Funded Projects
| Project Title | Overview of the Project |
|---|---|
| Teaching Matters: Understanding the Experience of International GSIs in LSA Pamela Bogart LSA - English Language and Literature $10000.00 |
International GSIs are integral to the instructional mission of the College of Literature, Science, and the Arts. As classroom instructors and laboratory or discussion section leaders, they touch the lives of most LSA undergraduates. While contact with world-class scholars from around the globe enables multiple perspectives on course content and opportunities for intercultural exchange, the conversation about international GSIs often focuses on their perceived language deficiencies and culturally-inappropriate academic expectations. Usually lacking from these discussions are the voices of international GSIs themselves. Twelve years after the Provost's Task Force on GSI Testing and Training recommended expanded support for international GSIs, the ELI proposes to conduct a comprehensive needs assessment to hear from international GSIs in LSA how they assess the resources available to them and the climate in which they teach. The ELI currently plays a lead role in providing language and teacher-training support for international GSIs in LSA and is thus well-positioned to conduct such a needs assessment. We plan to survey international GSIs in order to solicit their assessment of the language, academic, cultural, and professional support currently available to them and to explore their experience of the campus climate in which they are asked to teach. We will also seek the perspective of GSIs' faculty advisors and mentors. Our ultimate goal is to confirm which types of support are working well and to identify areas in which the College and the University could better support international GSIs in their teaching and thus enhance undergraduate education in LSA. |
| Impact of Including a 2D Virtual USP Chapter <797> Cleanroom Experience on Pharmacy Student Knowledge and Perceptions of Learning Related to Preparation of Compounded Sterile Products (CSP) Kimberly Redic Pharmacy Michael Kraft Pharmacy Bruce Mueller Pharmacy $5995.00 |
There has been a heightened awareness and scrutiny surrounding patient safety related to preparation of compounded sterile products (CSP) following the meningitis outbreak and subsequent patient deaths resulting from CSP prepared by the New England Compounding Center in 2012. In accordance with accreditation standards and in light of the heightened need for enhancing patient safety, pharmacy curricula must develop student competence related to CSP preparation. A survey of preceptors at APPE sites has revealed that 21% of sites did not allow pharmacy students to prepare CSPs, citing liability concerns, and the cost and time associated with training. Effective didactic education and training within colleges of pharmacy can be challenging due to the requirement of adequate laboratory space, faculty requirements, and supplies. Clinical simulation using a virtual reality application has been shown to be a viable alternative to classroom or laboratory learning in healthcare education. This project will be a collaborative effort with the faculty at Purdue University, and will evaluate the impact of using simulated CSP preparation via the 2D application of the Purdue University Virtual Cleanroom© integrated into the UM COP P422: Health-system Pharmacy Practice and Leadership laboratory sections. The specific aim will be to determine whether the 2D virtual cleanroom (2D-VIRT) experience alone or in combination with traditional hands-on CSP preparation (TRAD) improves both pharmacy student knowledge of CSP preparation procedures and techniques as well as student perceptions of learning. |
| Online Version Modern Language Aptitude Test Maria Dorantes LSA - Romance Languages and Literatures $6000.00 |
The University of Michigan offers the MLAT (Modern Language Aptitude Test) to students who are requesting language waivers for the LSA college language requirement. The test is a four section test including a current tape recording listening component. This test, along with other information such as student grades in their language classes, the instructor’s comments, and other criteria are used by the Academic Standards Board’s Language Waiver Subcommittee to determine whether or not to grant a waiver from the LSA language requirement to students who petition. So far this Scantron test is only given in paper format twice a semester. In the last two years we have seen an increase in the number of students who are applying for a waiver from the requirement at a rather late point in their academic career. We have also seen a growing number of students who are experiencing learning disabilities petitioning for the waiver. An online version of the test means that it can be taken at any point during the semester, thus benefitting the undergraduate cohort and advisers alike, to guide the students through their studies. We also hope that the online access to data will allow us in the future to compare these student profiles and backgrounds to the scores of other students. Hopefully, we will then be able to use this data to address some of the needs of students with learning disabilities and other students in the foreign language classroom. |
| Sun & Shadows- A Guatemalan Tale Projected on North Campus Christianne Myers Music, Theatre & Dance $6000.00 |
