Grant: Faculty Development Fund (FDF)
Project Title Overview of the Project
A Service Learning-Based English Language Course for International Graduate Students at the University of Michigan
Deborah Des Jardins
07/01/2015 - 08/31/2016
Project Title: A Service Learning-Based English Language Course for International Graduate Students at the University of Michigan Project Overview Many international graduate students at the University of Michigan struggle to gain the necessary language skills to succeed academically and participate fully in the life of the university and the local community. Many report feelings of social isolation and a lack of knowledge about US and local institutions and culture. Even many of those whose language skills are sufficient to succeed in their academic work are uncomfortable in informal social interactions and thus face difficulties forming personal social networks with English speakers. This lack of social connections, in turn, deprives them of opportunities to practice and improve their English skills. We therefore propose to develop an ELI community-based service learning language course for international graduate students at the University of Michigan. Such a community-service based language course for international graduate students would be truly groundbreaking. Although numerous experiential and service-learning courses exist at U-M, our proposed course would chart new territory by focusing on language enhancement, intercultural exchange, and cross-cultural differences in attitudes toward community service and volunteerism. It would also connect international graduate students to local residents from a range of ethnic and socio-economic backgrounds. This intensely engaged learning experience could nurture a sense of community among participants from different fields. The service they perform would directly benefit individuals in the local community and offer intercultural experiences to local residents as well. This is in keeping with the University's stated goal of supporting and enriching the local community and connecting our neighbors with life on campus.
The Hidden Curriculum⎯Experiential Learning in Socially and Economically Contrasting Health Care Settings and Influence on Residency Competency Development in Delivering Care to Diverse Populations
Adrianne Haggins
Laura Hopson
Michael Clery

04/01/2016 - 04/01/2018
Emergency medicine (EM) physicians are clinically trained to encounter and provide care for a myriad of acute and life-threatening medical conditions for anyone that seeks care for conditions believed by the patient to be a medical emergency. The mandate to care for this broad swath of the population is irrespective of insurance status, immigration, English proficiency, or race/ethnicity. The inability to be sensitive to the needs of diverse populations has been attributed to adverse effects on patient adherence and health outcomes. Cultural competency curriculum may enhance a physician’s ability to effectively engage with diverse populations. However, little practical guidance has emerged to provide post-graduate educators with a framework to instruct resident education. Given the limited dedicated health disparities or cultural competency curriculum in residency training, it is imperative to explore whether resident experiences in contrasting social and economic (minority, low-resource vs. non-minority, higher resource) clinical settings, and serving diverse patient populations, affects communication and professional values competency development. We will examine resident trainee attitudes related to their exposure to diverse socio-cultural clinical settings and their patient-provider interactions, as well as how these experiences influence their understanding of health disparities and ability to provide care to diverse patient populations. We anticipate that this project will inform formal and informal strategies to develop cultural competency curricula for our residents. These results will also be used to design a survey instrument to gauge the impact of adapted educational curriculum on resident competency development.
School of Public Health Community of Learning for Undergraduate Education
Gary Harper
Jane Banaszak-Holl
Dina Kurz
Jillian McConville

04/01/2016 - 04/01/2018
The addition of a formalized undergraduate degree program to the University of Michigan, School of Public Health (SPH) will engender a pedagogical culture shift in order to fulfill the mission of Undergraduate Education at SPH. The School of Public Health Community of Learning project will create a community of faculty members who will engage in a range of activities focused on innovations in undergraduate teaching methods and innovations in the undergraduate curriculum. The proposed project is based on the concept of Communities of Practice (CoP). The three core CoP elements are as follows: a) domain (topic which creates common ground for knowledge and guides learning—identity and focus), b) community (membership, relationships, and interactions—sharing ideas and asking questions), and c) practice (methods, knowledge, and expertise developed—frameworks, ideas, and tools are shared). Based on the CoP core elements, we will be enacting 5 different CoP-related activities with varying degrees of frequency in order to build a stronger Community of Learning related to undergraduate education. These activities include: 1) interactive web-based resources, 2) formal skills-building workshops, 3) informal interactive discussions, 4) mentoring, and 5) individual consultations. Project activities will occur between April 2016 and April 2018, and focus on improving expertise in two general areas: a) teaching methods related to undergraduate education, and b) curriculum development related to undergraduate education. The expected outcomes from this CoP project will be assessed through a range of assessment strategies including course evaluations, pre/post-surveys, syllabus reviews, and counts of web-related activities.
