Grants

Funded Projects
Lecturers' Professional Development Fund (LPDF)
Project Title Overview of the Project
Team Wristband
Elizabeth Goodenough
LSA - Residential College

$2000.00

I seek funding to support graduate student and/or work study assistance to develop and promote Team Wristband. This adaptation of a Michigan Quarterly Review novelette dramatizes power, politics, dehumanization, and abuse. Directly after four March 2020 performances at Keene Theater, a panel of experts across the fields of Public Health, Theater, Social Work, Psychiatry, and Creative Writing will open a conversation with audience members to encourage dialogue and to survey campus and community resources. Post-production research offers an interdisciplinary opportunity to move mental health out of the shadows and into the light of accessibility.
Students (undergraduate and graduate) will play a vital role in launching this adaptation- -from pre and post-production research, design, and theatrical participation, to videography and reflection on shared experiences. This project’s synthesis of fiction, theater, and public health--informed by medical research, mental health professionals, and individuals impacted by the devastation of mental illness and its treatments--could generate new ways to frame and interpret critical issues.
Funding would contribute to the costs of creating a community-building event with the larger goal of enabling it to reach a wider audience beyond University of Michigan, such as the Big Ten Theatre Exchange. Producing this event enables me to build important relationships with researchers, advocates, and writers whose lives and work inform my teaching and scholarship: RCHUMS Children Under Fire 337-001, Narratives of Sustainability ENVIRON 337 (Fall 2019), Growing Up Near the Great Lakes RCIDIV 351 (Winter 2019) each focus on representing trauma in children and young adults.
Theatre Improvisation for Teaching

$2000.00

From July 29th to August 2nd 2020 the school Academia Iria Flavia, specialized in pedagogical courses for teachers of Spanish as a foreign language, is offering a Theatre Improvisation. I am particularly interested in this course because the objectives of the class will help support my role as coordinator of Spanish 280 -Conversation through Spanish/ Latin American Film-. These objectives, as per Iria Flavia’s website, include improving oral expression, listening comprehension and fluency. Spanish 280 aims to help students achieve those same goals.

In the last couple of years, I have been working on standardizing language instruction with the support of a Gilbert Whitaker Grant for the Improvement of Teaching. In this project I have been unable to address the need for clear oral delivery (clear pronunciation and appropriate intonation) in a hands-on dynamic way. My main goal in taking this course is to learn about theatrical technique to explore the possibility of adapting their method to our conversation course and potentially create materials for all sections to use.
Advanced Course in Professional Practice in Architecture
Irene Hwang
Architecture and Urban Planning

$2000.00

With the rise of the internet, social media, and streaming content, the presence of architectural thinking and making is now far more accessible and available than ever, in history. The overall level of visual, design literacy has risen with the interest in—and consumption of—architectural ideas and concepts at massive levels. Yet, as the prevalence of tv shows (HGTV), print media (Dwell), and digital media (Design Home game app) dedicated to the design and construction of built space have exploded in popularity, the population of new students coming to architectural education has not exhibited a similar boom. What this means to me, is that even as greater and greater numbers of people are able to participate in architectural design, it’s unclear if the general public is able to benefit from a more robust understanding of architectural concepts and techniques; they seem to be only enjoying a small sliver of what architecture is.

To better understand and counteract this truncated understanding of the discipline, as well as provide updated and advanced content for the existing professional practice curriculum, I hope to use LPDF funding to develop some insights into how we might counteract the continued status of architecture and architectural education as elite and outside of daily life.

Following the advancement of research, the principal activity supported by LPDF funding will be to develop the syllabus and content for an advanced course in professional practice that would ask students to devise new models of architectural practice and theorize new professional pathways in winter 2021. For this majority phase, I will apply LPDF funding to support the hire of two graduate students, one per semester, who will work to consolidate research and assist with the development of course topics, structure, and format.
Visualizing Women's Work
Melanie Manos
Art & Design

