Grant: Faculty Development Fund (FDF)
Project Title Overview of the Project
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.
A Service Learning-Based English Language Course for International Graduate Students at the University of Michigan
Deborah Des Jardins
$4884.00
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

$2600.00
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

$10000.00
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

$6000.00
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
$9972.00
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

$10000.00
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

$9500.00
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

$6000.00
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

$10000.00
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
$10000.00
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
$10000.00
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
$6000.00
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
$6000.00
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
$6000.00
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

$10000.00
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
$6000.00
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.