Grants

Funded Projects
Faculty Development Fund (FDF)
Project Title Overview of the Project
Michigan Difficult IntraVenous Access (Mi-DIVA) Simulation Model
Ivan Co
Medical School
Brendan Munzer
Medical School
Cindy Hsu
Medical School

$10000.00

“Without studying, preparation, and practice, you’re leaving the outcome to fate” - Kobe Bryant (1978-2020)

Vascular access is a life-saving procedure for critically ill patients. Its scope encompasses commonly performed peripheral intravenous access to rarer central venous cannulations for vasopressor administration, hemodynamic monitoring, and mechanical support. Training clinicians to achieve mastery in central venous access has largely relied on task trainers to simulate cannulating normal vessels under ultrasound guidance. However, the commercially available task trainers are costly and unable to simulate patients with difficult vascular access that are common in real-life clinical scenarios. As such, learners cannot consistently achieve procedural competency in situations where prompt central venous access is critical for patient care. To solve this problem, we will create a novel, high-fidelity, and low-cost simulation model for difficult central venous access called the Michigan Difficult IntraVenous Access (Mi-DIVA). We will then demonstrate Mi-DIVA’s impact on emergency medicine learners’ central venous access procedural competency with a mixed method approach.
The M-COPE Curriculum Series for Pediatric Cardiology Fellows – Promoting Mental Health in both our Patients and Physicians
Amanda McCormick
Medical School
Melissa Cousino
Medical School
Sonal Owens
Medical School
Carolyn Vitale
Medical School
Heang Lim
Medical School

$5921.00

Aim: To design, implement and rigorously study a curriculum aimed at patient mental health in children with congenital heart disease as well as physician well-being for pediatric cardiology trainees.
Background: Through limited studies, it is known that children with congenital heart disease have increased incidence of mental health disorders than their peers, yet are underrecognized. Mental health disorders are associated with poor outcomes in adults with congenital heart disease. Currently, no formal training exists for pediatric cardiology fellows in mental health. Additionally, physician and fellow physician burnout and mental health is known to result in poor patient care as well as increased rates of physician suicide.
Approach: Design of a holistic and interdisciplinary led 8-12 month didactic based train-the-trainer model curriculum, integrating mental health topics directed at both the mental health of the patient and the physician. Pediatric cardiology trainees will learn to screen their patients for mental health disorders and facilitate referral, as well as participate in self screening for burnout and specific anxieties related to fellowship, and learn strategies to increase resilience and self-care.
Future Directions: If successful, this curriculum may be reproducible to other subspecialties and/or other centers for collaboration in larger multi-center studies.
Equitable Stage Makeup and Hair Modules
Sarah Oliver
Music, Theatre & Dance
Music, Theatre & Dance

$9999.90

Far too long traditional modes of teaching theatrical makeup within university training programs have privileged Caucasian skin tones and hair texture; however, the pandemic has afforded the Design & Production (D&P) program in the Department of Theatre & Drama, in the School of Music, Theatre & Dance (SMTD) the time to examine and reflect on our own delivery of courses in stage makeup and methods of creating more equitable and inclusive delivering of training in theatrical makeup to all performance and design students. The goal of this grant is to ensure that all SMTD dance, theatre, musical theatre, and opera students are training in makeup and hair skills that reflect the diverse community in which they will be working and performing. By creating a series of online theatrical makeup module courses that train our students and performers not only how to apply makeup in the dressing room but guide them through the process of how to adjust and refine makeup for all skin and hair types in each of SMTD’s three main performance spaces we strive for a more equitable and unified way to teach stage makeup and hair to all design and performance majors, at SMTD. We evaluated lessons learned during the pandemic about leveraging a hybrid approach to course delivery content and how that can be a more powerful and equitable approach to capitalize on creating a sustainable teaching module to educate the entire department and beyond.
Advancing Equity through Teaching with the Arts

$9595.00

Advancing Equity through Teaching with the Arts will help beginning teachers learn how to combat systemic racism and structural inequality by using visual art in their teaching. U-M Museum of Art (UMMA) and School of Education (SOE) will collaborate to redesign a key unit in a course for elementary teacher candidates to focus on teaching for equity with visual art. CRLT funds will support this redesign of this course to be launched in Fall, 2022, as well as robust evaluation of the course. The Fall 2022 course will also inform the development of a campus-wide collaborative learning experience on Teaching with Art for Equity aimed to launch Winter 2025, and is open to any U-M student across all units.
Faculty Empowerment
Michael McElroy
Music, Theatre & Dance

