Experiential Learning

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Preliminary Study on Teaching an Engineering Course Through Murder Mysteries (ASEE Gulf-Southwest)

Date
Fellow(s)

PTF Krishna Kumar presented this paper at the American Society of Engineering Education (ASEE) Gulf-Southwest Section Annual Conference in March 2023. This paper discusses usage and results of the Murder Mystery-style assignments Kumar has developed as part of his PTF Initiative.

Read the complete paper <here,> or find the abstract below.

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A Classics Podcast Gets Greek Greats Onto Your Phone (Life & Letters Magazine)

Date
Fellow(s)

This profile of PTF Deborah Beck's PTF Initiative, "Musings in Greek Literature," appeared in the Spring 2023 edition of Life and Letters, the magazine of the UT College of Liberal Arts.

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The Odyssey (1997), with Deborah Beck (Movies We Dig Podcast)

Date
Fellow(s)

Dr. Beck made a guest appearance on the Classics media podcast "Movies We Dig" due to her work with "Musings in Greek Literature." On this podcast, hosted by several young Classicists including two graduates of the UT Classics Ph.D. program, Beck discussed the made-for-TV version of Homer's Odyssey starring Armand Assante and Isabelle Rosselini (1997).  

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Teaching as Well Being (UT System)

Date

On April 11, 2024, three Provost's Teaching Fellows presented at the final session of the "Teaching as Wellbeing" mini-conference series, hosted by the UT System Academy of Distinguished Teachers in collaboration with UT System faculty developers. The series served as a monthly think tank about the relationship between teaching, learning, and wellbeing for educators and educational developers across UT system.

Musing in Greek Literature

Musings in Greek Literature Podcast

Date
Fellow(s)

"Musings in Greek Literature" is a podcast co-produced by Prof. Deborah Beck and advanced UT undergraduate students of ancient Greek. Episodes are available directly from UT's Liberal Arts Information Technology Services and also from Apple and Spotify.

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Does Increasing Course Depth While Reducing Breadth Improve Learning in College Students?

Cohort
2024
Fellow(s)

Student-centered learning strategies have been effectively used to increase academic performance and learning in students. Educators have hypothesized that course content reduction can also improve student learning. However, support for this idea is lacking. In the present project, I am planning to assess whether a content reduction strategy increases the academic performance of upper-division stem students at the University of Texas-Austin.

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SafeTeach Collaborative

Cohort
2024
Fellow(s)

The SafeTeach Collaborative is a learning community that aims to improve faculty and graduate students' ability to handle classroom safety issues by developing their knowledge, self-efficacy, and instructional strategies. The program utilizes interactive methods including role-play exercises, scenario-based learning, and case study analyses to engage participants in realistic safety situations. The project's design fosters peer support networks, ideally providing participants with ongoing resources for addressing safety concerns.

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QR Learning for addressing social and racial injustice

Cohort
2024
Fellow(s)

The current proposal envisions developing alternative pedagogical materials for the “Measuring Racial Inequality” course, written in plain language and accessible to students from social sciences/humanities and underserved communities and families.

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Compassionate Pedagogy and Experiential Learning

Cohort
2024
Fellow(s)

The primary goal of this project is to enhance student engagement and participation in the learning environment, especially those who have may have been marginalized by conventional approaches to teaching. This project aims to support, encourage, and train faculty to incorporate compassionate pedagogy (CP) and experiential learning (EL) into their teaching, with the goal of promoting student connection and faculty creativity.

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Disability Justice as Pedagogical Practice

Cohort
2024
Fellow(s)

Within social work curriculum, the topic of disability is either explicitly absent or medicalized.  The lack of a rich understanding of disability as a cultural experience that intersects with other cultural experiences is concerning given our ethical guidelines of cultural competence and equity.  Additionally, not only are students excluded via this omission, but so are faculty, staff, and social workers working in the field.  Approximately a quarter of the population identifies as having a disability, yet our curriculum barely acknowledges their experiences.

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