Connecting the Pieces: Enhancing Student Learning in Structural Design Courses
McCormick Jason
Sherif El-Tawil

05/01/2015 - 12/31/2017
The goal of this project is to enhance student learning in structural design courses by providing students a more complete picture of the design process and connecting what is traditionally taught in these courses with how structures behave and how they are designed in practice. Traditionally, structural design courses are taught by systematically proceeding through the analysis and design of different types of members based on their loading. However, such an approach does not meet the needs of all students, particularly those that learn best with a clear picture of the overall problem and how the different pieces of that problem come together. In order to achieve this goal, a complete revision of the laboratory component of the CEE 413 "Design of Metal Structures" class will be undertaken. The laboratory session will be converted into an active learning environment that will provide an opportunity to better visualize individual member and connection behavior through physical and virtual reality based demonstrations along with providing the ability to apply design concepts to the ongoing design of a case study building. By using a case study building as the backbone for studying member and connection design concepts and creating a more active learning environment similar to a flipped classroom, students will not only better understand how the design of each component of a structure fits within the overall design, but also achieve it in a more hands-on manner.
Skills for Patient- and Family-Centered Care with Diverse Populations: A Flipped Course Supporting Service-Learning
Adrienne Lapidos
03/01/2015 - 04/30/2017
Background:This project simultaneously addresses two curricular needs in the UM Dental Hygiene Program: (1) linking academic content on cultural competence to clinical experiences;(2) creating a formal mechanism to "debrief" clinical experiences that take place in diverse underserved communities. Project Goals: Faculty at the School of Dentistry and the School of Social Work will collaborate to develop a Dental Hygiene course on Patient- and Family-Centered Care with Diverse Populations. The course bridges academic knowledge into the clinic by reinforcing evidence-based communication skills and monitoring their application in community placements. It also bridges clinical experiences into the classroom by fostering mindful self-reflection on how one's own background and perspective affect interactions with culturally diverse patients. Project Design: A "flipped" classroom design frees class-time for applying academic knowledge to real world situations and processing complex service-learning experiences in a safe space. National experts will be recruited to record lectures on topics such as health disparities and access to care. The course benefits from cross-pollination of Dental Hygiene and Social Work sensibilities. Scope: In year one, this project will impact senior Dental Hygiene students (26) and the patients they serve. The course will be evaluated and improved, and thereafter offered annually. Evaluation: A pre-course survey will provide baseline data. In addition to completing post-course surveys, students will meet with an outside consultant in focus groups to assess how the course affected their clinical work and professional development. Students will receive a post-graduation survey to determine the extent to which learning is sustained in practice.
Innovations in Inclusive Teaching: Development of Dynamic Pedagogical Tools and Faculty Communities of Practice
Kelly Maxwell
robbie routenberg
Naomi Silver

01/01/2015 - 04/15/2017
Title: Innovations in Inclusive Teaching: Development of Dynamic Pedagogical Tools and Faculty Communities of Practice Overview Recent student activism at Michigan and nationally has been a catalyst for renewed faculty engagement about diversity and inclusion in our classrooms and in related faculty interactions with students. In response to that activism and building on efforts within the College of LSA to address climate concerns, we seek to provide innovative teaching methods and tools that foster success for students through inclusive teaching practices. We will create a robust set of teaching resources to share widely with faculty and develop a cadre of faculty "experts" who will act as informal consultants to other faculty seeking assistance in using these materials and in strengthening their own inclusive teaching practices.
