Grant: Faculty Development Fund (FDF)
Project Title Overview of the Project
MPH Core Curriculum Design and Evaluation
Angela Beck
$10000.00
12/01/2017 - 12/31/2019
The University of Michigan School of Public Health (SPH) requests a Faculty Development Fund award to help support design and evaluation of a new core curriculum for Master of Public Health (MPH) degree programs, which enroll an annual cohort of approximately 300 students. The timing for curriculum redesign is prompted by changes to accreditation requirements released by the Council on Education for Public Health (CEPH) in 2016, which represent a significant departure from previous mandates. Under the new requirements, all MPH students must complete courses that address and assess a standard set of learning objectives and competencies put forth by CEPH, in addition to requirements for individual degree concentrations, to ensure a strong foundation in public health knowledge and skills. SPH seeks to develop a cohesive set of 8 core courses to launch in the 2018-2019 academic year using innovative teaching methods and curriculum design that result in positive student learning outcomes, program satisfaction, and readiness for the public health workforce. The interdisciplinary core curriculum will engage expertise from SPH’s six academic departments to collectively address the CEPH-defined learning objectives and competencies. Building on SPH’s current partnership with CRLT in this effort, this proposal requests additional services from CRLT, along with assistance from a graduate student, to support curriculum development, learner assessment plans, and program evaluation. A solid instructional design focus during curriculum design will help ensure high-quality graduate education with built-in mechanisms for continuous quality improvement for years to come.
Applications of Immersive Media Technologies in Performing Arts
Anil Camci
$5995.00
01/01/2018 - 07/01/2019
Augmented reality (AR) and virtual reality (VR) studies have gained significant momentum in recent years with new and accessible consumer-grade devices, such as head-mounted displays and depth cameras. As evidenced in many previous instances of new media being introduced to mass appeal, art is often a platform for exploring the potential of emerging technologies. Similar to music being an initial application of recording technology, and cinema being that of broadcasting, performing arts today is a domain for cutting-edge applications of AR and VR. With this project, we aim to satisfy a growing need in the Performing Arts Technology (PAT) curriculum to address these topics; the project provides a significant step towards this goal by introducing a new course, titled Immersive Media. In this course, the students will explore new and innovative forms of artistic expression that rely on rapidly growing entertainment platforms and emerging media technologies. The practice-based learning approach of the course will allow our students to gain an expert understanding of modern AR and VR tools through collaborative and interdisciplinary projects that adopt new approaches to sound, motion and storytelling in virtual environments. The project will involve the acquisition of state-of-the-art AR and VR systems, which will be introduced into PAT curriculum for the first time. In addition to supporting the development of a brand-new course, the project will also yield an extended evaluation of the novel methods applied to integrate modern AR and VR technologies into teaching practice, and their learning outcomes.
Neuroimaging data, concepts, and computer skills
Cindy Lustig
Taraz Lee
Bennet Fauber

$6000.00
12/18/2017 - 04/26/2018
Quantitative and computing skills are becoming increasingly important in the social and neurosciences, especially with public concerns about the “replication crisis” on the one hand, and the increasing availability of large public databases on the other. Teamwork and collaboration skills are also increasingly important both in science and the nonacademic workplace. However, rarely do students in these areas receive formal training in quantitative, computing, or collaboration skills, and current course offerings (e.g., through the computer science and statistics department) often don’t address the needs these students have in their research. This course will address that need by closely integrating conceptual instruction relevant to psychology and neuroscience with hands-on training in computational and data management skills necessary to efficiently take advantage of public databases, prepare their own data for such databases, and produce robust, reproducible analyses. Class projects will take a team-based approach, with specific training in teamwork and collaboration. The first iteration of the course will focus on human neuroimaging as the content area, but the course infrastructure is designed such that it can be extended to other content areas where these skills are important for students’ success.
Development of an Interprofessional Education Curriculum to Prepare Medical Students for Residency
Anita Malone
Brittany Allen

