Grants

Funded Projects
Instructional Development Fund (IDF)
Project Title Overview of the Project
Enrichment during the RC German Coffee hour
Karein Goertz
LSA - Residential College

$500.00

Funds from the grant will be used to expand our German language coffee hour (Kaffeestunde) to include German-speaking guests, as well as field-trips to local sites. These required weekly co-curricular gatherings have long been central to the semi-immersive “learning beyond the classroom” pedagogy of the RC language programs. They are an excellent opportunity for current and former RC German students to mingle and speak German. Students dramatically improve their listening comprehension skills and become more comfortable speaking German.

These gatherings also provide the opportunity to present topics and materials that are not covered in the classroom.
Many of the Kaffeestunden are intentionally unstructured, with individual and group conversations evolving organically, much as they would in real life. However, we would like to include some more structured gatherings that allow students to meet with a wider range of German-speakers, to learn about particular cultural topics, and to go on fieldtrips out into the community to learn about local and regional German-related sites. Grant money would help defray the cost of honoraria, transportation and tickets. What follows is a list of proposed structured events for select coffeehours (Wednesdays 3-5 pm) this semester.
Illuminating interdisciplinary writing & research in Moral Psychology: A speaker series
Mara Bollard
LSA - Linguistics

$500.00

This grant will fund 3-4 guest speakers, including at least 2 academic philosophers and at least 1 academic psychologist, for COGSCI 302: Moral Psychology during Fall 2021 (beginning in October 2021). This seminar class is currently being taught for the first time as an Upper Level Writing Requirement (ULWR) course and is thus heavily focused on helping students (24 in total) develop their writing and research skills.

Moral psychology is an interdisciplinary area of study that draws from both moral philosophy and empirical cognitive science. In addition to sharing their content-level expertise with students via a brief presentation - students will read a paper by each speaker in preparation for their visit - the speakers will explicitly address this question: How do philosophers and psychologists differ in their academic writing and in their overall approach to the study of moral psychology topics? Speakers will share insights about their own writing process and discuss how to conduct fruitful interdisciplinary research in moral psychology, bearing in mind their own disciplinary training and the need to engage effectively with scholars with different academic backgrounds. Students will have the opportunity to ask questions and engage in discussion with each speaker.
Inside/Out Prison Exchange Teacher Training
Catherine Brown
LSA - Comparative Literature
LSA - Residential College

$300.00

program. I have volunteered at the Women’s Huron Valley MDoC facility for about five years and have been deeply nourished and transformed by what I’ve learned there. While my volunteering continues, I want to do more prison work—and make it possible for more “outside” people to learn from the incarcerated (and, of course, vice-versa). The Inside/Out program is a perfect way to do that.

I will use this training to design and offer new undergraduate courses at the University of Michigan (thru the department of Comparative Literature and the Residential College)
Using an iPad and Apple Pencil to offer more personalized, detailed feedback on student journals submitted through Canvas
Kathleen Forrester
LSA - Romance Languages and Literatures
LSA - Romance Languages and Literatures

$453.99

I am a lecturer in the Department of Romance Language and Literatures. I teach approximately 54 students each semester. My students submit a weekly hand-written journal entry in PDF or JPG format on Canvas. I am seeking a CRLT grant to purchase an Ipad Pro and Apple pencil so that I can write my comments/corrections directly into their on-line submissions. This will make giving feedback so much more efficient. Students are always asking for more feedback, and this would allow them to see exactly on which part of their writing I am annotating or commenting.
Orienting U-M Students Toward Ypsilanti’s Strengths by Centering Black History

$500.00

Request. We request $500 to cover the cost of a bus to support a tour of historical sites of significance to
Black history in Ypsilanti. This tour will be hosted by Ms. Deborah Meadows on behalf of the African American
Cultural and Historical Museum of Washtenaw County. The tour will include Starkweather Homestead, Adams
Street between Michigan Avenue and Harriet Street where the first Black families who settled in Ypsi lives, several
murals in the downtown Ypsilanti area, Harwood Cemetery in Pittsfield Township where notable abolitionists are
buried, and historical sites related to Perry Early Learning Center where the participating students have internships this fall.

