Grant: Instructional Development Fund (IDF)
Project Title Overview of the Project
Developing interactive “workshops” for the Discussion Sections for a new Cell Biology course
Ann Miller
08/08/2017 - 12/31/2017
A new sophomore-level cell biology course that we are in the process of developing (BIO 272, Fundamentals of Cell Biology), which will be offered for the first time in Winter 2018, will introduce students to essential principles that guide our current understanding of cell biology. In addition to two 1.5 h lectures each week, BIO 272 students will participate in a 1.5 h Discussion Section each week. The purpose of the Discussion Section is to clarify, expand upon, and deepen student understanding of the topics presented in lectures. We request IDF funds to support developing interactive “workshops” for the Discussion Sections. By designing Discussion Section content that incorporates active learning and encourages students to develop scientific ways of thinking, we hope that the result will be improved student learning and knowledge retention. IDF funds will provide salary support for a graduate student to work with me to develop Discussion Section workshop activities.
Fabrication in the Fiber Arts
Christianne Myers
01/01/2019 - 06/30/2019
As a costume designer and theatre artist my design aesthetic has been informed by my long history with the textile arts. I often infuse my choices with unique, manipulated textiles. Whether it’s marker and ribbon plaids, aging and distressing, or simply not settling for the original color of the fabric, as resources allow, I do not feel tethered to what is available in the store; all fabric is a blank canvas. This creative practice should be conveyed to students in out theatre technology courses. In the past fifteen years, the tools and materials available to fiber artists have changed. More options are available and some have been phased out. I will develop a series of teaching textile samples that incorporate surface treatment as well as new fabrication techniques. I hope to discover new techniques that will be integrated into practice and develop new instructional modules for our costume technology courses.
Social Justice Ling 101
Savithry Namboodiripad
05/04/2018 - 09/01/2018
Language is an integral part of social justice initiatives. Not only does it inform how we approach and frame issues, language and accent are the basis of discrimination in housing, the courts, and the classroom, and it can contribute to other forms of identity-based discrimination. In every iteration of Language & Discrimination (LING 370), students discuss not only the issues the course deals with with but also what they can do to address issues of linguistic prejudice and discrimination, often from a social justice-oriented standpoint. This grant will support two proximal goals: 1) compiling and cataloging relevant materials to support GSIs as they teach sections and the summer version of the course 2) collecting syllabi and materials from other iterations of this type of course to support planned expansions of LING 370 and facilitate the integration of linguistic discrimination topics in other courses.
webZyme - a tool for teaching kinetics
Bruce Palfey
08/06/2018 - 12/31/2018
Kinetics is vital in many disciplines, and is taught at all levels. A lot of math is at the core of kinetics, which is easy for an instructor to lecture about - leaving students bored, intimidated, and missing the point. The real power of kinetics lies in interpreting experimental data, building models from it of the molecular details of reactions, and testing the hypotheses by designing and performing new experiments. Kinetics isn’t a spectator’s sport and can’t be learned without participating. We’ve developed webZyme, which delivers the intellectual challenges of investigating a system by kinetics without the huge expenses of lab classes. With webZyme, the instructor defines a reaction mechanism for each student. It is up to the student to solve the puzzle by designing, executing, and analyzing virtual experiments. This engages students as they apply concepts from lectures in a meaningful way. Because these virtual experiments are delivered through a web-browser, there are no expensive instruments, no TAs, no chemicals, no training in unfamiliar techniques, no lab-space, no schedule-restrictions. The realism and flexibility of webZyme are demonstrated when students occasionally consider hypotheses never imagined by the instructor and then design and perform experiments to test them. Thus webZyme succeeds in fostering creative and critical thinking. IDF funding will support the efforts of new programmers as they test and debug the new version of webZyme and create a new user-friendly interface.
