Funded Projects
Instructional Development Fund (IDF)
Project Title Overview of the Project
Patterning Technology Integration with CLO3D
Sarah Oliver
Music, Theatre & Dance
Music, Theatre & Dance


Fashion and costume designers have moved almost exclusively to working digitally to create their designs in digital rendering programs like Procreate. The companion technology to producing these designs three-dimensionally in patternmaking is utilizing a 3D patterning software like Clo3D. Recognizing that the creation process of garment making can be one of the highest impact points environmentally, I want to find ways to investigate and integrate digital sample creation alongside traditional patternmaking techniques throughout the Design & Production program in Theatre & Drama. Receiving intensive training in 3D patterning software at the United Stated Institute for Technology (USITT) Costume Symposium this summer will allow me to be prepared to directly implement this new maker technology into my coursework and with student makers.
Banned Books Through a Developmental Lens
Shelly Schreier
LSA - Psychology


Across America’s schools, there are recent efforts to ban children’s literature, often related to diversity, equity, social justice, and LGBTQ@+ themes. Research demonstrates the importance of literature for a child’s cognitive, social, and emotional development and highlights the benefits of representation across identities in a diverse society. I developed a multi-class module to evaluate the basis for book challenges and bans, and identify the elements related to determining developmentally appropriate reading material/content for children and adolescents. This unit will be included in the curriculum in my first-year seminar on Psychological Development through Children’s Literature and will also be incorporated into my Social Development course related to identity, representation in the media, the diversity of families, and socioemotional learning as a key part of development. This requested $500 grant will fund books and materials to facilitate exposure and access to a variety of banned books for students to apply course concepts.
A New Math GSI Training Module, “Creating a Climate of Inclusion from Day 1”
Nina White
LSA - Mathematics
Gavin LaRose
LSA - Mathematics
LSA - Mathematics


Before each fall semester the Department of Mathematics provides an intensive week of training for its new instructors (graduate students and postdocs). This program is improved and updated year-to-year, and over the last several years has had an increased focus on and support of equity-minded teaching: our instructors attend the inclusive teaching session in CRLT’s GSITO, and we have integrated an equity-focus into many of the other sessions we offer. One of several planned changes for our training in Summer 2023 (August 21-25) is a new session on “Creating a Climate of Inclusion from Day 1”, in which instructors will work, in detail, on making first-day plans that will help create a welcoming and inclusive environment. This session will be developed with funding from this grant. It will be offered to all of our new instructors this summer (about 50), and in an ongoing manner for similar numbers of instructors in subsequent years.
The Art of Bearing Witness: In Post-Genocide Cambodia and Beyond
Nachiket Chanchani
LSA - History of Art
LSA - Asian Languages and Cultures


Three contemporary artists will speak to students enrolled in my seminar, via Zoom, on the role of the artist as a bearer of witness and/or as an ethnographer in a post-conflict society. These artist talks will help students enrolled in the seminar work towards a key goal of the course: to participate in the organization of a major exhibition that will open at the University of Michigan Museum of Art in February 2024.
Implementing Innovative Teaching Strategies in the N372 Undergraduate Nurse Therapies II Course


Nurse Therapies II is a foundational didactic course that undergraduate nursing students take in their third year of the Bachelor of Science in Nursing program. The course teaches students to apply previously acquired anatomy, pathophysiology, and introductory nursing knowledge and develop clinical decision making to care for individuals with or at risk for various ailments. Historically, the course was taught using a uniform format consisting of weekly quizzes and group case study work for the full duration of class; however, students have reported significant stress associated with the quizzes and shown declining engagement with the uniform weekly class format.
Therefore, the purpose of this project is to pilot (a) use of innovative tools (e.g., iClicker Cloud) to provide students with multiple opportunities to demonstrate their learning through low-stake formative assessments with repeated attempts and (b) invitation of guest nurse speakers who can role model and provide feedback to students while bringing the lectures and case studies to life. Outcomes will be measured based on class metrics and a student post-course survey measuring the acceptability and feasibility of the learning tools. Additionally, findings from this project may be published and will be presented to the School of Nursing leadership to determine if payment for an iClicker subscription should be incorporated into the school budget or projected expenses presented to students.
Field Trip to the National Forest Corporation of Chile in the Andes Mountains
Amy Harris
Public Policy