Cultivating Diversity in the Screen Arts and Cultures Curriculum
Candace Moore
Colin Gunckel

09/01/2015 - 06/30/2018
We propose this two-year project as part of an effort to encourage substantial dialogue among Screen Arts and Cultures faculty about diversity across the undergraduate curriculum; establish and refine regular SAC courses that focus on issues of race, ethnicity, and other forms of difference; open up conversations across disciplines about pedagogy; and create a web resource, the Diversity in Media Archive, that would be collaboratively built and maintained by undergraduate students and faculty. Every aspect of this initiative centers on the assertion that film, television and new media are more than simply among the many lenses through which to consider contemporary conceptions of race and ethnicity; they are central to the ways we understand ourselves and others, not to mention issues of social and political import. In Fall 2015, we plan to host a panel of four speakers from affiliate departments to share their work on race and ethnicity in media as a public event advertised widely to undergraduates. We will also develop two new courses over 2015-2016 and 2016-2017—"Histories of Race, Ethnicity, and Media" and "Intersectional Approaches to Media—which, through student assignments and guest lectures, will cumulatively build the Diversity in Media Archive. Furthermore, we plan to host a faculty retreat in Fall 2016, where we discuss our experiences in the classroom, present suggestions for strengthening diversity in the SAC curriculum, and encourage open dialogue and goal-setting among faculty members.
Curriculum Development in Pediatric Global Health Education
Shane Quinonez
Hilary Haftel

04/01/2016 - 04/01/2018
Interest in global health amongst learners at all levels has experienced a rapid rate of growth over the last decade. Unsurprisingly, pediatric residents in the University of Michigan Pediatric Residency Program and across the country have mirrored this interest and frequently arrange their own international medical elective (IME) as a means to improve their global health education. Previous research has shown that with poorly structured IMEs there is potential for medical tourism, raising concerns for creating burden or harm to the host institution. To improve the educational value and ethical education of pediatric residents we propose the creation of a formalized IME at St. Paul’s Hospital Millennium Medical College (SPHMMC) in Addis Ababa, Ethiopia. The formalization of the IME will be accomplished by the following aims: 1) The creation of site-specific goals and objectives designed through collaboration with SPHMMC pediatricians who will eventually be on-site mentors; 2) Pre-travel orientation for residents aimed at better preparing residents for their elective; 3) Improved site-specific assessment tools for SPHMMC faculty mentors evaluating residents; 4) Assessment of our program’s impact on SPHMMC and their pediatric residency program. Formal evaluation of the program will consist of baseline interviews and surveys of stakeholders at UM and SPHMMC and after curriculum implementation. Multiple data sources will be used to evaluate the downstream educational benefit including resident assessments of the experience, faculty member assessments of the experience and performance of the learners. Program evaluation will be used to inform the curriculum to make experiences over time.
Strengthening Education for Justice and Diversity
Beth Reed
Jorge Delva

04/01/2016 - 01/02/2019
In fall, 2015, the School of Social Work (SSW) implemented a required first term course in the Masters of Social Work (MSW) program (N-360 students/year) focused specifically on Justice and Diversity. Goals for this project are to: a) examine systematically how the course’s 15 sections were implemented, with what impacts, and b) use this knowledge and additional resource development to • Inform future implementations of this course, • Contribute to knowledge development about education for social justice, and • Develop methodologies for curricular assessment. Specific components: 1) identify key elements within each section, with systematic analysis of syllabi and course descriptions, and interviews with instructors, emphasizing similarities and differences; 2) develop and implement procedures for assessing student skills and knowledge related to justice and diversity; 3) determine whether different course elements are related to particular clusters of student knowledge and skills; 4) use this research to inform resource development and preparation of instructors for for fall, 2016; and 5) put in place on-going process and formative evaluation measures for future iterations of this course. What we learn will be helpful for faculty and curricular development as well as for the effectiveness of this particular course. The leadership team is comprised of all ranks and types of faculty, the Associate Dean for Educational Programs (ADEP) and the Chairs the Multicultural and Gender Affairs (MGA) Committee, and the Diversity, Equity and Inclusion (DEI) Committee (creating the SSW component of the President’s DEI strategic planning, working closely with the Curriculum Committee and student groups.