IEDP Senegal: Application for the Instructional Development Fund (IDF) Grant
Shobita Parthasarathy
01/03/2018 - 03/04/2018
We are requesting $500 in grant funding from CRLT, to help defray the costs of a field research trip to Senegal during winter break 2018. This will be used to help pay for ground transportation for the 20 graduate students who are participating in the trip. The students need ground transportation throughout the 9-day trip so that they can conduct interviews with policymakers and stakeholders across the city of Dakar, Senegal's capital. These interviews will be analyzed and used to inform policy research projects focused on youth unemployment, climate change, infectious disease, and children's rights in Senegal. Overall, the course is designed to teach students how to conduct country case study analysis to inform policy, and how to conduct qualitative research in service of this goal. Upon their return to Ann Arbor, students will give public presentations and write reports summarizing their findings.
Leading Educational Innovation and Improvement
Donald Peurach
02/01/2018 - 04/18/2018
This project is a collaborative effort between the School of Education and the Office of Academic Innovation aimed at leveraging the SOE’s new Leading Educational Innovation and Improvement MicroMasters program to catalyze a world-wide community of professionals committed to engaging educational innovation and improvement as a field of study and a domain of practice. In Winter 2018, we are leading a global cohort of 100 learners in completing curated versions of the two courses that comprise the core of MicroMasters: LeadEd502x -- Designing and Leading Learning Systems and LeadEd503x -- Improvement Science in Education. All courses in the Leading Educational Innovation and Improvement MicroMasters program use an instructional approach developed within the SOE that we call “Self-Directed/Community Supported Learning”. This approach combines video presentations, web-based enrichment activities, scenario-based team practice exercises, and community-wide discussion, with the aim of drawing diverse learners in the US and around the world into a community of discourse and practice. In Winter 2018, for the curated versions of LeadEd502x and LeadEd503x, we are complementing the existing online resources with supplemental instructional guidance, online office hours, guest webinars, and blogging opportunities to enrich learners’ experiences, support their success, and achieve these aims. The goals of this initiative include: (a) supporting learners in developing foundational understandings of the theory and practice that underlie cutting-edge contemporary educational reform initiatives, (b) supporting practicing educators in introducing new visions for innovation and improvement in their schools and systems, and (c) supporting graduate students and faculty members in exploring the design and use of open access instructional resources.
Performance by Digital Music Ensemble in the Delaware Copper Mine (Upper Peninsula)
Stephen Rush

08/04/2018 - 11/04/2018
In an unusual turn of events, the Digital Music Ensemble (an experimental ensemble using electronic means to create sound art/concerts) was invited to perform in the Delaware Mine in Delaware, MI, which is located in the heart of the Keweenaw Peninsula. The group will rehearse in a "virtual mine" (see below) during September, GO to the mine and perform in October, then perform again in Ann Arbor - emulating the ambience of the mine in sight, sound and smell. The director has visited the mine already, doing an "impulse response," (capturing the acoustical behavior of the performance space/Delaware mine digitally - for reproduction in rehearsal in Ann Arbor). During classes/rehearsals at U-M we will "sound" like the mine. The students will also be reading books, "The History of the Delaware Mines" and "Life of Douglas Houghton" by Steve Lehto. In these books they will learn three things: The economic and geological history of Michigan, the importance of specifically copper mining to the United States and to Michigan, and a new aspect on the history of the institution of the University of Michigan. The students, will then travel to the Upper Peninsula, live in a Yurt for four days, and performing underground in a Michigan Copper Mine. They will have the experience of learning about digital emulation of unique sonic spaces and a vastly (if visceral) expanded appreciation for the history of the state of Michigan and the University. This is a unique but non-complicated technology. It will allow all students to explore the sound of the spaces they experience more fully.
Psychological Development Through Children's Literature
Shelly Schreier
09/01/2018 - 12/31/2018
This grant will help fund a revision of a special topics and first year seminar course Psychological Development Through Children’s Literature I will be teaching fall term 2018. Funds will help purchase additional books to enhance the educational experience for my students. I am looking to include books that promote empathy and moral development as well as update the picture books that are read in each class about physical and emotional development. Materials purchased will help expand on the young adult novels that students will be reading about resilience, diversity, and social justice. In addition the grant will provide resources expanding active learning activities by adding to my biography collection to include a broader representation of historical and contemporary figures. Finally, the grant will purchase books for a class known as Berenstain Bears Day, where students critically evaluate content in a broad selection of these classic children’s books.