This project consists of a field trip to the National Forest Corporation of Chile (Chile’s version of the National Park Service) within Chile’s Ministry of Agriculture. The field trip will be to a field office in the Andes Mountains in the surroundings of Santiago, Chile to learn about Andean conservation policy and related work. The field trip is part of the Ford School’s 2023 International Economic Development Program (IEDP) policy study tour in Chile, which will take place over winter break. The excursion will permit students to learn about the Chilean Government’s policy approach towards environmental conservation, with a focus on the Andes mountain range. Students in this group have a particular policy interest in environmental and conservation policy, and Chile has been globally recognized for their progress in advancing environmental conservation goals. The field trip will allow students to talk with the field office’s environmental policy and education team that focuses on the Andean region. Students will get an up-close-and-personal view of conversation policy from Chile’s government agency responsible for implementing and promoting it, while also experiencing the areas of geological and biodiversity significance that so many are fighting to protect.
Web-based tool for Formative Assessment tracking in Large Classrooms
Maria Coronel
Medical School
Engineering - Biomedical Engineering


We request $350 to cover the costs of the online software poll everywhere which would significantly improve inclusivity and engagement in larger courses in Biomedical Engineering. Literature suggests that the addition of active learning strategies that promote interactive engagement with the subject at hand stimulates student learning and provides real-time feedback to both students and instructors on the knowledge gaps to be addressed. However, introducing active learning in large classrooms can be challenging and add an additional barrier for instructors to positively implement them during lectures. While clickers have been implemented in the past to stimulate participation in large classrooms, the additional costs passed on to students imposed an additional socioeconomic barrier to the learning process, disproportionally discriminating against minority students.

Online software like poll everywhere allows for classroom assessment techniques to be seamlessly executed during class time, with live effective feedback on student engagement, sponsoring cooperative learning, while reducing feelings of isolation often present in large classrooms. The multimodal approach to the feedback (i.e. web-based, SMS, or app) allows for the majority of students to participate in the formative assessment process without any added cost. Lastly, the integration with LMS systems such as Canvas, used at UMich, allows for tracking, and grading of student engagement automatically overcoming the hesitancy of instructors to implement such approaches. As a pilot project, this will be implemented in a senior required biomedical engineering course in Fall 2022.
Lighting Design: Techniques for Live Events and the Camera
Jess Fialko
Music, Theatre & Dance


I currently teach advanced lighting design courses for the Dept of Theatre & Drama in The School of Music, Theatre, and Dance. The course content emphasizes lighting for live theatrical events, including theatre, musical theatre, opera, and dance. Our industry continues to move towards further integration of video content in various forms as part of production design. These multifaceted applications could include filmed content to be projected onstage, a live camera feed projected onstage, or a performance that is filmed to be broadcast. As the industry integrates this technology into production practices, lighting designers entering the profession should have the skills to successfully manipulate light to function both for a live audience and a camera.

I am seeking funding to attend an online seminar course titled “Lighting Live Events for Camera” through the Studio School of Design, taught by Robert Barnhart, a prolific lighting designer and twelve time Emmy winner. Topics that will be covered in the course include: contrast levels, color rendering/temperature, exposure levels, camera and light placement, pre-production planning, and communication with video operators. The funding from this grant will allow me to re-envision advanced lighting design course content to best prepare students for careers in this evolving industry.
The Zulu Kingdom: History and Representations from Shaka to T'Chaka
Raevin Jimenez
LSA - History


This grant will provide funding for students to attend a viewing of Black Panther: Wakanda Forever (2022) as a final example of the ways representations of the Zulu Kingdom and Shaka Zulu have been subject to repeated inventions. In this class, students explore historical sources from the 19th to 21st century to trace the politics of myth-making and knowledge production surrounding the Zulu and King Shaka. During the colonial and Apartheid eras, the image of Shaka and ideas of Zulu tribalism justified the extension of European powers and imposition of segregation. In more recent times, Shaka has been reimagined as a warrior-hero and symbol of African independence. Towards the end of the semester, students will explore the legacy of Shaka in pop culture, including novels, music, film, and art. Their final set of sources will include the original Black Panther graphic novel series and the 2018 Black Panther film. A viewing of the 2022 film will provide a valuable capstone to consider the ways Zulu imagery and the figure of Shaka continue to appear in popular politics and media.
Approachable (vol. 1): The Magazine for a Barrier-Free Architectural Pedagogy
Julia McMorrough
Architecture and Urban Planning