$5725.00
12/15/2017 - 06/30/2019
Interprofessional education (IPE) is an important aspect of medical education, teaching learners how to collaborate in multidisciplinary teams and more effectively provide care in our complex medical environment. In medical school, students are taught the intricacies of pathophysiology, medical decision making, and patient care, but less focus is placed on how to best work in the interdisciplinary team as they advance through clinical education. Students who do not understand the importance of and utilize interprofessional collaboration may struggle when they transition to residency, as this is a time when relying on the entire team of healthcare professionals becomes of utmost importance in order to provide safe, efficient, and effective patient care. This project aims to formally assess the needs for interprofessional education and develop an IPE curriculum for senior medical students as they prepare for the transition from student to resident physician. Innovative curricular changes such as simulated patient care experiences, team-based problem solving, and education on interdisciplinary communication incorporating students and providers from different professions will be implemented, guided by the information gained from a formal needs assessment. This needs assessment will be done by conducting focus groups of healthcare professionals, interviewing recent medical school graduates, and interviewing residency program directors to delineate needs for IPE within specific areas of medicine. Once this assessment is completed, this IPE curriculum will be implemented within the 8-week long senior medical student residency preparatory courses in which all University of Michigan medical students will participate.
Designing a Curriculum for Discipline-Based Student-Faculty Mentoring Programs in Engineering
Joi Mondisa
Okwudire Chinedum

$9995.00
01/01/2018 - 12/31/2019
In this research project, two URM engineering faculty members will: (1) document how they created two engineering student-faculty mentoring programs for URM students at Michigan; (2) document and examine the mentoring practices and approaches they use with students; (3) create an outline of a mentoring curriculum that features insights and tips about what a URM student-faculty mentoring program might consist of in terms of program design and mentoring practices; and (4) develop and instruct a half-day faculty workshop on mentoring in student-faculty partnership programs. The study’s research questions are: (1) what are some best practices in creating a discipline-based student-faculty mentoring program in Engineering? (2) what are the experiences of students and faculty who participate in a discipline-based student-faculty mentoring program in Engineering? and (3) what types of practices and approaches can be used to assist faculty and students in discipline-based student-faculty mentoring programs in Engineering? In this social constructivist inquiry, the Project Director will use an explanatory mixed methods research design using quantitative (e.g., surveys) and qualitative (e.g., interviews, focus groups, notes) methods. From this research, we will produce: (1) evidence about the mentoring experiences and outcomes for approximately 60 URM undergraduates, 12 URM graduate students, and 3 URM faculty at Michigan; (2) a curriculum for informal student-faculty mentoring programs; and (3) a half-day Faculty Mentoring Workshop for Michigan engineering faculty led by the Project Director and co-Project Director.
Innovations in Communication with Patients and Families: Communication Coach Curriculum
Priyanka Rao
Elizabeth Hill
Melissa Cousino

$9285.00
04/01/2018 - 08/01/2019
Communication and partnership with families is paramount in providing quality medical care and achieving positive patient outcomes. We propose a unique communication coach model and curriculum which would pair individual pediatric physician trainees with two communication coaches (a faculty member and a parent advisor). Coaches will meet with physician trainees for the duration of their residency training to provide direct, real-time feedback on communication skills with patients and families in both the inpatient and outpatient setting. Coaches will participate in a communication and observation feedback workshop twice per year. In the iterative nature of quality improvement, feedback will be received from both the physician trainee participants as well as communication coaches to evaluate the strengths and weaknesses of this model. Data will also be collected on the patient experience via the CARE measure and chart review both before and after implementation to assess for measurable outcomes. If successful this program will be continued annually with new classes of pediatric trainees and also be expanded to other residency training programs throughout our institution.
Eng401: Engineering Programming for (respectfully) “dummies”
Kazuhiro Saitou
$6000.00
01/01/2018 - 08/31/2018
The goal of the project is to develop teaching modules for an introductory engineering computer programming course, which intends to expose non-computer science undergraduate senior and 1st year graduate students with “joy of engineering programming.” Each self-contained module will consist of a problem in an engineering discipline and a programming exercise to implement computational tools for solving the problem, with an emphasis on engineering problem solving rather than underlying mathematics, and on “from scratch” coding and debugging exercises. With a broad sampling of examples in various engineering disciplines, multiple modules, each focusing on a different topic in engineering programming, can be chosen and configured to form an introductory engineering programming course(s) for CoE and non-CoE Departments, which can be taught in rotation by a team of faculty members. As commercial software packages are increasingly becoming more user-friendly and encouraging the use as “black-boxes,” our engineering students gain very limited experience in coding beyond ENG101, and has become (respectfully) “dummies” in engineering programming – they can use skillfully what’s available commercially but will easily be stuck when there is a need beyond the capability and limitation of commercial software tools. While existing computer programming courses in EECS offers the “from scratch” coding experiences, they focus on fundamentals in computer programming such as data structure and abstract algorithms, with little emphasis on engineering problem solving. The course to be built out of the proposed modules will provide a high degree of “from scratch” programming experiences in the context of solving specific engineering problems.
Enhancing student learning of dental anatomy with 3D computer-aided-design software
Stephen Sterlitz
Dennis Fasbinder