$1768.00

Visualizing Women’s Work is a research based multi-media public art project highlighting the radical gender-bias of historic visual markers in public settings. Funding will support the training in and development of augmented reality content, code and in-the-field AR trials. The goal of Visualizing Women’s Work is to make evident the legions of women whose labor (paid and unpaid) is most often invisible and absent from historical record. Further, Visualizing Women’s Work questions the representation of heroism as defined by pedestal-style monuments, which perpetuate authoritarian/patriarchal/hierarchical value structures and preference select individuals - most often white men. Training in AR would greatly increase my skill set in digital media toward a goal of teaching AR at Stamps, as well as integrating into my existing course pedagogy. I teach Studio 4D (time-based media), Making Images with Photoshop and Illustrator, and the engagement course Detroit Connections: In the Classroom. I see great opportunities for student-developed projects utilizing AR, including community-based projects with 4th graders at Bennett Elementary School, Detroit, with whom my Detroit Connections class partners.
Attendance and Participation at the 2020 AWP Writers Conference

$2000.00

I am requesting funding to attend the 2020 AWP Conference, which will take place from March 4-7 in San Antonio, Texas. The AWP conference has been invaluable for my work as both a writer and a teacher, and attendance at this year’s event would enrich my professional development in many ways. In particular, the last several courses that I have developed for the English Department—both in their initial conception and in my continued work to revise and improve them—have been deeply influenced by the presentations and panels that I’ve attended during the last several AWP conferences. And as I continue to develop new courses for the department, I would love to have the opportunity to take advantage of the resources that AWP offers its participants. Similarly, in my role as the Editor-in-Chief of Fiction Writers Review, an online literary journal whose mission is to promote and support emerging writers, attending the conference bookfair would be an important opportunity to connect with contributors to the journal, as well as to meet new potential writers. This not only benefits my work as an editor, but also my work on this campus: over the last ten years, I’ve offered publishing internships to undergraduates through the department of English, as well as editorial internships to Zell Fellows in their third year of the MFA program. As such, participating in this conference would contribute to my professional development on many levels—as a writer, teacher, editor, and literary citizen.
Participation in the 2020 ASEE Conference
Laura Alford
Engineering

$2000.00

This proposal is for attendance and participation in the 2020 American Society of Engineering Education (ASEE) Conference. I have two papers planned for this conference: an examination of the performance trends and perceptions of students in Engr 101, EECS 183, and EECS 280 vs. the students’ use of the personalized service ECoach; and an investigation into the relationship between students’ rating of themselves and teammates’ ratings of them on teamwork using the team support tool, Tandem. The annual ASEE conference is the premiere national conference for those people researching and implementing best practices in engineering education. U-M typically has a strong presence at this conference. My participation in ASEE 2020 will continue to enhance our reputation as a leader in the engineering education field.

The paper presentations at ASEE are an excellent way to learn about new trends in student performances and on creating equitable and inclusive classes and learning environments. ASEE is an excellent networking opportunity. I teach two first-year engineering courses (Engr 100 and Engr 101), and there will be many other people that teach similar courses with whom I can trade trade experiences and ideas. It is so incredibly helpful to talk with people who have first-hand knowledge of what does and does not work in their classes.

ASEE also offers many panels each year with a variety of themes. Two outstanding panels from past years were “Gender Bias in Student Evaluations of Teaching” and “Title Women Leading STEM: Successfully Managing the Challenges and Opportunities.”
Material Research: Building with Temporal Materialities

$2000.00

This proposal seeks funding in the amount of $2,000 to support a material research project. The project examines applicable uses for building with temporal materialities within the fields of architectural fabrication and construction practices. In today’s construction sequence, we generate vast amounts of building material waste, incurred both through acts of construction and demolition, which go to our landfills. Learning from conceptual artworks that explore the act of material entropy, such as Robert Smithson’s Partially Buried Woodshed, this research project explores potentials for ‘softer and more temporal’ architectural materialities. The research will focus on deploying of a series of material samples composed of a single ‘temporal materiality’ including: ice, wax, sand, gravel, fabrics, and plant matters. The research will explore potential uses for both construction and disposal of such materialities, including small-scale explorations into processes for panelization or aggregation to enclose architectural space, the duration of such architectural enclosures, and lastly the disintegration or entropy of such materials after a built space has satisfied its necessary use. The project’s findings will be disseminated primarily through video format on my professional website. Additionally, material samples, in their original forms and at various stages of decay will be displayed at a gallery space; the location is yet to be determined. Importantly, the research findings would be beneficial in advancing the curriculum for two courses relating to ‘temporal materialities’ and their time-based relationships to the Earth which I teach at Taubman College.
Proudly Serving Statisticians at the 2020 Joint Statistical Meetings

