate whether delivering a chalk talk in response to an open-ended experimental design question is an effective method to drive improvements in the general practice and articulation of experimental design, as measured through responses to
Awardee will redesign a course with team-based learning (TBL) principles and assess the benefits and challenges of the approach.
Awardees will develop, expand, and improve a new approach to legal education (and higher education generally) that is more problem-oriented, team-driven, and experiential than are traditional and conventional pedagogical methods.
Characterizing the link between teaching and professional competency. Awardees plan to study whether teaching and clinical skills correlate, and whether teaching training improves clinical performance.
Awardees plan to create a new course that teaches students in sociology to visualize and analyze spatial data.
Awardees plan to design, fund, and assess a new interdisciplinary, cross-school course on “wisdom for the art of living” that seeks to transform students’ moral experiences through experiential learning.
Awardee plans to assess her departments’ new sophomore tutorial program, investigate its generalizability to other departments, and create a “Hauser sophomore scholar” program.