Bringing Astronomy Down to Earth: Transforming Introductory Astronomy Through Live Table-top Demonstrations
Mateusz Ruszkowski
04/30/2015 - 04/30/2017
We propose to transform the learning experiences of undergraduates in very large introductory astronomy courses by developing a large suite of table-top demonstrations specifically related to astronomy. The University of Michigan Physics Demo Lab provides outstanding support for teaching undergraduate physics and astronomy courses. The vast majority of existing demonstrations offered by the Physics Demo Lab are specifically geared toward explaining physics phenomena, but only a small subset of them are explicitly related to astronomy. Therefore, there is significant untapped potential for designing astronomy-specific demonstrations, which we intend to realize as part of this proposal. Students have already responded in an overwhelmingly positive manner to the limited number of demonstrations that are currently part of my introductory astronomy courses. These demonstrations are an effective teaching tool largely because they encourage the students to recognize, label, and discover the knowledge that they already have about the physics underlying astronomical phenomena. This implicit knowledge is acquired through everyday experiences but it is the live demonstrations that allow for this knowledge to become explicitly connected to astronomy. This approach makes the class material accessible to those students who may be less comfortable with more formal, traditional academic styles of instruction, and makes the teaching more inclusive and understandable to non-experts. This is a collaborative project between the Departments of Astronomy and Physics. The new suite of astronomy demonstrations will be documented on the Physics Demo Lab website. Consequently, new demonstrations will be easily "recyclable," which will ensure the lasting impact of this initiative.
Using TeachLivE™ to Prepare Teaching Interns for the Social and Emotional Dimension of Practice
Shari Saunders
04/01/2015 - 08/31/2016
During the 2013-2014 academic year, secondary teacher education faculty in the School of Education updated our program outcomes, competencies, and the related rubric that is used by field instructors and mentor teachers to evaluate interns' performance in the field. In both of our secondary teacher education programs these guiding curricular documents now include noncognitive factors (i.e., academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills) and social-emotional learning competencies (i.e., self-awareness, self-management, social awareness, relationship skills, and responsible decision-making). Because these factors and competencies are relatively new to our interns, we would like them to have opportunities to practice using their emerging knowledge of these factors and competencies without adversely affecting the learning of real secondary students. We propose to do this by using TeachLivE™, a virtual classroom setting with avatars as students. TeachLivE™ is unique because it uses a human-in-the-loop paradigm that allows for a simulation that presents the complexities of dealing with real students. We seek funding to pilot TeachLivE™ in the Secondary MAC program which would involve a) developing four modules for use with the TeachLivE™ simulation, b) providing interns with small group and individual opportunities to engage with avatars through the simulation, and c) appraising the value added by having interns practice with the TeachLivE™ avatars. We are also seeking funding to demo TeachLivE™ with faculty and instructors not participating in the pilot to determine how to expand the use of TeachLivE™ to our other teacher education programs.
Engaging Psychology Students through The Case Method Approach
Colleen Seifert
09/01/2016 - 05/01/2019
Students are engaged by opportunities to act, and interact, in class, a challenging goal for the large (n=450) Introduction to Psychology courses at Michigan. One successful model for “4C” instruction (Critical thinking (problem solving), Communication, Collaboration and Creativity/innovation) is the Case Study Method. Predominant in law and business school instruction, the case method organizes the class session around a real case study with characters, dialogue, and a relatable scenario. A dilemma is presented requiring decisions to be made by the characters (students). Students are assigned roles, and go on to accomplish specific open-ended tasks through interaction. Studies show that students’ attitudes, attendance and essay exam performanced improve under this pedagogy. The proposed project aims to produce and test case exercises that capture key elements in the Psychology curriculum and actively engage students through interaction. The project plan involves initial training in case method teaching, development of a set of psychology cases, pilot testing and revision, and a trial run in a large lecture Introduction to Psychology course including assessments by GSIs and students. The results will inform us about the feasbility of student interactions in a large lecture setting, determine whether this method can be rolled out in other instructors’ introductory psychology courses, and perhaps serve as a model for other programs. This project will contribute substantially to the teaching and learning environment in the large-scale Introduction to Psychology courses (with over 2700 students enrolled each year), and will dramatically change the learning experience for our students.