Participants in the tour will be University of Michigan undergraduates who are mostly juniors and in their
first year of the Elementary Teacher Education (ETE) program - a two-year program leading to teacher certification for grades Pre-K to 3 and grades 3-6. There are 22 students in the first year of this program. Four instructors in the program will participate in this tour initiative.
A Taste of Italy in Ann Arbor: Speaker Series
Giulia Ricco
LSA - Romance Languages and Literatures

$300.00

This grant will help fund three speakers for the Freshman Seminar “Taste of Italy: Food and Identity in
Italian Culture.” In this course, students explore the ways in which food and culinary knowledge have
shaped specific Italian identities—Italians in Italy, in the USA, and the so-called New Italians. Toward the
end of class I would like to invite representatives from the food industry of Ann Arbor to talk to students
about what it means to serve, import, and make Italian food. Some of the questions I would like them to
address are: Why did you choose to serve/import/make Italian food? What does Italy/ Italian mean to
you? What does authenticity mean to you?

Having a restaurateur, an importer, and a chef come to class would show students how our conversations
about national identity, immigration, and authenticity transpose very seamlessly to the real world. In
addition, seeking the involvement of the Ann Arbor food industry allows me to develop a more
business-oriented model for the study of Italian. As a matter of fact, students would see firsthand some of
the career opportunities that studying Italian affords them, which in turn would entice them to continue
their language education.

The CRLT grant would enable me to offer each speaker an honoraria of $100 for their time and
knowledge. The form of their visits (virtual or in person) will depend on the latest University’s
COVID-19 policy.
Reimaging Community, Art, and Social Transformation in Cambodia
Nachiket Chanchani
LSA - History of Art
LSA - Asian Languages and Cultures

$500.00

My upcoming special exhibition, “Angkor Complex: Cultural Heritage and Post-Genocide Memory in Cambodia” (scheduled to open at the University of Michigan Museum of Art in January 2024) will showcase the work of contemporary artists who exemplify trends in how Cambodians are responding to the still-fresh wounds inflected by the Khmer Rouge regime and related upheavals that have shattered the country. Since several contemporary artists are engaging with the forms and functions of ancient Khmer temples and sculptures and are trying to position them at the intersection of trauma and healing, I shall include several ancient architectural fragments and sculpture in my exhibition. Travel to Cambodia is currently almost impossible, because of pandemic related travel restrictions and closures. Thus, I hope to bring into the classroom, via Zoom, the voices of women and men from diverse walks of life: contemporary artists based in Cambodia and in the diaspora, monks, Khmer Rouge survivors, community organizers, primary school teachers, world renowned scholars, and prominent collectors, many of whom I have gotten to know in recent months while conducting field research for the exhibition. These short-guest lectures will help foster greater respect for justice, common humanity, and diversity, and help my students critically appreciate the role of the arts in suturing post-genocide societies.
Connect and Assess
Daicia Price
Social Work

$500.00

An interdisciplinary group including medicine, nursing, and social work was formed for the purpose of providing Michigan graduate and undergraduate students with an interdisciplinary, experiential learning experience in a community setting. The project will use the funding to purchase the Michigan Model of Health. This grade-specific curriculum will be brought into the classrooms of Dixon Educational Learning Academy. At the same time, these health care students will use their assessment skills to identify physical, social, emotional and learning needs.
Adding an Experiential Dimension to Introduction to Judaism

$400.00

When we learn about the religious traditions of our own heritage communities, it is typically a multi-sensory and immersive experience only loosely connected to the official beliefs of a given religious community. When we are taught about the religious traditions of other heritage communities, it is a very different experience. The first real consideration of non-heritage religious traditions frequently happens at the college level through the mediation of secondary sources or even textbook descriptions of a tradition’s official tenets. The contrast is not benign. One tradition is experienced as a living tradition-—alive, multifaceted, complicated, and rich in sensory experience. The other is experienced through a flattened description given at second hand-—devoid of complexity or moving sensory associations. Moreover, since introductory courses often elide this formal difference, students may be tempted to attribute the unflattering contrast to the religious traditions themselves. This project seeks funding to break down this dichotomy by introducing new students of Judaism in "What is Judaism" (Introduction to Judaism) to some of the smells, sounds, tastes, and textures of Judaism as a religious tradition.
Using a tablet to represent student thinking and aid in formative assessment

$500.00

I am seeking funding to buy an IPad and accessories for two teaching projects I am implementing this semester. The first project will use the tablet, almost daily, to project my representations of students' diverse numerical strategies. The second will use applications on the tablet to help me with rigorous, ongoing, real-time, formative assessment.
Impact of traditional versus virtual simulation education for pharmacists on aminoglycoside pharmacokinetic dosing and monitoring