$10000.00
12/01/2017 - 11/30/2018
The ability to understand the complexity of dental anatomy and the critical role it plays in the oral environment is essential for a dental student to master early in their development as a health care professional. Historically, first-year dental students spend hours in lecture learning the importance of the dynamic relationship between height of contour, cusp/fossa relationships, embrasure spaces, and contacts of teeth. A static, hands-on exercise of sculpting teeth out of wax is designed to reinforce these concepts but is limited by the inefficiency of using analog methods to teach a dynamic concept. Implementing 3-D CAD software in the dental anatomy course has the potential to enhance student learning with a level of detail and feedback not possible with analog methods. Using CAD software, students will be able to quickly and efficiently modify tooth morphology and receive instant feedback on the impact the changes made to adjacent and opposing teeth. The CRLT Faculty Development Fund will enable the CRSE department in the School of Dentistry to train faculty in the application of this software so they can support dental students as they master complex concepts in dental anatomy. This project is designed to leverage technology to enhance the learning of complex dynamic relationships and has the potential to change the future of dental education.
Teaching Private Piano Lessons Using Video Game Piano Transcriptions
Matthew Thompson
$6000.00
01/07/2018 - 05/31/2019
This Faculty Development Fund proposal would allow for a pilot year of teaching piano lessons using video game music. It’s the practical application of an ongoing research project I’m involved with studying video game music piano collections. Since the 1980s, there has been a tradition, especially in Japan but also in the United States, of publishing piano arrangements of video game music. Virtually no scholarly or serious study has occurred of these works. Many of these arrangements are based on a long forgotten piano method by Ferdinand Beyer and often contain pedagogic comments, written in Japanese, that I’m in the midst of exploring courtesy of a research grant from SMTD. As I study these scores, I feel the next step for this project is to test their pedagogic value in a lesson setting. This FDF funding would allow me to teach a small cohort of students in weekly one-on-one piano lessons using these game music collections as the vehicle of musical study instead of traditional canonic Western repertoire. The students will receive lessons both Fall 2018 and Winter 2019 and the project will culminate in a studio recital performance. This project aims to understand how using video game music as a vehicle for piano study allows for novel teaching innovations and how this repertoire affects the student experience. The project updates and diversifies the curriculum by exploring primarily Japanese repertoire. Further, it reaches out to non-SMTD students who may be interested in serious music study but not in the canonic repertoire or standard performance traditions.
Engaged Mathematics Teaching: Building A Video Library for Instructor Training Across Programs
Nina White
Fernando Carreon

$9984.00
01/05/2018 - 08/31/2018
Three programs within the Department of Mathematics wish to collaborate to create a library of video clips of classroom teaching for training Department instructors. The Introductory Math Program (Pre-Calculus, Calculus I, and Calculus II), Inquiry-Based Learning (IBL) program (https://lsa.umich.edu/math/centers-outreach/ibl-center-for-inquiry-based-learning.html), and Teacher Education program teach courses to different populations and with different goals, but all aim to engage students in collaborative, interactive work during class on novel, deep mathematical problems. Learning to teach effectively in this way requires robust instructor training. One piece of this training that could traverse these diverse classroom settings and benefit instructors from all three programs is a library of curated video clips of classroom teaching. Faculty members Nina White (IBL and teacher education) and Fernando Carreón (Introductory Math Program) propose to (1) film a diverse array of classroom settings within the IBL, teacher education, and intro programs during the Winter 2018 semester, and (2) carefully edit and curate them to be used in instructor training in all three programs. The primary costs of the grant will be hiring student assistants for filming and editing assistance, and paying summer salary to the co-PIs for the time-intensive work of selecting and curating the clips.
Electronic Health Record System Simulator for Inter-Professional Education
Patricia Abbott
Allen Flynn
Johmarx Patton
Larry Gruppen