$10000.00

Faculty Empowerment, created and facilitated by Michael Thornhill and Karen Olivo, is a series of workshops designed to investigate the ways in which tradition, culture, race, identity, and trauma inform artistic training. Through listening sessions and in person workshops, faculty develop applicable tools to build culturally inclusive pedagogies, equity forward teaching strategies, and community building structures to dismantle and innovate training for today’s young artist. Faculty Empowerment recognizes the individual and community trauma experienced as a result of the pandemic, taking of Black lives and subsequent protests that erupted across our nation during mandatory remote learning. As musical theatre training requires students to utilize the full self, a shift in training is needed to encompass the trauma that we all now hold. While building a specially designed program to help us meet the present moment, Faculty Empowerment will partner with University of Michigan’s Diversity, Equity and Inclusion office as well as Counseling and Psychological Services to create a framework that addresses the whole person in artistic training practice. By teaching alternative classroom culture structures, principled disagreement strategies, and somatic mindfulness, Faculty Empowerment will provide skills and tools for faculty to engaged today’s young artists as we navigate our new normal in the Department of Musical Theatre.
Urology Surgical Collaborative Resident Education Curriculum (SCoRE Curriculum)
Yooni Yi
Medical School

$6000.00

Urology Surgical Collaborative Resident Education Curriculum (SCoRE Curriculum) – A solution to the challenges of the rapidly evolving landscape of urology residency

The field of urology is a rapidly expanding field and research has suggested that recently graduated urology residents do not feel ready for independent practice. Currently, a dedicated surgical curriculum outside the OR is absent. This presents an opportunity to modify surgical training to better meet the operative needs of trainees. In light of this gap, we sought to create a dedicated surgical curriculum incorporating video-based review. This curriculum would incorporate index cases – initially robotic and laparoscopic cases. Two faculty members from two different institutions would serve as panelist to display expert videos with annotation. This would then be followed by review of two trainee videos to provide constructive feedback and advice. A library of videos and video reviews will be created on a secure website for further review. We anticipate this curriculum will increase the trainee level of confidence, increase autonomy, and ultimately improve surgical education.
Equity in Architectural Education: Stacked Mentorship Program
Irene Hwang
Architecture and Urban Planning

$10000.00

The Equity in Architectural Education Consortium (EAEC) is an ongoing initiative at the A. Alfred Taubman College of Architecture and Urban Planning aimed to reduce inequities for students of color and other underrepresented minorities in professional architecture programs. By building a series of strategic partnerships and programs outside the predefined curricular frameworks, the EAEC Stacked Mentorship Program will foreground the experiences, perspectives, and expertise from a diverse group of professionals and scholars from historically underrepresented minorities in order to enrich, transform, and evolve our collective understanding of what is to shape architectural education as an agent of societal change. We plan to use those new understandings to: 1) inform curricular change; 2) deliver new educational experiences to our students; and 3) to provide unique opportunities for faculty professional development through collaborative exchange.
Utilizing Improvisation in Wind Band Curriculum
Courtney Snyder
Music, Theatre & Dance

$4900.00

Though improvisation was a valued musical skill hundreds of years ago in the European tradition, the art of musical improvisation has been lost in the Euro-centric musical conservatory setting. The written note reigns supreme in academy of “classical” music. Though improvisation is valued in the traditions of Jazz, Black American music, Indian music and in music of the Middle East and sub-Saharan Africa, most students in the American conservatory have little to no experience with these music types. When students are given opportunities to improvise in an academic, concert band ensemble, many students do not even attempt it. They judge their work as inferior before they even try. They want to know how, but they are scared of sounding “bad.”

By learning new methods to teach improvisation and engaging students in the art of improvisation as part of the concert band curriculum, students will recognize that they not only have the capacity to improvise, but that their ideas are worthy of performance. They can gain a new-found sense of musical creativity, contribution, and purpose. They can engage with their colleagues in new and unique ways.

As orchestral positions (those positions which do not require improvisational skills) are declining, the more versatile the player, the more employable they are. As our culture becomes more heterogenous and values “non-white” music-making, this will bring with it more improvisatory music-making as well. The professional music world is changing. The curriculum needs to provide more improvisatory opportunities to increase students’ versatility.
A UM Student Facilitated Digital Wellness Conference for K-12 Students and Caregivers

$5935.00

Prior to COVID, pre-teenagers (age 11-13) primarily developed their independence in their physical school settings, engaging with peers in-person through academic and non-academic spaces. The COVID pandemic changed this developmental norm; remote learning led many pre-teens to be isolated and forced to replace their in-person growth with socializing on digital devices. While it was not uncommon pre-COVID for adolescents to use digital tools, pre-teens engaged in them earlier in their development and more often than did their pre-COVID counterparts. Often, digital communications were the tweens’ only way to socialize with peers. As a result, caregivers were challenged to quickly create digital tool parameters for their children. This rapid adoption was not universally embraced: caregivers struggled with the amount of screen time and number of applications their pre-teens were engaging in. Furthermore, both the tweens and caregivers were often unaware of the implications of what the tweens were and still are doing in their digital world, most critically, mental health. Thus, the need for both to better understand the implications of engaging with digital applications. Further, UM SOE teaching interns are preparing to teach national standards on digital wellness to K-12 students and need clinical experiences working with pre-teens. The UM Digital Wellness Conference will bring together caregivers, pre-teens, UM teaching interns, and experts on digital wellness to engage in active discussion and community building. Participants would spend time on campus discussing their experiences and developing strategies for their personal digital wellness, with activities facilitated by experts and UM teaching interns.
New English Language Institute Undergraduate English for Academic Purposes Curriculum
Carmela Gillette
LSA - English Language Institute
Pamela Bogart
LSA - English Language and Literature
Trisha Dowling
LSA - English Language Institute