Blended Learning across Design-related Disciplines
Bruce Tharp
03/01/2015 - 06/30/2019
How might we more consistently and effectively communicate about design to graduate and undergraduate students from various disciplines in different learning environments, such as 1) interdisciplinary seminars, 2) disciplinary studios 3) interdisciplinary team-based studios, and 4) interdisciplinary para-curricular projects? The goal of the proposed project is to create a series of informational videos that communicate consistent content about design to various audiences as part of a "blended" pedagogical approach. The video series is comprised of 6, 10-minute videos that address the breadth of design's capacity using a four-field framework: Commercial Design, Responsible Design, Experimental Design, and Discursive Design. A primary means of assessment will be a web-based student evaluation form that will address student comprehension of content, preferences regarding various modes of content delivery, and effectiveness of the blended context. In-depth, semi-structured interviews will be conducted with 5-10 students each from the ArtDes 150, ArtDes 510, ArtDes 417, and DHT to understand the form and content issues more deeply. Further interviews will be conducted with course professors to understand the effectiveness on student learning, which will also serve comparative data points to student perspectives.
Improving Communication among the Healthcare Team through an Interprofessional Education Virtual Training
Dana Tschannen
05/01/2016 - 06/30/2017
This project proposes an innovative approach to engaging members of the healthcare team in a virtual interprofessional (IPE) activity centered on Crew Resource Management principles of effective leadership and followership. Crew Resource Management (CRM), a training method which focuses on the management of human error and risk reduction in the environment, is one training method that has been instrumental in supporting aviation’s excellent safety record and has unique characteristics that have shown promise in reducing communication failure in healthcare. Integrating CRM principles into interprofessional training may be what is needed to improve communication and teamwork among the healthcare team. In this project, students in each of the healthcare disciplines (e.g. nursing, medicine, pharmacy, public health, and dentistry) will be asked to participate in a virtual IPE CRM activity. Participants will receive content related to the CRM leadership behavior segment through a self-learning module, which will be followed by participation in virtual simulations in Second Life. Second Life supports a high degree of interactivity, including role-plays and simulations, thus providing a rich environment for multi-disciplinary team training. Specific aims of the project include: (1) examine the feasibility and acceptability of virtual interprofessional education focused on the Crew Resource Management principles of effective leadership and followership; and (2) examine the levels of facilitators’ skills, knowledge, and use of effective communication/team strategies among clinicians after SL training. Results from this study will inform the feasibility and acceptability of using a virtual environment for an IPE intervention that includes skill-based learning.
The Statistical Education of Future Teachers at the University of Michigan
Nina White
Brenda Gunderson

05/01/2016 - 12/31/2018
“The Statistical Education of Future Teachers at the University of Michigan” is a collaboration between the Departments of Statistics and Mathematics to design materials for a new course aimed at the statistical education of future teachers. Such a course is currently lacking in our mathematics teacher preparation program and is much needed as the emphasis on statistics in the grades 6-12 curriculum grows. The course will be a special, double-length lab section attached to the standard introductory course STATS 250. It will extend the conceptual discussion of topics in STATS 250 and build bridges to related topics in the grades 6-12 curriculum. Labs will also focus on growing future teachers’ pedagogical content knowledge of statistics---for example, knowledge and understanding of common student misconceptions. Neither department would be able to tackle this project alone. Statistics contributes their deep disciplinary knowledge and Mathematics contributes their experience teaching “content courses” to future teachers---courses distinct from both teaching methods courses taught in the School of Education and mainstream math courses for engineers and mathematics majors. Ideas and techniques from inquiry-based learning (IBL) will permeate the course design. This teaching method has a long successful history in the Mathematics Department and has been shown in national studies to narrow the achievement gap in college math courses between traditionally high-achieving and traditionally low-achieving groups of students.