$10000.00
01/05/2017 - 12/01/2017
With the support of the CRLT faculty development fund, we propose to evaluate the deployment and use of an innovative simulated Electronic Health Record System (EHRS) across three schools at UM (Nursing, Medicine, & Information). EHRS have been shown to produce a myriad of benefits, including increased adherence to guidelines, efficiency gains, decrease in medication errors, improved surveillance, and enhanced communication. Concomitantly, the increasing adoption of EHRS has resulted in documented instances of negative unintended consequences due to technology-imposed changes in workflow and communication; improperly programmed or implemented systems; and poorly designed systems that fragment clinicians’ cognitive processes. These types of technology-facilitated errors create threats to patient safety and interrupt the communications that are vital to high quality and safe care. Grounded in the belief that EHRS and associated health IT are increasingly important resources for the practice of all professionals who interact in this space (and in light of the evidence of the impact that EHRS and other types of health IT has on workflow and communication) it is imperative that we prepare our students and faculty to safely adapt, interact with, and improve EHRS collaboratively as members of healthcare and clinical work redesign teams. We aim to use a simulated EHRS to teach these skills and lessons, to formatively evaluate our process and outcomes, and to create a shareable and sustainable resource for cross-disciplinary use across UM. This novel approach will transcend boundaries between academic programs and reduce barriers to inter-professional education at UM.
Digital Preservation of Ruthven Exhibits for Teaching Natural History
Tomasz Baumiller
$6000.00
05/15/2017 - 11/15/2018
Beginning in the summer of 2017, the exhibits of the UM Museum of Natural History (UMMNH) currently in the Ruthven Museums Building will be relocated to the Biological Science Building (BSB, now under construction). Many of the items that are currently on display will be “retired” and that will have a significant impact on the teaching of several courses by faculty in the Department of Earth and Environmental Sciences including EARTH 103, 125, 115, 313 418/419, 431, 432, 437. However, lack of direct access to these retired exhibits need not impact their use in teaching: the digital revolution has made it possible to easily produce 3D digital models from real objects. The primary goal of this proposal is to enhance teaching of LSA courses that focus on natural history, specifically those courses listed above, by generating 3D models of UMMNH exhibits. (see examples: https://umorf.ummp.lsa.umich.edu/wp/dpre) To accomplish the above goal, we will employ photogrammetry, an effective and efficient technique in which a series of overlapping photos are used to generate a 3D model of the surface of an object. Although our focus is to enhance teaching of LSA courses, the 3D models will also become accessible to a much broader community of students, researchers and the general public.
Development of an Integrative, Hands-on Health Data Analysis Course
Matthew Davis
$10000.00
07/01/2016 - 06/30/2017
With growing access to massive amounts of data, the research paradigm has shifted from collecting data among a few subjects to using large data sources to efficiently produce impactful research on health and healthcare. Trainees across the health sciences are in need of access to high quality data. In our opinion, the limiting factor is not what data are available but rather the skills required to utilize them. Therefore, we propose to develop and implement a novel, hands-on data course designed to teach health science trainees how to obtain and analyze pre-existing large US health data. This course will integrate practical research skills (e.g., applied statistics, data management and programming,research question development, creation of publication-quality tables/figures) in a format that progressively builds research independence. We have carefully selected a variety of publicly available, national health data sources based on content and complexity (i.e., the data sources used in the course will increase in complexity throughout the term). We anticipate this course will lead to a shift in how students effectively learn about data management and analysis and the extent to which national US health data are used across the university.
M-Write Electronic Materials Science
Rachel Goldman
John Heron
Manos Kioupakis
Timothy Chambers

$10000.00
01/01/2017 - 12/31/2018
We propose to develop and implement a “spiral” approach to the instruction of quantum mechanical concepts central to student learning of electronic materials science in a 3-course sequence. “Writing to learn” approaches will be used to enable learning and reinforcement of critical concepts such as the photoelectric effect, wave/particle duality, statistical descriptions of particles, and electronic energy bands. Funding from the Faculty Development Fund will be used to support the stipends of Writing Fellows for the 3-course sequence during a 2-year period. The Writing Fellows will be co-supervised by the three PIs in conjunction with the M-Write II Team at the Sweetland Writing Center. In addition to traditional measures of course evaluation, the project will be evaluated using a combination of pre- and post-course/sequence tests of conceptual knowledge, as well as surveys of student self-efficacy, engagement, and identity. The anticipated annual course sequence enrollment is ~100 undergraduate and ~100 graduate students.
Michigan Critical Care Project
Cindy Hsu
Ross Kessler
Sage Whitmore