$10000.00

The English Language Institute (ELI), an LSA program which provides English for Academic Purposes (EAP) courses and co-curricular learning opportunities to international graduate students, has been charged with developing undergraduate courses and co-curricular offerings. Since 2013, the almost 2000 international undergraduate students at U-M have had no access to EAP instruction. This faculty group has been tasked with designing a cutting-edge undergraduate EAP curriculum that reflects the latest research on EAP instruction to engage diverse international undergraduates across the University of Michigan. These courses will be carefully crafted to meet the specific reading, writing, speaking, and listening needs of international undergraduates on U-M’s Ann Arbor campus. They will be supplemented with co-curricular offerings, including one-to-one language studio consultations, EAP workshops, and an online pre-arrival course. We will also develop concrete plans for coordination and collaboration with stakeholder units. The FDF-funded portion of our work will begin with a Spring 2020 retreat during which the findings from data collected and analyzed in the prior year and outlines for prospective courses will be reviewed. We will then move on to creating detailed syllabi and teaching materials for specific courses and co-curricular offerings. The overarching goal is to provide comprehensive language, academic, and intercultural support that will ensure the success of every international student on campus.
Empowering Educators: The MENTOR Series
Daniel Cronin
Medical School
Michelle Daniel
Medical School
Seetha Monrad
Medical School
Gurjit Sandhu
Medical School
Vineet Chopra
Medical School
Robert Dickson
Medical School

Medical School
Amit Gupta
Medical School
Nathan Houchens
Medical School
Sanjay Saint
Medical School
Jakob McSparron
Medical School
Janet Biermann
Medical School

Medical School

Medical School
Patricia Mullan
Medical School
Michael Englesbe
Medical School

$6500.00

Historically, medical students at the U-M Medical School have had limited educator preparedness training. This is unfortunate as once medical students graduate they have significant responsibilities teaching co-residents and the next generation of medical students. Although a teaching elective does exist within the medical school, it is not scalable and not suited to practice clinical teaching. This grant team seeks to create a new “Clinical Teaching Elective” which will be scalable and flexible, allowing senior medical students to learn core teaching principles and skills while simultaneously being immersed in clinical practice. To accomplish this, our grant team is developing a central repository of best teaching practices that can be used as a curricular tool and on-demand teacher’s guide, the Medical Educators Novel Teaching On-demand Resource (MENTOR) Series, which is comprised of primarily concise educational videos supplemented by summary infographics. Importantly, select videos will also be used futuristically to fill gaps in other areas of the medical school curriculum. The creation team is composed of a diverse group of education experts from various departments and divisions, who are involved in content creation, design, evaluation and implementation. To ensure that our resource is optimally created for a variety of learning styles and preferences, we will be obtaining iterative feedback from medical student group interviews. The grant money will be used to fund food for medical student group interviews, as well as costs of video and infographic production including editing videos, script styles, animations and graphics based off medical student feedback.
Investigating Spatial Reasoning Training for Introductory Computing
Westley Weimer
Engineering
Bill Arthur
Engineering

$6000.00

Michigan Computer Science struggles to attract and retain undergraduate women and students from lower socioeconomic status backgrounds. Some studies have found spatial ability to be the single biggest predictor of success in computer science, even beyond experience and access to a computer. Spatial ability in incoming students correlates with gender and SES, but spatial ability can be trained. Such transfer training works best between activities that use the same regions of the brain; using medical imaging, our group has recently found such neural similarity between spatial ability and programming tasks.

We propose (1) a controlled, ten-week longitudinal study to investigate the transfer of spatial training to programming ability, and (2) if transfer is found, integration of spatial training into an introductory programming course (EECS 183, part of the CRLT Foundational Course Initiative) curriculum and measurements of effects on performance, diversity and student retention. If successful, the changes can be incorporated into EECS 183 for sustainable benefits.

Studies of over 3,000 students have found that spatial training can help students improve performance in general engineering classes. For example, Michigan Technological University has required such spatial training for low-spatial engineering students for over twenty years. However, they have not yet been evaluated for computer science. In collaboration with an expert in spatial ability and intervention studies from Psychology and instructional faculty from Computer Science, we propose to investigate whether spatial training can be successful at helping to close important gaps in Computer Science student success and retention.