The master of architecture seminar ‘ARCH509 Fresh Access: All Graphics’ operates under an ambition to ‘draw to architecture,’ with the focus on accessibility as both design for disability and the communication of ideas to expanded audiences. The class is organized as a simultaneous research seminar and design workshop focused on the role of graphic design and communication in providing access to greater understanding of design for and about accessibility. The work in the course intertwines graphic design logics set forth a century ago by Otto and Marie Neurath (pioneers of the Isotype and visual education), and a historic understanding of the graphic world that has shaped current understanding of design for accommodation. Neurath’s motto, “words divide, pictures unite,” unifies this course’s efforts to give accessibility a stronger graphic voice within our designed environments, including a re-evaluation and re-design of current graphic standards for accessible design. In a previous offering of the course, students worked together to produce The Fresh Access Guide to Accessible Design, a document created specifically for their classmates within the school of architecture. The book continues to be shared with incoming students to our program. In the current semester, for the final assignment in the class, 20 students are creating the first issue of Approachable, a graphically rich, fun to read, highly engaging, friendly…and approachable…magazine focused on accessibility and design, and covering topics on the history of accessible (and non-accessible) environments, activist trailblazers, and innovative designs that have fostered inclusive practices in society.
Engaging Scholar-Practitioners to Inspire Preservation of MultiMedia Course Assignments
Nancy Khalil
LSA - American Culture


AM384 Islamophobia is an interdisciplinary course I am transitioning to be primarily multimedia in efforts of preserving student work documenting important (and rapid) developments in Islamophobia across various fields and public spaces. My hope is to make this course one that is digitally preserved and thus includes multimedia class assignments to keep available and accessible online. I also want students to be exposed in the course to the variety of disciplinary approaches from which it can be studied, and to think about how the material is relevant simultaneously in academic and public spaces. I am applying for funding to support an honorarium for guest lecturers who are both scholars trained in other disciplines as well as practitioners in non-academic fields heavily entangled in the course topic, including journalism and media/entertainment.
Summer Online Korean Conversation Club
Jiyoung Kim
LSA - Asian Languages and Cultures


The purpose of this project is to help current Korean language students maintain and improve their Korean proficiency over the summer break, and ease their transition to a new Korean course in the following year by establishing a weekly online conversation club. During a long break, students rarely use Korean, and often forget what they have learned, making it difficult for them to recall their language skills and speak fluently in the next year. A weekly online conversation club will help students practice their Korean and motivate them to continue learning, while also fostering a sense of community within the Korean program.
Problem Solving Initiative: Addressing the Child Care Crisis


This grant will fund guest speakers for Michigan Law’s Problem Solving Initiative on addressing the child care crisis. This Problem Solving Initiative is a graduate-level multidisciplinary course with students from the schools of law, public policy, public health, and social work. These graduate students are placed in interdisciplinary teams and will apply the “socially engaged design” problem solving framework to come up with policy and program solutions to the child care crisis. At the end of the semester, teams will present their capstone projects to experts in government and policy.

This semester, the students have narrowed their focus to creating solutions to attract, retain, and engage child care providers. This grant would provide monetary support to have five current child care providers (directors, lead teachers, and assistant teachers) come speak to the students and share important expertise, background, and opinions on the causes of the child care crisis. This crucial information would form the basis for many of the groups’ capstone projects. Given that the child care providers will have to miss a day of work and are typically paid on an hourly basis, we would like to offer compensation to make the visits a viable option for them.
Guided tour of Ypsilanti
Melissa Stull
Jill Coultas


We are seeking funds to support a guided tour of Ypsilanti, led by Deborah Meadows of the African American Cultural and Historical Museum of Washtenaw County. We will explore historical and current sites significant to Black people’s experiences in Ypsilanti. This tour is for undergraduate students pursuing their elementary teacher certification in the School of Education. The focus on Ypsilanti is intentional and significant, as all of these students currently have a field placement at Perry Early Learning Center and some of them will have future field placements in other Ypsilanti schools as part of the teacher education program. As instructors for many years in the School of Education, we have found that students often hold deficit perspectives of Ypsilanti and do not necessarily see the community’s assets and strengths. We believe that actually exploring the community with a knowledgeable community member has the potential to positively counter the dominant narratives some students hold by humanizing and historically situating the Black communities in Ypsilanti. We intend to use this field trip as a touch point to create further learning opportunities in our courses. For example, in ED 307, the instructors plan to discuss the way these beginning teachers might use the guided tour to further build their understanding of and relationship with students and their families. In ED 392, the instructor plans to capitalize on these beginning teachers’ deepened understanding of Ypsilanti by exploring policy issues, such as redlining and school choice, that have greatly impacted schooling in the community.
Guest speaker Zoom event with Fernando Abruña (Sustainable architect from Puerto Rico)
Kathleen Forrester
LSA - Romance Languages and Literatures