$10000.00
12/01/2016 - 12/31/2018
“Education is not the filling of a pail, but the lighting of a fire.” - W. B. Yeats (1865-1939) Critical illness and injury pose tremendous societal and economic burden to global health care. Sepsis, cardiac arrest, respiratory failure, stroke, hemorrhage, and traumatic injuries represent a diverse and challenging set of disease processes with complex patient management. The care of critically-ill patients often begins in the prehospital setting and emergency department (ED), then continues through the intensive care unit (ICU), and often extends well beyond their hospital discharge. As such, critical care is provided by a diverse group of providers including paramedics, emergency physicians, intensivists, trainees of different specialties, advanced providers, and ancillary staff with varying levels of prior training and patient exposure. The variability in provider background, time restrictions posed by duty hour regulation, and increased administrative demands make traditional didactic format ineffective and inefficient for critical care education. To solve this problem, we propose the creation of an asynchronous education website called “Michigan Critical Care Project”. The aims of the Michigan Critical Care Project will be to: 1) Provide high quality, free, and asynchronous emergency critical care education material from the University of Michigan Health System (UMHS) to foster adult learning and multidisciplinary collaboration and 2) Demonstrate its institutional, national, and global educational impact.
Birth of Modules: Developing Interactive Web-Based Modules Orienting Medical Students to Labor and Delivery
Samantha Kempner
Adam Baruch

$7275.00
12/01/2016 - 12/31/2017
The University of Michigan Labor and Delivery (L&D) unit presents a dynamic and unique educational environment for third year medical students. Due to the busy nature of the unit, students are often inadequately oriented to L&D and are therefore unable to take advantage of this learning opportunity. We are applying for a Faculty Development Fund grant from the Center for Research on Learning and Teaching to develop a series of innovative, interactive video-based modules to orient medical students to L&D. The ultimate goal of these modules is to increase students’ fluency in the workflow and content of L&D so that they can reach their learning potential during their rotation. The modules will be evaluated through a series of surveys and quizzes to assess their effect on medical students’ confidence and their objective mastery of the content of labor and delivery.
Three-Dimensional Virtual Reality Patient Model for Enhanced Student Learning
Hera Kim-Berman
$6000.00
12/01/2016 - 12/31/2017
This project will establish the extent to which a Virtual Reality Patient Model (VRPM) using 3D advanced visualization technology can improve student’s knowledge acquisition and analysis in diagnosis and treatment planning of complex dental cases involving orthodontics and jaw surgery. Conventional method for teaching surgical-orthodontic cases has not changed significantly since the inception of this combined treatment modality many decades ago. The introduction of 3D imaging technology, including cone beam computed tomography (CBCT) images and advances in digital technology, allows for the development of more advanced visualization techniques and learning strategies in this complex clinical domain. In this project we will utilize a recently developed 3D virtual reality patient model and determine if use of this 3D model enhances student learning in the diagnosis and treatment planning of complex orthodontic surgical cases, when compared to the conventional 2D method. We will also examine differences in time and type of student-teacher interactions when comparing conventional and virtual reality teaching methods. The study will consist of a randomized pretest-posttest comparison group design. Study methodology will include comparison of baseline and exit surveys, multiple choice question pretest and posttest scores, and scores from diagnosis and treatment planning worksheets of two test cases. Student-teacher interactions will be recorded for types of interactions (technical, surgical prediction method, diagnosis, treatment planning, and other) and the length of interaction will be quantified. Data will be analyzed using descriptive statistics, and tested for evidence of significant association and/or correlation with each of the two educational intervention groups.
Integrating Trauma Informed Practices into Nursing Education
Elizabeth Kuzma
$10000.00
12/01/2016 - 06/30/2019
The University of Michigan School of Nursing (UMSN)’s primary mission is to improve the health of society through preparation of exceptional nurses who will grow to be leaders in healthcare. Nurses provide care to vulnerable people in all care settings, many of whom have experienced adverse childhood events (ACEs). Research demonstrates those with a history of multiple ACEs have increased risk of chronic physical and mental health problems. Our faculty are leading research on trauma-informed nursing care. We plan to incorporate trauma in coursework and involve students in our scholarship. Working with traumatized clients can bring great professional satisfaction and growth, but can also cause vicarious trauma or trigger traumatic stress in students with personal histories of trauma. While trauma-informed teaching practices are well established in fields such as social work and psychology, nursing has not systematically integrated this into teaching. The purpose of the project is to develop and pilot a feasible, effective process for preparing UMSN students to encounter trauma in their nursing education while preventing vicarious trauma. Following the integration of the trauma-informed education (“TIE”) process, graduates of the UMSN will be better prepared to be sensitive and reflective practitioners who can have a positive impact on the health of society. These aims will be accomplished through a scholarly team-building approach with a core group of UMSN faculty and students who will review current evidence and glean best practices from (1) other disciplines and (2) principles of trauma-informed care to translate into a TIE model for nursing.
The Molecular Biology Video Project Director: Title:
Janine Maddock
$6000.00
12/15/2016 - 12/31/2017
Following the huge success of a limited project last year, videos will be created that cover the bulk of the advanced Molecular Biology course (MCDB 427). The videos will be created by past students and GSIs with editing and supervision by the PI. They will be available internationally on YouTube and organized for UM students on a dedicated web site that will include other course specific aids.
Studies in Dalcroze Eurhythmics
Christian Mecca
$6000.00
07/05/2017 - 12/20/2018
The Faculty Development Fund award will allow me to study Dalcroze Eurhythmics at Carnegie Mellon University’s Marta Sanchez Dalcroze Training Center with a goal to apply for the Dalcroze Certificate and License. I will apply these studies to the course Dance 242 – The Integration of Music and Movement, and a broader range of music and movement courses within UM. Upon certification, the Department of Dance can elect to advertise Dalcroze Eurhythmics as part of its curriculum. This methodology allows dancers to effectively learn and embody the principles of music within the limited time available in the BFA Dance program. The implementation of this curriculum will allow the Dance Department to offer a proven and effective methodology that informs our students’ contemporary practices in dance technique and composition through a syllabus that has its origins in the dance training of the early twentieth-century, and provides a link to historical practices within the concert dance tradition. Also, the integration of vocabulary and movement with meter and syncopation can provide dancers with musical skills that can be applied to virtually any form or genre of western and non-western music. This methodology is a proven and effective curriculum that enables dancers to more thoroughly engage with music and provide them with a comprehensive understanding of rhythm and meter.
Expanding the Lloyd Hall Scholars Program Curriculum
Paul Barron
Carol Tell

