TEACHING & LEARNING INNOVATION GRANTS EXPERIENTIAL LEARNING REPORT | 2022-2023 ACADEMIC YEAR

Approximately half of the projects involved working with external partners, and the majority of those were new partnerships.

Through the selected examples of scalable ideas shown below, we can see that UMD students:

Challenged institutional and structural racism through art and technology-enhanced experiential projects, with a curriculum designed to be utilized across multiple courses. (PI: Neel Ahuja, ARHU)

Connected academic content to real-world experiences, advancing their awareness of, perspectives on, and engagement with social (in)justice in 5 schools and departments. (PI: Ross Lewin, International Affairs)

Engaged in a pilot program and received a microcredential in creating intergroup dialogues focused on DEIJ (Diversity, Equity, Inclusion, and Justice) that can be implemented beyond the initial three living-learning programs. (PI: Cynthia Stevens, UGST)

Trained to be mental health leaders on campus and in communities. This program has been widely publicized and other universities have inquired for information on replication. (PI: Amy Morgan, SPHL)

Gained a deeper understanding of the quantum realm through an active-learning plus assessment approach in PHYS401. (PI: Carter Hall, CMNS)

Created innovative modeling of information, systems, and interconnection that began to decolonize education and be inclusive of Indigenous communities and Indigenous Knowledge in courses in AGNR, ARCH, EDUC, ENGR, and INFO. (PI: Patricia Cossard, LIBR)

Experienced NET+, new set of active learning activities focused on complex ethical issues in tech, which is being build into several other project proposals and courses on campus. (PI: Katie Hilton, INFO).

Put social identity and pluralism theories into practice through applied assignments and classroom activities, often discussing these issues with students from other doctoral programs. (PI: Patricia Bory, PLCY)

Innovative practices spanned a wide range of topics, and through the grants, UMD students:

Collaborated in developing the first multilingual tutoring app in an academic innovation that meets the needs of our multilingual and multicultural campus. (PI: Thomas Earles, ARHU)

Engaged with augmented and virtual reality to experience supply chain challenges first-hand. (PI: Humberto Coronado, BMGT)

Used electroencephalograph (EEG) headbands to explore the principles of neurofeedback during meditation using open-source materials. (PI: Ana Navarro-Cebrian, BSOS)

Replicated ancient artworks using photogrammetry, 3-D modeling, and 3-D printing to extend their understanding of art history and archaeology. (PI: Emily Egan, ARHU)

Trained to become ethical consumers of big data in healthcare in a Biocomputational Engineering capstone course. (PI: Lan Ma, ENGR)

Implemented a form of applied improvisation group work (Gestalt Theatre) as an active teaching method for teacher candidates, which elicits active student learning and reflective practices through embodied experiences, specifically, improvisation activities. (PI: Angela Stoltz, EDUC)

Partnered to create four distinct live performances with art instillations created by ARCH students and site-specific choreographic/performance projects created by ARHU students. (PI: Patrik Widrig, ARHU)

Encountered virtual teaching displays to learn how to safely maintain tractor electrical circuits. (PI: Bill Phillips, AGNR)

Utilized ChatGPT to create first drafts in order to focus on larger, conceptual questions related to their data journalism projects. (PI: Derek Willis, JOUR)

PIs who completed funded projects came from all 13 colleges, which in turn impacted students, faculty, and courses across the entire university.

One-third of PIs represented tenured and tenure track faculty.

Over 90% of students, instructors, and PIs reported that students engaged in at least one type of experiential activity.