I am currently teaching a Spanish 232 Special Topics Course “Environmental Issues in Latin America and Spain” and I would like to invite Fernando Abruña to give a talk to my students via Zoom. Abruña is featured as a fierce sustainability advocate and green build architect in a documentary we watched this semester called “La casa ausente” or in English, “The Absent House.” I would like to request $200 for a speaking honorarium. This is an excellent opportunity for my students to engage with the curriculum in a very personal way (there will be a Q&A) and to see the real-life implications of climate change and sustainability. The intended learning goals are to have a more personalized encounter with the featured architect from the film. I hope he will give us an update on his sustainability projects and on the situation in Puerto Rico after hurricane Fiona. If I am able to arrange the visit for this semester, my colleague Marlene Beiza’s students will be able to join us as well. If Fernando Abruña agrees to being recorded, I hope to make a recording for possible use in future semesters.
Sensors in Pharmacy and Medicine – demonstration tools


I would like to apply for IDF support for my Sensors in Pharmacy and Medicine class (PharmSci 407, 2 credit). This course introduces the principles of modern physical-, chemical- and biosensors that are used in pharmacy and medicine, and have critical roles in pharmaceutical preparations, point-of-care diagnostics, and patient monitoring.
I wish to use this fund to supplement my effort to build a collection of sensors that are discussed during the class for demonstration purposes. I contacted several sensor manufacturers to request demo sensors. However, some sensors are not available this way. I purchased some low-cost sensors using personal funds, but this practice is cost-prohibitive for the more expensive sensors.
Students responded positively to the opportunity taking these devices into their hands. Seeing and touching these devices helped them to better understand how these sensors work, supported the concepts discussed and enhanced their interest in the subject matter.
Learning outcomes data analysis for RLL Assessment Committee
Susanna Coll Ramirez
LSA - Romance Languages and Literatures


On behalf of the Assessment Committee at RLL, I am writing to request the Instructional Development Fund (IDF) to complete the final phase of this year’s committee plan which consists of analyzing data from the Fall 2022 Exit Survey implemented in French, Italian, Portuguese and Spanish 230 and 232 courses.

Back in 2018, the RLL Lucky 9 group was tasked with developing the learning outcomes for the ELP courses. The end project of the Lucky 9 was to implement an Exit Survey in the 4th semester and gather data. The goal was to see if students at the 4th semester were fulfilling the learning outcomes established during the Lucky 9 process. This task was handed to the Assessment Committee at RLL when the Lucky 9 project ended.

The data collected in previous semesters has been analyzed during Fall 2022. RLL funded the Committee with $500 to hire a student to analyze the data and write a report.

In Winter, 2023 we want to implement the last phase for data analysis by hiring a student to analyze the results of the Fall 2022 Exit Survey which students completed by December 10th,
2022. With this last set of data, the Assessment Committee will meet to produce a report that will be shared with ELP directorship and coordinators during next academic year to help review the ELP learning outcomes that were written during the Lucky 9 Committee time.
Soundwalk of the University of Michigan's Central Campus
Diane Oliva
Music, Theatre & Dance


Musicology 346: “Historical Sounds” (Winter 2023) asks students: How do we reorient our modern selves toward an audible past? How do we hear history? An exciting aspect of this course is the exploration of the artistic and scholarly practice of (re)creating past soundscapes using the latest digital technologies. Funding will be used for a year-long subscription to the ECHOES platform, a sound mapping application that allows users to create geolocated audio tours. Over the course of the semester, students will collaborate on a class-curated soundwalk of the University of Michigan's central campus. This is a multi-faceted project with the main goal of providing non-music majors an opportunity to be creative with sound. Soundwalks are immersive, GPS-enabled works of public art. Sound materials for this soundwalk will draw on archival recordings from University of Michigan archives, students’ own field recordings of the campus, their recordings of historical texts and sounds, and their soundscape compositions. In this project, students will explore the conceptual connections between sound, space, memory, and environment. As students learn to listen carefully and critically, they will also develop skills using audio GPS guided systems. Upon completion of the project, the soundwalk will feature audio content tailored to landmarks on campus and will be available for free to the general public.
Radical Planning
Larissa Larsen
Architecture and Urban Planning


Radical Planning is an effort spearheaded by students to change existing planning practices and challenge how conventional planning processes enforce white supremacy in shaping our communities.This speaker series will invite diverse individuals to share lessons and tactics from their work. As activists working in real communities, they will inspire students, faculty, staff, and members of the larger community with their visions and provide practical advise for on-ground change making. We would like to use this $500 to help bring José Richard Aviles (they/he/elle) to speak on Feb13. Aviles is an Equitable Transportation Analyst at the Othering and Belonging Institute and adjunct professor of planning at UC Berkeley. Aviles is a multimedia artist, urban planner, and social worker based in South Central Los Angeles and has over 15 years community organizing experience.