There are several goals in the development of Sun and Shadows. This initial phase is to develop a performance experience that breaks down historical theatrical boundaries and present a timeless, universal tale. It offers a non-traditional design and performance opportunity for students aligned with evolving contemporary performance practices in the professional world. In collaboration with three Department of Theatre & Drama courses, as well as Performing Arts Technology, and Performing Arts Management, we wish to create the groundwork for future iterations of performance in this space, and turn this beautiful glowing fixture of North Campus into a feature and destination. In the years to come, our goal is to establish a template that encourages curricular performance opportunities outside of the MainStage productions. We will work in concert with a variety of departments by engaging in the scholarship of different cultures outside of the United States, adapting fables and mythologies from those cultures. Additionally, it is easy to imagine other performance areas, particularly dance and film, utilizing the space, if the infrastructure were in place. With this funding, we will be able to secure equipment and materials necessary to make this a repeatable practice. For this first production, our desire is to cultivate a deeper understanding of puppetry, devised performance, and audience engagement. |
| Development, Implementation and Assessment of a new degree program in AOSS Mark Moldwin Engineering $10000.00 |
The goal of the Whitaker Grant funding is to help develop, implement and assess the new AOSS curriculum. The goal and motivation of the new curriculum are to prepare students well for graduate studies or careers in space science, space engineering, atmospheric and climate science, and climate impact engineering. The two engineering tracks are designed to better connect to the mission of the College to prepare engineers. Specifically, the grant will support all of the faculty that teach undergraduates in space science and engineering and the atmospheric and climate faculty involved with the curriculum revision efforts to jointly develop several new courses and revise several existing courses that play significant parts of the new undergraduate curriculum. The curriculum revision was begun in the 2013/2014 AY and continues this year. The new curriculum calls for significant modifications of our lab courses and the creation of a new track focused on Space Engineering. In addition to the development of new course descriptions, outlines and syllabus, the Whitaker grant will support the implementation and assessment of the new courses during AY 2015/2016. We will work with CRLT-in-Engineering on designing an assessment protocol and use modified Mid-Term Evaluations during and at the end of the course to gather data on the effectiveness of the lab and course designs. The framework developed will be used to follow a cohort through the new curriculum and will be used for both formative assessment as well as play a significant role in our ABET accreditation efforts. |
| Novel pedagogical approach for Ophthalmic Knowledge and Skills Development through Direct Ophthalmoscopy Simulation Shahzad Mian Medical School $6000.00 |
Ophthalmoscopy is an essential part of a complete clinical examination; however, specific formal instruction in and practice during clinical rotations of ophthalmic fundus examination is limited in undergraduate medical education. Currently, most trainees acquire ocular examination skills through practice on patients or other trainees. These experiences are limited, often unsupervised, and may not provide trainees with the opportunity to visualize true pathology. An additional challenge is that instructors observing a trainee performing direct ophthalmoscopy cannot accurately determine how well the student can see the fundus, leaving little opportunity for feedback. We propose to fill these educational gaps in two ways: with quality simulation and with posterior segment imaging in real time. The Eyesi Direct Ophthalmoscope Simulator (VRmagic) presents trainees with virtual retinas that show realistic pathology. The simulator tracks student positioning and visualization of pathology in a series of modules and provides immediate feedback, creating an objective competency-based assessment. In addition, the Eyequick digital ophthalmoscopy camera is a handheld camera the same size and shape as a direct ophthalmoscope and has to be held and positioned the same way as a direct ophthalmoscope, allowing a trainee to demonstrate to an instructor the ability to locate and identify pathology and view it simultaneously, again allowing for immediate feedback. Simulation and direct ophthalmoscopy imaging used together in a training curriculum can ultimately give trainees the competence and confidence to utilize these skills in the clinical setting, a necessity to provide quality care to our patients. |
| Experiential Learning in a Class with Diverse Audience Victor Li Engineering Kathy Velikov Architecture and Urban Planning Daniel Soltan Engineering $6000.00 |
This proposal aims at using an action-based learning approach to develop new teaching/learning modules that address the challenges experienced by student groups with widely different backgrounds in a cross-listed Engineering/Architecture course. The ambition is to develop innovative techniques by which to advance high quality interdisciplinary course opportunities for students in both programs. The pedagogical approach developed could be transferred to any interdisciplinary class with disparity in background and preparation among student groups and will contribute to the advancement of interdisciplinary teaching practices at U of M and other institutions. |
| Deliberative learning: Connecting urban planning theory and practice using case studies and peer-learning Lesli Hoey Architecture and Urban Planning Harley Etienne Architecture and Urban Planning $10000.00 |