Visiting Artist Residency in LHSP 230, "Writing in Motion: Composing with Bodies, Words, and Other Media”
Naomi Silver
01/09/2018 - 02/22/2018
This grant supports a short residency by Jennifer Harge, a Detroit-based dancer and dance-maker, in my Winter 2018 section of LHSP 230. Titled "Writing in Motion: Composing with Bodies, Words, and Other Media,” the class explores multimodal and multimedia composition processes to ask how dance, video, or other non-alphabetic compositions share similarities with text-based written forms, and how the study and production of these modes and media allow us to broaden our conceptions of what “counts” as writing and to develop our capacities as writers in multiple forms. Students will engage in a range of movement- and text-focused activities designed to help them think about how dances make arguments and tell stories, how texts can provide directions or “scores” for movement, and how working across different modes and media can generate new possibilities for discovery and insight about important contemporary issues and our personal engagements with them, and particularly, texts that ask how composers in various modes and media engage social justice. During the days she is in residence with my class, Jennifer Harge will address these aims by leading activities focused on dance as protest, including teaching students sections of her own composition mourn and never tire, "a movement installation created in response to the U.S. police killings against black bodies. It is a study on labor, lamentation, and protest.” Students will learn about Harge’s own composition processes, and will complete this section of the course by composing a short movement score of their own.
The Early Hispanic Harp as an Accompaniment Instrument
Louise Stein
In Hispanic baroque music of the sixteenth through eighteenth centuries, throughout Spain, colonial Mexico, and Latin America, the harp was the principal accompaniment instrument. This fact is not well enough known to many music scholars or even to players of baroque music who think first of the harpsichord, a keyboard instrument, as the heart of all basso continuo ensembles. An outstanding expert in early harps, Christa Patton (Queen's College CUNY) will be in Ann Arbor for public concerts with the Piffaro ensemble. She is one of a mere handful of professional players of baroque harps and the arpa doble in North America. Her visit offers a unique opportunity for students in my two baroque music courses this term to hear, see, and participate in live demonstrations of how early harpists improvised accompaniments and basso continuo parts on the harp as the center of the early Hispanic instrumental ensemble and as accompaniments to singers. In the course of my own research, I have identified (and photographed) rare examples of songs with notated accompaniments for double harp from seventeenth-century Spanish and New World manuscripts. Modern harpists do not tend to attempt this repertory because their modern instruments do not replicate the stringing and tuning of early harps. There is no substitute for hearing and singing with early instruments in an intimate setting to enhance understanding of early Hispanic music and historically-informed performance. Students in Prof Gascho's early music performance courses will join my classes for the March 15 visits.
Cultural Trip to Dearborn
Matthew Stiffler
With assistance from the Instructional Development Fund, I will take the students from my cultural studies course AMCULT 311: Camels, Kabobs, and Kahlil Gibran to the Arab American National Museum (AANM) in Dearborn for a guided tour and a discussion about the museum’s role in representing the Arab American community, as well as meal of traditional Arab foods. The trip will take place on Feb. 21, 2018, in conjunction with the “Exhibiting Arabness” section of the course. Prior to the trip to the AANM, the students will have visited the Kelsey Museum of Archaeology and the University of Michigan Museum of Art, where they will see how non-ethnic museums exhibit other cultures, particularly Arab and Middle Eastern cultures. The trip to the AANM will be to examine how an ethnic museum represents its own community. Since the thrust of the course is an exploration of how Arab Americans construct their own identities, a trip to the AANM in Dearborn is a necessary and vital part of the course.