Keep Psychiatry in Mind: Integrating Psychiatry into the General Medical Curriculum with Emails
Mary Blazek
04/01/2014 - 06/30/2017
Keep Psychiatry in Mind: Integrating Psychiatry into the General Medical Curriculum with Emails Background: There is growing consensus in medication education regarding the importance of integrating training across fields of medicine. In traditional clinical clerkships, medical student teaching is compartmentalized, with little integration between disciplines. Building on a prior project with an established collaboration, educators from University of Michigan, University of Iowa Carver College of Medicine and Rush Medical College will design a simple intervention using email to promote integration of psychiatry into medical school clinical curricula. Methods: We will develop a series of emails relating key psychiatric concepts to other medical fields, and distribute them during non-psychiatric clerkships to 170 third year medical students at the University of Michigan. Assessment will include a survey evaluating attitude and confidence regarding implementation of behavioral principles in medical practice and a knowledge retention instrument. Results/Conclusion: Results will be analyzed at the conclusion of the academic year and will provide further insight into both the utility of emails in delivering educational material and the impact of integration of psychiatric concepts during other clerkships.
Leveraging online technologies to facilitate intercultural learning with students studying abroad
Timothy Corvidae
05/01/2014 - 04/30/2016
The University of Michigan aspires to send all students on some type of international experience, whether it be study, intern, volunteer, or research abroad. Yet there is a growing concern in the field of international education that the focus on increasing access to study abroad opportunities is not enough. Recent studies have shown that many students who participate in international experiences don't show any significant gains in intercultural learning or if they do, the gains are limited. Many faculty who lead student groups abroad are not trained in the kinds of guided reflection that support integrative intercultural learning. This project will design a course that leverages synchronous and asynchronous, interactive, online platforms to deliver just-in-time intercultural education that facilitates students' sensemaking and growth as they navigate immersive intercultural experiences. This is one of only a few courses using an online critical reflective seminar that brings together students currently studying in a variety of other countries. Once we have a model of how to remotely facilitate intercultural learning on-site, we would invite other Colleges to participate in our courses or consider adapting our best practices. Making a reflective course available to students studying, interning, or volunteering abroad will allow programs to gain from the value of intercultural reflective learning—such as improved efficacy of interactions between students and host site partners—while allowing faculty to maintain focus on their scholarly priorities. This course could significantly contribute to an area that is just beginning to develop in the field of international education.
Action-Based-Learning Redesign: Quantitative Methods of Program Evaluation
Susan Dynarski
08/01/2014 - 04/30/2016
Quantitative Methods for Program Evaluation (Public Policy 639), previously an elective for students with an intense interest in learning advanced quantitative methods, has transitioned to the capstone course required of all Master of Public Policy candidates at the Ford School of Public Policy. The course introduces students to the use and interpretation of multiple regression analysis and program evaluation. The goals of the class are to train students to critically consume and thoughtfully produce empirical, policy-relevant research. The course covers multiple regression, fixed effects, instrumental variables, regression discontinuity, panel data, differences-in-differences and propensity-score matching. This proposal addresses the challenge of maintaining a high level of engagement and learning while reaching a broader set of students. The redesigned course will "flip" instruction to focus on team-based problem solving. Students will watch short, online video lectures prior to class; I will conduct in-class clicker quizzes for immediate feedback on comprehension and then clarify any muddy concepts. The bulk of class time will focus on action-based learning, in which students will solve problems and conduct data analysis in groups. The problems they tackle in class will closely resemble the real-world problems they will encounter in their professional lives. The project evaluation plan includes ongoing testing of new resources (videos, problems, quizzes), and feedback in the form of student academic engagement (accessing the online materials, ability to respond to quizzes, in-class participation, completion of assignments), CRLT midterm evaluation, and end-of-term assessment. Through CRLT I will share my experience with interested faculty.