One of the key challenges for urban planning courses is the difficulty connecting classroom learning to the realities of professional practice. This project combines peer-learning with a rich set of case studies created by planning professionals for use in graduate instruction. The methodology will allow students to apply abstract planning theories and concepts to real scenarios and projects, debate alternative planning approaches with their peers, enable creative and critical group thinking, expand their geographic and institutional knowledge base, and better prepare them for their capstone and professional experiences. For the instructor, the methodology will allow them to connect theory to practice and to quickly identify which concepts students are struggling to understand or put into practice. Our much larger goals are to establish Michigan's Urban and Regional Planning program as an innovator in planning education and to create a library of planning-specific cases that may serve our program and others. Professionals with detailed and long-standing knowledge of planning practice will draft cases studies in collaboration with faculty based on actual scenarios where practitioners faced a difficult planning decision. Ultimately, we hope that the integration of peer-based learning and practice-based case studies throughout urban planning education will foster more insightful professional judgment and bring forth more creative solutions to today's toughest planning challenges. |
| Flipping Foundations Marianetta Porter Art & Design Carl Rodemer Art & Design $6000.00 |
We propose to create a resource of online video demonstrations/lectures to support a "flipped classroom" approach to the teaching of 1st year Foundations courses in the Stamps School of Art and Design, increasing the quality of instruction across multiple sections and maximizing valuable interaction between instructors and students. |
| Developing SecondLook Computer Tablet Applications – Interactive Self Evaluation Tools for Learning the Anatomical Sciences Michael Hortsch Medical School Kelli Sullivan Medical School John Stribley Medical School $10000.00 |
Based on the successful concept of the eHistology SecondLook iPad application our multi-departmental team proposes to generate new computer tablet-based self-evaluation tools that will benefit both University of Michigan and students at other universities. We plan to create one series for Gross Anatomy and one series for Neuroanatomy. The initial step will be the generation of SecondLook PowerPoint files that subsequently in collaboration with the UM Office of Enabling Technologies will be translated into computer tablet apps. The SecondLook resource is based on a very simple concept and can easily be applied to other fields. It represents a quick and easy review tool for students to test their knowledge after studying and before taking quizzes and exams. |
| Using Film to teach Language and Culture: Punjabi Pinderjeet Gill LSA - Asian Languages and Cultures $5395.00 |
The proposed project aims to create modules based on Punjabi films for teaching Punjabi language, sociolinguistic nuances and South Asian culture. As Indian films cover a wide range of topics and varied and authentic language, I will experiment with carefully chosen clips to use as a teaching resource. The idea of using film in teaching a language is not new and I am currently using some films in my teaching, but it is not integrated to the degree that I would like and I want to create a consistent and systematic approach to take advantage of the rich content that films have to offer. I plan to incorporate films in my teaching material in the classroom and for homework assignments. Films are very useful in teaching language, communicating cultural values, and teaching attitudes and behaviors. It is my belief that film will prove to be very effective in bringing the outside world into my classroom. Film topics will stimulate interactive, motivating discussion and creative classroom applications. The students will have ample opportunity to watch the clips at home and learn and practice the language in appropriate contexts and situations. Activities targeting observation and reflection will also guide them to learn and develop an understanding of the target culture. |
| Increasing and assessing technical argument integration into Mechanical Engineering ME395 laboratory 1 via writing workshops and report review Kenn Oldham Engineering Thomas Bowden Engineering Kelly Rohan Engineering $6000.00 |
This work would assess the impact of changes to the teaching of technical arguments and communication in Mechanical Engineering's core junior laboratory course, ME395. Two primary instructional changes would be incorporated: first, the conversion of a substantial portion of technical communications lectures to a writing workshop format; second, the introduction of laboratory reviews by mechanical engineering technical faculty. The goal of these changes is to improve student's communication skills and argument structure, particularly within the context of interpreting and presenting results in a "big picture" context. The writing workshop format provides greater opportunities for hands-on instruction on technical communications elements, while instructor feedback on dealing with laboratory uncertainty and on reporting progression of technical findings should improve student report structure and coherence. Success of these changes would be assessed through a review of student lab reports from semesters before and after instructional changes were made. The assessment would categorize the type and frequency of errors in student writing and the coherence and completeness of students' technical argument. This would be used to measure changes student writing quality under the new instructional format, and provide an opportunity to evaluate which aspects of student writing are most and least affected by ME395 activities. The proposed work has the potential to impact all undergraduate students in mechanical engineering. |
| Introducing Communication Skills to Reduce Disparities in Dietetics Training Kendrin Sonneville Public Health $9631.00 |