Gamefully Connecting Students with Mentors for Exploration of the Engineering Discipline
Fred Terry
06/30/2018 - 08/31/2018
According to the National Academy of Sciences and the National Academy of Engineering, “In the realm of science and engineering, we might say that a good mentor seeks to help the student optimize an educational experience, to assist the student's socialization into the disciplinary culture, and to help the student find suitable employment.” Engineering 110 “Design Your Engineering Experience” currently uses a two-pronged approach for mentoring first semester engineering students, through mandatory office hours with faculty and weekly discussion sections guided by junior and senior engineering student peer mentors. We will leverage initial successes in both areas by exploring frameworks to further this intentional approach toward connecting first-year engineering students with mentors. For this proposal, we have three key objectives: 1) Develop a sustainable structure for faculty engagement in mentorship, with a goal of focusing on the exploration of the discipline and the development of the engineering experience plan. 2) Explore models to enhance peer mentor, while giving students agency in determining which peer mentors to engage in various parts of their exploration and design process. 3) Explore opportunities for alumni mentorship, to better connect the exploration of the discipline with career opportunities. Additionally, we will reevaluate the grading rubric for the course to incorporate these mentorship opportunities using a gameful learning approach.
Balinese Puppetry and Japanese Butoh Practice as Research Workshops
Emily Wilcox
03/29/2018 - 04/04/2018
I seek funding to cover honoraria so that two scholars of Asian performance who will be visiting campus this semester to give talks at the International Institute can also visit my classes and give specialized, experience-based workshops to my students on topics we are covering directly in the classes. Practice as Research is an important component of performance and dance studies that both visiting scholars themselves use. The workshops will allow students to learn about the materials we are covering in class through kinesthetic, auditory, and visual engagement and to learn about how scholars integrate art practice into their research. Dr. Jennifer Goodlander, a scholar of Southeast Asian theater, will give a Balinese puppetry demonstration and discuss her research methods in my graduate seminar "ASIAN 546: Critical Studies in Asian Performance." In preparation for the visit, students will read Dr. Goodlander's book Women in the Shadows: Gender, Puppets, and the Power of Tradition in Bali. Dr. Rosemary Candelario, a scholar of Japanese dance studies, will teach a Butoh workshop in my advanced undergraduate seminar "ASIAN 480: Dance in Modern Asia." In preparation for the visit, students have already learned about the history and theory of butoh through readings and film viewings.
Tarot Symbolism, Divination, and Tarot Card reading
Sara Ahbel-Rappe
11/10/2016 - 12/01/2016
Our class, Ancient Magic and Witchcraft, covers the history of Magic in the West but focuses on the Greco-Roman legacy of magic. There are 150 students in the class. One component of the course focuses on Renaissance magic and the use of symbolism taken from Greco-Roman antiquity. We are studying the history of Tarot and the students are making their own tarot deck, based on themes relevant to 21st century students but rooted in Renaissance magic. For example, we thought of creating the "Black Lives Matter" Tarot or the "Climate Change" Tarot. After drawing, designing and printing the decks, students will learn how to do Tarot divination. We will spend a class session on the Diag (Dec. 1) offering readings to anyone and also teaching them about Tarot and about the relevance of the Tarot themes. For this purpose, we need funds to print the decks at The cost is about $12 for each deck and we are trying to bring the costs down for the students. The money will go to printing the decks that we design and create.
Developing a workplace writing sample repository for teaching epidemiology students
Ella August
01/15/2017 - 12/15/2017
The purpose of this study is to collect and describe the types of writing that professionals with epidemiology degrees use in their workplace. The types of writing that are enacted in a discipline can be a window into the activities, roles, values and context of that discipline. For example, in the field of law, a written legal judicial opinion offers information about the content-- the legal decision made-- but it also provides insight into the role of a judge in wielding this opinion, and the way in which the opinion can be used. A judicial opinion allows us to better understand the legal system’s values about fairness, and provides a sense of how legal professionals communicate, as well as their notion of what counts as legitimate evidence for a particular argument. It also gives us insight into broader systems and processes in that discipline, as well as the context of the writing of and implementing this opinion. Types of disciplinary writing in medicine, law, business, the life sciences, economics, physics, mathematics, computer science, engineering and many other disciplines have been described and analyzed for their connection to a given disciplinary workplace but also to allow their use pedagogically in helping students to gain a deeper understanding of their field of study. Nothing, however, exists on the writing formats of epidemiology. Not only are we lacking an analysis of how the writing types in epidemiology relate to our discipline, but there is no published description of types of writing specific to epidemiology. This is unfortunate as epidemiologists engage in many different types of writing to a variety of audiences including the disease outbreak report, health surveillance briefs, health messages aimed at the public, as well as more mundane types of writing such as the “data dictionary” to name just a few examples. Currently in the UM Department of Epidemiology, some disciplinary writing types are used in the classroom: primarily the scientific manuscript, the NIH-style grant application and the scientific poster. These types of writing are enormously important in helping students engage in disciplinary activities and understand how epidemiologists think, act, engage in discourse, in learning what they value and what their different roles are. But many more types of writing are used in our field. By limiting our pedagogical interactions with students to such a narrow range of writing types, we limit our opportunities to help students to learn other aspects of our discipline and to develop professionally. I propose to collect samples of disciplinary writing from our alumni working in diverse areas of our discipline. I will organize a database of these writing types and use them in teaching my course EPID 530 Scientific Writing for Epidemiologists. I will also make this information available to all faculty in my department. Additionally, I plan to develop and publish a manuscript describing these writing styles and how they connect to the discipline of epidemiology.