Muscle Function as Thread: Stitching Together the Kinesiology Curriculum Using Shared Digital Resources in Required Core Courses
Melissa Gross
Pete Bodary
Scott McLean

05/01/2014 - 05/31/2015
Muscle function is a fundamental concept in Kinesiology that students need to master for advanced courses and professional applications. Muscle function is taught in several required core courses across the curriculum, but faculty tend to focus on only their own courses, resulting in curricular redundancy and missed opportunities for sharing best practices related to teaching and learning concepts of muscle function. The purpose of this project is to examine curricular design related to muscle function in the School of Kinesiology and to develop new digital learning resources for teaching and learning that can be shared across several courses in the curriculum. Specifically, the faculty team will describe specific learning objectives and outcomes related to muscle function and map them to the core classes, create new digital learning resources to deliver course content before and during class and engage students in learning, and flip at least one class session in related to muscle function in each of the core courses. The project will address weaknesses in the Movement Science program that were identified in a curriculum evaluation conducted by CRLT. The project will also improve existing practice by establishing a new way for faculty teams to work together to improve teaching and learning in Kinesiology. By focusing on implementation of one curriculum objective (muscle function), we hope to improve learning outcomes for students but also to establish a viable new approach to course design and curriculum implementation in Kinesiology.
Building Active and Multicultural Teaching Strength for Student Learning Today and Future Faculty Tomorrow
Judy Lawson
Eric Cook

07/01/2014 - 05/30/2015
We are interested in "raising the game" of our GSIs and Intermittent lecturers in terms of their confidence and skills to infuse class sessions, group or lab sessions, tutoring sessions, and office hours interactions with intentional use of active and multicultural teaching strategies. To accomplish this, we aim to further develop the training and mentorship provided to GSIs and Intermittent Lecturers at UMSI. The primary goal is to improve the student learning experience through use of active and multicultural learning pedagogies. We hope our investment in the professional development of GSIs and Intermittent Lecturers will strengthen their teaching and learning capabilities, not only for their work at UMSI, but for their work as instructors throughout their careers. Thus our overall purpose is to have short term, internal impact as well as long term, external impact on the teaching and learning environment at UM and beyond.
Creation of Integrated Surgical & Neurophysiologic Video Data Streams to Enhance Student Visual Learning
Joshua Mergos
04/14/2014 - 04/15/2016
The outcome of this project will be the creation of cutting-edge lecture materials that integrate both screen-captured neurophysiologic video and microscope-recorded surgical video. The materials created will be used in courses developed for the Intraoperative Neurophysiological Monitoring (IONM) program in the Movement Science major, which is the first academic program of its kind in the nation. The content created will far surpass any educational materials currently available to field of IONM. Furthermore, the materials created have a strong potential to impact other programs of study that lack education in the field of IONM as well as those that could benefit from well-edited high-resolution surgical video. A few of these schools of study include the School of Nursing, Engineering, and Medicine. This project will demonstrate the effectiveness of surgical and neurophysiologic video in the enhancement of education for allied health students. As a multi-phase project, screen-captured video from neurophysiologic monitoring equipment integrated with high-resolution surgical video will be used to create learning materials which allow the student to see how structural maneuvers effect functional neurophysiology. Improvements in student comprehension will be assessed compared to performance of prior course cohorts. Used during courses which are pre-requisite to a clinical rotation experience in the operating room, the improvements made will better prepare the student for his or her field experience.
Ross - Integrative Core Course Semester
Dana Muir
05/01/2014 - 04/30/2016
The Ross School of Business (Ross) has completely redesigned its Bachelor of Business Administration (BBA) program. Beginning in Fall 2015, BBA students (~500/year) will be required to take newly integrated core courses during Fall semester of their junior year. The curriculum will comprise four courses: Behavioral Theory in Management, Business Communication, Business Law and Ethics, and Operations Management. One of the four pillars of the Ross philosophy is that business issues are boundaryless (e.g. that they cross business disciplines and cultures). The integrative semester is the second of three curricular efforts to develop students' abilities to evaluate and address issues from a boundaryless perspective. In the Fall sophomore semester students will take an introductory course that integrates business with the liberal arts and students' life and career goals. The junior Fall curriculum will encourage integrated learning across functional business areas. Third, each senior will complete a capstone project that integrates students' university experiences in an action-based learning project. This proposal seeks funding to develop and assess the integrative components of the Fall junior curriculum. The project will challenge faculty to collaborate on integrated learning goals, appropriate course materials, and new teaching methodologies. An important part of the planned project is a two-part assessment to determine the success of the integrated approach and refine it for the future.