There are marked racial and ethnic disparities in disease burden and in health care quality. Low health literacy, which disproportionately affects racial and ethnic minority populations, contributes to health disparities. Accordingly, integration of health literacy and cultural competency is recommended in health professional training. In recognizing the importance of providing care to diverse patient and community populations, the course content of EHS 646 (Approaches in Nutrition Counseling) will be updated to include an interactive curriculum designed to improve communication, enhance cultural competency, and reduce health disparities. The Human Nutrition Program offers a graduate Didactic Program in Dietetics (DPD) with an affiliated Dietetic Internship. This continuity in students between the DPD and the Dietetic Internship provides a unique opportunity to determine whether the students are graduating from the DPD with the knowledge and skills needed to be successful in the Dietetic Internship. We plan to conduct an annual assessment of the DPD curriculum by developing a survey, with input from all Human Nutrition faculty, to be completed by DPD graduates upon completion of the Dietetic Internship. Items corresponding to all required course with be included to ensure widespread utility of the survey, however, specific assessment items related to working with individuals from other cultures and backgrounds in a clinical setting will be included on the survey to evaluate the curriculum changes made to EHS 646. Support from the Gilbert Whitaker Fund will be used to develop the survey, analyze survey results, and to write-up findings for dissemination. |
| Instructional Technology Tools for Strengthening Listening, Speaking, and Writing Skills in Second-Year Chinese Haiqing Yin LSA $9915.00 |
Providing each student in Second-year Chinese with adequate speaking opportunities and writing instruction is critical for language acquisition, but the goal is made difficult by the limited in-class time and high teacher-student ratio. The proposed project will dramatically improve students' language skills by using innovative, multimedia technology tools in out-of-class practices. The four components in my proposed project are: • Viddler is a web-based video platform that allows students to upload speaking assignments and instructors to provide text or video feedback directly in student videos at any desired point. These assignments will focus students attention on speak accurately, and develop students' presentation skills. • Chinese Bridge pairs our students with master students of TCFL (Teaching Chinese as a Foreign Language) at Xi'an International Studies University (XISU). Tutors and tutees will interact using Skype. Our students will develop one-on-one spontaneous communication skills and receive instant feedback from a native speaker with teaching experience. • Chinese Character Trainer is an interactive mobile app that teaches Chinese character writing skills. The software provides step-by-step instructions on the touchscreen, enabling students to master the correct structure and stroke order of required characters. • Chinese Audiotext Reader is a web-based resource that helps students practice reading and listening skills with assigned texts. It includes dictionary look-up functionality for unfamiliar words, as well as sentence-by-sentence audio playback Each component supplements different aspects of conventional teaching. They also harness our students' familiarity with mobile touchscreen devices and interactive video. The goal is to make learning Chinese efficient and fun. |
| A Better Anatomy Experience Through Small Team Multimedia Production Glenn Fox Medical School B. Kathleen Alsup Medical School $5995.00 |
The goal of this project is to provide students in ANAT 403 Human Anatomy an enhanced laboratory experience through an active learning project. Students will participate in small learning teams to study specimens from the U of M Plastination Laboratory. Using guided inquiry, students will fully describe the specimen, detail the typical and atypical anatomical structures present on the specimen, and note any pathological features of the specimen. Students will use their original observations to produce scripts, which are later produced into multimedia modules. The student- (and faculty-) generated media will supplement a queryable database for use by all anatomy (ANAT 403 students, as well as Medical and Dental anatomy) students. |
| Course on interdisciplinary approaches to the Mediterranean Megan Holmes LSA $10000.00 |
This project involves the launching of a co-taught interdisciplinary undergraduate course in Winter 2015 by the four faculty members of the inter-departmental cluster "The Mediterranean Perspective on Global History and Culture." This introductory course on the Mediterranean will be a principal anchor of the cluster that was formed through the President's Interdisciplinary Faculty Initiative Program. The course will be developed over the next year by the cluster Steering Committee and the three cluster faculty recently hired: Paroma Chatterjee (History of Art), Mayte Green-Mercado (Romance Languages and Literatures), and Jessica Marglin (the Frankel Center for Judaic Studies). A fourth new hire will join the team next fall. Offered at the 200 level and aimed at sophomores, the course will reflect the cluster commitment to giving undergraduates an interdisciplinary and cross-cultural experience. The structure of the course will combine group lectures and smaller seminar discussion, with special features designed to enhance the interdisciplinary encounter, including "dialogues" staged between the faculty members, guest lectures by innovative scholars in Mediterranean studies, and a final "faculty panel" to discuss interdisciplinarity and field questions from the students. CRLT will be asked to work with the faculty on effective co-teaching, to provide feedback at mid-semester, and to help assess end-of-term student evaluations as we look forward to the following year. |