Incorporating CRISPR-Cas9 Technology Into MCDB 429
Kenneth Balazovich
08/01/2017 - 09/03/2017
The long-term project goal is to bring an advanced, cutting edge research laboratory method into MCDB 429, the Cell and Molecular Biology Lab I have taught since 2002. It contains advanced methods, but a few can be replaced with others that will more adequately prepare students for strong research careers in the Biological sciences. The short term goal of the present application is to bring a new and advanced gene modification protocol using the CRISPR-Cas 9 system into the lab. This project includes the Instructors of the companion Cell and Molecular Biology lecture courses (MCDB 427 and 428) who will act as advisors on the project and who have extensive research experience in these areas: Dr. John Schiefelbein, Dr. Anuj Kumar, Dr. Janine Maddock, Dr Amy Chang, Dr Steven Clark and Dr. Ann Miller. The CRISPR- Cas9 system has exceptional power as a new research and clinical tool for almost an unlimited body of work on genes and DNA modifications leading to disease, and for genetic manipulations producing new molecular biology tools for the lab. Funds will be used to develop the two essential components of the system: two plasmids that cut DNA specifically and then guide RNA to produce a modified protein. The candidate genes for IQGAP proteins and for the cyclin B regular Aurora have been selected as initial targets. The addition of the CRISPR-Cas9 system, which has only been made possible very recently, will add an exciting and cutting edge technology to the syllabus for our students.
Online Resources for Piano Literature
Matthew Bengtson
05/30/2017 - 12/31/2017
I plan to create and curate an online collection of educational materials on piano literature. Video presentations, interviews and performances will be taken at the Duderstadt Digital Media Center (DMC) and hosted on the UM SMTD webspace. They will offer a modern, reliable source of information on the piano repertoire, and will be easily accessible and flexible in their use, in accordance with modern interactive learning styles. By focusing on the special interests of our Piano faculty and in collaborating with the Dance department, these presentations will highlight the integration of academic and performance aspects of art we strive to achieve here at Michigan. These materials will increase the School's international reputation as a locus for research on the piano and its culture. The first set of presentations, on Bartok, Szymanowski, and Chopin's mazurkas, will highlight relationships between art music, folk music, and dance. Our ongoing project on the mazurka genre will be the first of its kind, and will become an important resource for an important 19th century genre that is widely known but little understood. These materials will be of interest to all pianists and pedagogues, and will be highly useful for private piano instruction, and for piano literature, musicology, dance, and Slavic studies courses, among others.
Large Course Evaluation and Practicum for Future Faculty
Christi-Anne Castro
08/11/2016 - 05/30/2017
This project will evaluate new and extensive Canvas resources to be initiated in a large, core lecture course required for undergraduate SMTD music students and optional for LSA music majors/minors (Musicology 139, Fall 16). The modules of the Canvas site and the evaluation garnered from student activity and feedback will then be presented to future musicology faculty as part of the Winter 17 course on world/global music pedagogy. These doctoral students will be required to not only discuss the materials and the findings, but also to think about incorporating similar exercises and technology into the syllabi for world music courses they must create as part of their final projects.