$10000.00
06/26/2016 - 08/30/2017
The mission of the Lloyd Hall Scholars Program (LHSP) is to provide an inclusive and creative living-learning community for students interested in writing and the arts. Through our curriculum, programs, student leadership, faculty involvement, and cultural events, we hope to cultivate students’ critical reading, writing, arts, and thinking skills, and promote the link between creativity and academic excellence. LHSP courses form a core component of this mission. In course evaluations and in the annual Michigan Learning Communities (MLC) survey (with LHSP specific questions), students consistently report the value of small classes focusing on writing and the arts within the community with instructors who are accessible beyond the bounds of the classroom. Whitaker grant funded research on the MLCs, which LHSP is part of, has consistently shown that disadvantaged underrepresented minority students, first generation, and Comprehensive Studies Program students receive greater benefit from learning community involvement than other student populations in the programs (also when compared to control groups). Benefits include academic performance, self reported measures of connecting with faculty, and awareness of campus opportunities and resources. We are requesting $10,000 to pay summer stipends to four faculty working group members to structure innovations to expand the curriculum, specifically to: 1) create a course centered in Ypsilanti around place-based learning and community engagement in the arts and writing; 2) to devise a Race & Ethnicity Requirement course that first-year LHSP students would take; 3) Revise LHSP 228 to reflect a multitude of voices across race, class, gender, and culture, when investigating the course’s question What is Writing? 4) create tools and schedule forums to assess the proposed changes.
Ecology & Religion: Sustaining Visions for Earth's Future
Rolf Bouma
$6000.00
05/01/2015 - 06/30/2017
Developing a 300/400-level Program in the Environment course in Ecology and Religion that a) explores world religious traditions for principles, teachings, practices and worldviews connecting humans to the natural world; b) exposes students to the teachings and practices of a variety of contemporary religious communities and individuals on environmental issues; and c) identifies in religious visions the ambiguous potential – a rigorous assessment of prospective goods and ills – for moving to a sustainable ecological future. The proposed course will •provide an academic approach to religion unusual for the University of Michigan. Ecology and Religion will explore multiple religious traditions through their history, their religious philosophies, their ritual expressions, as well as their contemporary expressions as these religions understand and live out the connection between humans and the natural world; •connect students with religious communities and practitioners from diverse settings. Some practitioners will come from within the university community and will be encouraged to highlight the connections between their own religious expression and ecological concerns. Others will be from religious communities in Ann Arbor and southeast Michigan. •offer students the opportunity and freedom to explore religions both familiar and unfamiliar. Especially in the contemporary world, where religion plays an outsized role in political and cultural contexts, it is critical to the university's mission for students to understand the varieties of religious thought and expression. This includes varieties within the same tradition and of attitudes to the natural world that come to bear on issues in sustainability; •provide environmentally-related faculty and staff an opportunity to offer their own experience and reflection on the connections between religion and ecology.
Development of Course Content Connectivity Resources for the Mechanical Engineering Undergraduate Curriculum
Okwudire Chinedum
$5947.00
05/01/2015 - 04/30/2017
Current engineering instruction is often compartmentalized within courses such that knowledge is disconnected and well-defined relationships are not adequately established across a curriculum. A compartmentalized curriculum does not encourage synergistic thinking and is fundamentally at odds with the interconnected nature of the knowledge needed by the Engineer of the Future. The objective of this project is to develop so-called 'Course Content Connectivity' (or 3C) resources for the mechanical engineering undergraduate program at the University of Michigan. 3C resources will provide an easy way for faculty to see the connections among the various courses in their undergraduate curriculum and supply a repertoire of tools (e.g., worked examples, problem sets, and project materials) that they can use to teach related concepts in a way that better allows students to see those connections. The effectiveness of the developed 3C resources will be evaluated using concept inventories and student-generated concept maps. If successful, this effort can be a model for not only other departments in the College of Engineering here at U-M, but also for those in other academic units or universities that suffer from constraints to implement fully-integrated curricula.
Preparing the future leaders of dental medicine in a diverse and global society
Theodora Danciu
Vidya Ramaswamy