Observed Structured Teaching Encounters (OSTEs) to Improve Pediatric Cardiology Faculty and Fellow Teaching Skills
Sonal Owens
David Werho

04/01/2014 - 12/31/2016
OSTEs are a tool in which a teacher interacts with a "standardized learner" in a scripted scenario to assess their teaching skills broadly and within a specific difficult situation as well as to improve their teaching skills by providing clear, immediate, and structured feedback. Initially, we will implement an OSTE program within the Pediatric Cardiology Fellowship Program at The University of Michigan. Using this program, we will assess and improve the teaching skills of first-year fellows, with the immediate goal of improving medical student and resident education. In addition, we will assess the role that OSTEs have in improving the education of these residents and students. Finally, we aim to more broadly implement this program as a part of the faculty development program for pediatric cardiology faculty.
Integrating Case Studies into the Dental School
Petros Papagerakis
05/01/2014 - 04/30/2016
The goal of this project is to enhance the learning experience for pediatric dentistry students at the UM School of Dentistry. The specific aims of this proposal are (1) to learn designing and constructing relevant subject-specific cases to replace the current teaching material taught to dental residents and dental undergraduate students; (2) to evaluate if the use of clinical cases improves student learning; (3) to encourage, mentor and guide young faculty members to increase interactive teaching by including cases in their lectures. Dr. Papagerakis will attend the Workshop of the National Center for Case Study Teaching in Science to be trained in writing and implementing case studies. In addition to learning how to design relevant cases in this unique workshop all participants are required to teach a case before a student audience using a case they have developed during the workshop. Furthermore, workshop participants are expected to produce a case study within six months of the workshop for our national, peer-reviewed case collection. After the workshop Dr. Papagerakis will design case studies for the 596 graduate course that he directs and it is addressed to Pediatric Dentistry residents. He will use also similar cases for undergraduate teaching to reduce the amount of power point material and to increase critical thinking and student participation. Cases would also be available to the class in the piazza platform to encourage larger participation of students. Piazza allows communication between faculty and students on line and students could remain anonymous when post a comment or a question. Evaluation of this novel method of teaching in these courses will be performed by using polls into the ctools site and also by comparing student grades before and after the implementation of the cases into the course material. It is anticipate that case introduction into the pediatric dentistry curriculum will increase critical thinking and will enhance assimilation of the teaching material. Dr. Papagerakis will also serve as a role model faculty and mentor in the Department of Orthodontics and Pediatric Dentistry. This project will also help addressing key issues and help our school in preparing the incoming accreditation scheduled for 2015.
Advanced Modeling of Electronic Devices to Enhance Student Learning in EECS
Becky Peterson
Fred Terry

05/01/2014 - 08/31/2016
We propose the preparation of electronic device models to enhance in-class interactive learning and independent student work, using the industry-standard Synopsys TCAD software, for two graduate courses and one undergraduate course in the Electrical Engineering and Computer Science Department (EECS). The simulations, which have not been used before in these courses, will provide direct illustration of concepts that cannot be solved analytically, and will deepen student engagement through experimental design. Simulations will also provide important "real world," up-to-date training to help retain a diverse student body. The average annual enrollment in the courses impacted is 35-40 graduate and 180 undergraduate students. Funding is proposed for four months support of a graduate student to develop these materials during Spring/Summer 2014, who will be co-supervised by the two PIs. The required Synopsys software is already available via the College of Engineering's Computer Aided Engineering Network (CAEN).