Transdisiplinary focus- Research opportunities in Dance and Science
Amy Chavasse
11/14/2016 - 11/19/2016
One-week residency by Beth Graczyk for teaching, talks, performances, symposia and conversations interrogating the creative process in art and science through a feminist lens, shaped by inter and trans-disciplinary experiences. Many of our Dance BFA students are dual majors, and the sciences are one area that many dance students choose to work in alongside their performing and technical training in dance. With this proposal, I will seek ways to illuminate the benefits of cross-pollination – how research methods and inquiry into the creative process in various disciplines apply widely and vibrantly. In making professional and pedagogical connections to Graczyk and her work, I’ll also benefit from locating language and methods to spark curiosity in my students. I’ll be able to offer pragmatic advice and perspectives on how inter and trans-disciplinary research and professions proliferate in 21st century callings. My network of connections outside the U-M community, formed through years of teaching, performing and working as a guest artist internationally, grows and accrues back to my work in the classroom through initiatives like this. Additionally, it is important to address the gender inequities that many of our students will face in both the professional dance world and in the sciences.
Community Based Learning Project on Past and Present Social Movements
Matthew Countryman
07/01/2017 - 12/31/2017
I seek funding to support honoraria for social movement activists in southeast Michigan and beyond for my fall 2017 course entitled AAS 262/HST 272: “Modern Civil Rights Era.” This course probes the question: how have activists working for racial justice organized their efforts in the past and present? Through coursework and collaboration with activists from the local area and beyond, students to deepen their understanding of racial justice social movements from World War II towards the present day. In this course, students chart the organizations that have worked for racial equality since World War II and the diverse strategies they employed for change, from litigation and legislation to mass protest, economic self-help and racial separatism. Working in small groups, they will be paired with an activist currently working for racial justice. Over a series of two (1- 1.5 hour) conversational interviews with the activist, students will learn about the challenges and possibilities of activism work, the range of strategies adopted by activists today, and the personal, professional and political journeys that bring activists to their work. Students will then work to produce an end product (issue portfolio, a teach-in, curriculum-design project, or alternative depending on needs of activist) that will support the work of the activist partner. This is an adaptation of an existing successful course (same title). I have redesigned this course to take a community-based learning approach that values community partners as contributors and collaborators, and prioritizes student learning about the past and present through practical engagement with contemporary political issues, movements, and activists. Students are understood as active learners, who bring their own activist experiences and interests to bear on the course material. Through a series of exercises and a final project, students are invited to draw on oral historical accounts, and documentary, archival materials to think about contemporary social movements and issues. The objectives for this course are: 1) Expand students’ knowledge of the history of racial justice movements in the US from World War II towards present times, 2) Draw connections between earlier historical moments and contemporary movements to promote racial equality, 3) Facilitate collaboration and dialogue between students and activists about social movements and strategies for change, 4) Develop and produce an end product (issue portfolio, teach-in, etc) that benefits activist partners and students. This course is supported by the Center for Engaged Academic Learning (CEAL) and the Department of History.
International Economic Development Program
Alan Deardorff
01/04/2017 - 03/05/2017
The IEDP, which is a 2-month course plus a 1-week trip that focuses on a different country each year, will go to Greece this year. After studying Greece’s policy issues through January and February in the course, we will travel there during the Spring Break, Feb 25-Mar 5. I last taught the course myself in 2013, with focus on Cape Verde. Because the course deals with a different country each year, the course material is new each year, as are the logistical details of traveling there and arranging a week of meetings with policy contacts in government, institutions, NGOs, and the private sector. The course is costly to undertake and while it is supported substantially by the Ford School and by a small charge to the participating students, it relies heavily on students and faculty doing fundraising from outside the Ford School. My request here is for the maximum $500 that the Instructional Development Fund might provide to contribute toward that need. The course will require substantial effort on the part of both the instructor and the students to assemble the course materials and attract knowledgeable speakers to the 2-month course. However, I don’t expect that either of those components will require funding, as there is a wealth of expertise about Greece on campus. The funding will therefore go into the budget for travel to Athens, for housing expenses there, and for transportation within the city as we attend meetings in various government and other offices.