$10000.00
04/30/2016 - 04/30/2018
Language barriers in health care including dentistry, contribute to health disparities including decreased access to preventive services, poor adherence to treatment, and overall decreased satisfaction with care. To address the health care needs of a diverse US population, we propose a pilot intervention program for improving Spanish language competency at the School of Dentistry with the following specific aims: (1) to initiate a Spanish learning program that is in alignment with current dental curriculum to provide opportunities for dental students to apply their knowledge to actual patient cases while enhancing their Spanish communication skills, and (2) to provide a Spanish-language interprofessional learning experience where dental students work in close collaboration with medical students to evaluate patient cases. As published studies from medicine using similar interventional programs and our student survey suggest, official academic recognition of this program would motivate sustained participation and allow students to demonstrate involvement on academic transcript; funding through CRLT would allow us to implement and evaluate a pilot program that can inform curricular change.
Faculty Development in Critical Reflection
Michelle Daniel
Joseph House
Fatema Haque
Heather Wagenschutz
Paula Ross

$9990.00
04/01/2016 - 12/20/2016
Critical reflection, the process of analyzing, questioning, and reframing an experience in order to derive learning and improve future practice, has been identified as an effective way of developing the self-directed, lifelong learning skills essential for today’s health professional. It has also been shown to improve clinical reasoning, diagnostic accuracy, interactions with patients, and intangible attributes such as empathy, humanism, professionalism, and self-awareness. Faculty trained in critical reflection can help students foster reflective capacity, that is, the ability to generate learning (articulate questions, confront bias, examine causality, contrast theory with practice, point to systemic issues), deepen learning (challenge simplistic conclusions, invite alternative perspectives, ask “why” iteratively), and document learning (produce tangible expressions of new understandings for evaluation). Furthermore, well-trained faculty can skillfully support and challenge learners using quality feedback that helps learners recognize reflective moments, make sense of experiences, tolerate uncertainty, and gain insight. However, most faculty are underprepared to do all of these things, as they have not had development in the area of critical reflection. Additionally, new curricular elements within the Medical School and in other health professional schools across the University have introduced reflective practice into the general curriculum, making faculty development in critical reflection an urgent need. The purpose of our project is to increase faculty capacity in designing, giving feedback on, and evaluating student reflections in the health professions.