$2000.00

The LPDF monies will be used to fund the bulk of the cost of attending the 2020 Joint Statistical Meetings (JSM), which will be held in Philadelphia, PA, from August 1 through August 6, 2020. JSM is the largest professional meeting of statisticians and data scientists in North America. The theme is exciting: “Everyone Counts: Data for the Public Good.” I am helping shape the program in terms of invited and topic-contributed sessions as well as continuing education offerings as a member of two committees for the American Statistical Association (ASA). Additionally, I have recently become the Chair of ASA’s LGBT Concerns Committee and am actively involved in diversity and inclusion efforts in that role. By using the LPDF monies to fund most of JSM 2020 costs, I will be able to use departmental funds for another conference focused on teaching and learning.
CASC-Global Program: Presentation at Social Work Education and Social Development Conference
Amber Williams
Social Work

$2000.00

The following proposal is a request for funding to attend World Conference on Social Work Education and Social Development. Within my role as the Assistant Director and Adjunct Faculty for the Community Action and Social Change Undergraduate Minor program, I am requesting funding in order to participate in a global social work convening of educators, and share curricular efforts within the CASC Minor program. Attending the conference would allow me to engage social work faculty in an international context, learn more about global curricular efforts in undergraduate social work education, and share lessons learned from a global academic program piloted by the CASC Minor and Global Activities program.
In collaboration with the School of Social Work Global Activities Office (OGA), the minor developed an undergraduate global independent study program. With a faculty liaison (which included my role as faculty and staff), selected CASC students, participated in community development work as a part of the Madras Christian College (MCC) field action program in Chennai, India for four weeks. The program focused on principles of community participation at the intersection of indigeneity and rural development by working within the community along with faculty, community organizers, and students at the college. Attending the conference would allow me to share lessons learned from the partnership as well as the newly established global curriculum designed for undergraduate students exploring the field of social work. Specific curricular objectives of the presentation would include four curricular themes including: (a) exploring context by examining south Indian history, politics and culture, (b) engaging community practice through a global comparative lens, (c) establishing a critical reflective praxis through critical consciousness and identity reflection, and (d) macro social work implications.
Teaching TAs To Teach: Strategies for TA Training
Andrew DeOrio
Engineering

$2000.00

This proposal supports my attendance at the Association for Computing Machinery (ACM) Special Interest Group on Computer Science Education (SIGCSE) conference in Portland, Oregon. I plan to be a panelist on the topic of training teaching assistants. As Computer Science course enrollments have grown, there has been a necessary increase in the number of undergraduate and graduate teaching assistants (TAs, and UTAs). TA duties often extend far beyond grading, including designing and leading lab or recitation sections, holding office hours and creating assignments. Though advanced students, TAs need proper pedagogical training to be the most effective in their roles. Training strategies have widely varied from no training at all, to semester-long prep courses. We will explore the challenges of TA training across both large and small departments.
Participation in ASEE Annual Conference
Robin Fowler
Engineering

$1755.00

I am requesting funds to support my travel to and participation in the 2020 annual conference of the American Society of Engineering Education (ASEE), the largest engineering education conference. I anticipate presenting at this conference (abstract submissions will be reviewed in late Fall; final paper acceptance won’t come until ~March 2020).
Attendance at the 2019 International Literacy Association (ILA) Conference

$2000.00

I am seeking $2000 in financial support for attending the 2019 International Literacy Association (ILA) conference. The funds would cover the costs of admission to the conference, roundtrip airfare, and four nights in a hotel room. Being able to attend this conference will support my work with students and colleagues in the School of Education because there have been many changes in the field of literacy instruction in the last half-decade that are impacting what we consider "best practices." Participating in this conference could help me in numerous ways. I could better speak to interns about what they are seeing and hearing in schools, support them as we co-plan and debrief after their lessons, and alert them to changes we can anticipate them encountering as they move into the profession and cutting edge research begins connecting with school practice; I could ensure I am teaching the most current theory and practice, both at the elementary school level and at the teacher education level; I could better work with colleagues because I will be “on the same page” with tenured faculty who get to regularly attend this conference. I am confident that my proposal fits the grant’s spirit—“to acknowledge the many contributions of Lecturers and to provide them with access to funds beyond those ordinarily available”—because I am notably active in the Teacher Education program, but the school does not have funding for the professional development of lecturers.