$500.00

Aminoglycosides have narrow therapeutic window and patient-specific pharmacokinetics are highly variable in hospitalized patients; therefore, necessitating intensive therapeutic drug monitoring to prevent supratherapeutic and subtherapeutic levels that can lead to clinical consequences (i.e. nephrotoxicity). It is crucial to provide effective aminoglycoside education to pharmacists. Unfortunately, there is limited data evaluating traditional compared to innovative educational interventions (i.e. computer-based patient simulation) in teaching aminoglycosides. Computer-based patient simulation technology simulates “real-life” clinical scenarios for learners to utilize their critical-thinking skills. We plan to evaluate learning outcomes (knowledge and application) and pharmacist perception of two educational activities on aminoglycosides (traditional vs computer-based simulation). We propose that implementing a computer-based patient simulation educational intervention compared to traditional education on aminoglycosides in pharmacists will improve knowledge and application scores. This study is a prospective, comparative, pilot study (pre- and post-study) will include pharmacists at Michigan Medicine that provide patient care in the adult inpatient setting.

continued in Project Objectives
Scent Mediums and the Sensory Life of Religion: Experiential Learning in “Religion, Media, and Politics” course

$375.00

Mediation is central to sensory religion and religious publicity alike. In my course “Religion, Media and Politics” we consider not only the religious use of mass media technologies but also how old and new mediums -- from loudspeakers to billboards to icons to incense -- materially mediated religious sights, sounds, tastes and smells. In class, we experience first-hand the audio, visual and even tactile productions of the religious communities and movements we are studying. This grant extends such experiential learning to smell, perhaps our most overlooked and taken for granted sense. Through group activities around smelling materials and objects of religious significance, we consider how smell intersects with notions of difference, communal belonging and individual memory. This raises new ways of understanding the olfactory sensory politics not just of religion, but also of class, race and gender. It also engenders reflections on the smell-scapes of students’ own everyday life, from advertising to beauty to food.
Communication and Case Studies in Nursing Education
Jade Burns
Nursing

$500.00

To better support our faculty members at the School of Nursing to adopt inclusive teaching as a mindset and to and incorporate various materials into their courses and curriculum design, the School of Nursing developed an inclusive teaching checklist modeled after the CRLT checklist and also a teaching Canvas site. These resources guide faculty members to create inclusive syllabi and course materials, set inclusive classroom norms and guidelines, maintain inclusivity over the course, and incorporate diversity, equity, and inclusion-related materials related to health into course materials. Currently however, there is a need for more complex case studies specific to different nursing courses that faculty can use to spark student discussions and facilitate their understanding of how various social identities influence nursing and health. Furthermore, there is also a need for communication guidelines on how to listen deeply to give and receive feedback during sensitive moments. Therefore, the CRLT Instructional Development Grant will be used to organize and facilitate a writing retreat for nursing faculty to develop case studies relevant to their individual courses and will be used to develop a brief 3-5 minute video on giving and receiving feedback.
Online lectures on Great Lake Science and Management
Karen Alofs
Environment and Sustainability (SEAS)

$500.00

The project centers on the production of a series of online video lectures by experts which will facilitate flipping the Science and Management of the Great Lakes course in the School for Environment and Sustainability. Lectures will be organized around six themes: the Great Lakes Ecosystem, Economy and Society, Water Quantity, Fisheries Management, Water Quality, Coastal Communities, and Envisioning the Future. Funding will be used to hire a student to coordinate with instructors, facilitate filming, editing and posting lectures online. Students will use the video lectures to develop background knowledge to apply during in class case-studies and discussions. Online lectures will also function as a resource for the broader audience of those interested in the sustainable management of the Great Lakes Region.
Entrepreneurship Case Study Podcasting
Brian Hayden
Engineering

$500.00

Finding Your Venture (ENTR 410) offers a uniquely practical framework for launching a new venture. Our students are bright and capable but lack context and perspective about what happens in business and startups. Guest speakers and storytelling help bridge that gap, but are sub-optimal teaching tools. It’s hard to map what a guest speaker will say to measurable learning objectives and we want to change that. I’ve begun experimenting with video and podcast case studies as a more intentional way to bring context into the classroom,. Episodes of the podcast “How I Built This” have been useful for testing the concept, but a library of case studies that we build ourselves could be even more powerful. I’ve spoken with other faculty who want to use these resources in their courses, and who will use the equipment to create more content.