Practical Strategies and Ethical Reflections for Teaching about Detroit - an Interdisciplinary Faculty Discussion about Engaging Detroit in University Learning 2.0
Angela Dillard
10/08/2016 - 10/31/2016
Detroit is often seen as an iconic example of urban decline, but how does one teach developing minds to grapple with Detroit in ways that capture its unique past, present, and future? To answer this question, and to explore the diverse ways that U-M faculty bring Detroit into their classrooms -- and the ways they take their classrooms into Detroit -- the Rackham Interdisciplinary Workshop Detroit Research Group has convened a panel discussion entitled "Teaching Detroit," which will take place at the Ford School of Public Policy at the University of Michigan. Moderated by Associate Dean Angela Dillard, and with panelists including Stephen Ward (U-M Semester in Detroit), Ren Farley (U-M Sociology), Damani Partridge (U-M Anthropology), and Carolyn Loh (Urban Studies at Wayne State University), participants will discuss the specific learning objectives, learning outcomes and learning assessment tools they use to teach about Detroit. The conversation will also engage best practices for navigating ethical concerns that arise in these learning environments, especially with engaged and community-based learning strategies. Panel discussion will also serve as a resource for faculty and graduate students who want to bring Detroit into their classrooms in the future.
Cooking a Moderate-cost, Healthy, Culturally-appropriate meal for the families at the Ronald McDonald House
Margot Finn
11/03/2016 - 11/08/2016
What does it take to prepare a healthy, culturally-appropriate meal on a budget? In this activity, students will work in teams to create a menu, get the ingredients, and prepare dinner for the residents of the Ronald McDonald house of Ann Arbor. They will have to decide what a “culturally appropriate” meal for a group of families they know nothing about might look like and what counts as a “healthy” meal. They'll have to figure out what they have the knowledge and skill to cook competently. They may have to choose between convenience and cost when it comes to ready-prepared ingredients. And they'll have to work together to execute their meal plan. This activity will enrich our discussions about kitchen labor and give students a greater sense of the complexity involved in creating policies that attempt to get Americans to cook more or assume that doing so will make them healthier or improve their lives.
Enrichment through Experience: Teaching Music to Students in Under-Resourced Contexts
Kate Fitzpatrick
10/07/2016 - 12/15/2016
This grant will provide students enrolled in the School of Music, Theatre, and Dance course entitled “Teaching Music to Underserved Students” with opportunities for engaged experiential learning within urban settings. This course will explore the complexities of teaching music in underserved contexts, and include topics such as the complex constructs of race, ethnicity, socioeconomic status, culturally responsive pedagogy, and reciprocal community engagement. In addition to scholarly readings and discussions on these important topics, students will engage directly with underserved music programs and urban communities. The two major experiences that will be funded include a poverty simulation workshop and a field trip to Detroit.
Name That Scenario Expansion
Brenda Gunderson
09/06/2016 - 12/31/2018
A critical skill for students in introductory statistics courses is the ability to select the appropriate statistical test for a given scenario. Historically, the Stats 250 course, like similar courses on other campuses, has assessed this skill using a standard pen-and-paper matching exercise. However, there has been little guidance for students to develop this skill set. Over the last several years, an online tool entitled “Name That Scenario” has been created to aide students in practicing this skill. As the applet requires a database of scenarios in order to generate a student question, this tool has also created opportunities for students to generate content - an important step in the learning process. This funding will be used for two related projects. The first is to employ a graduate or experienced undergraduate student to curate the content of the applet. This will include reviewing the existing scenarios for clarity and biases, providing detailed solutions to facilitate student learning from incorrect responses, and generation of new and topical content. The second project is making the applet openly available for anyone to use. The applet is currently hosted behind a login to the ECoach system. A version will remain here for use by enrolled students in Stats 250, as it can track progress and avoid repeat questions here. The new version will be formatted for easy access on mobile devices and by differently-abled users.