Funded Projects
| Project Title | Overview of the Project |
|---|---|
| A REVISED CURRICULUM FOR SAC’s NEW DRAMATIC NARRATIVE PRODUCTION STREAM $6000.00 |
A REVISED CURRICULUM FOR SAC's NEW DRAMATIC NARRATIVE PRODUCTION STREAMScreen Arts and Cultures' Undergraduate Major integrates Film History, Theory and Production/Screenwriting. SAC is located in LS&A, and students take roughly one third of their concentration requirements in each of the three areas. SAC has just had a new curriculum approved. In the Production area of the Department (Screenwriting is relatively unchanged) the new curriculum now has much more specific course names in place of broad and/or somewhat confusing names.My primary teaching area is Dramatic Narrative for the screen, and the stream of courses I teach have been renamed from "Filmmaking" to "Dramatic Narrative." So far so good. Coincident with this renaming is a technological shift from shooting on celluloid film to shooting on HD digital video in all three courses. This technological change offers many opportunities for restructuring the three consecutive courses that make up the stream. This proposal is for summer salary to enable me to re-vamp all three courses based on this new technology, which is at the root of everything done in the them. New learning opportunities abound, it is a matter of having the time to restructure the three courses holistically, rather than piecemeal, that the summer support offers. |
| Physical Computing for the Performing Arts Michael Gurevich Music, Theatre & Dance $6000.00 |
In the past 10 years, the falling cost and increasing ubiquity of embedded sensing and computing systems have enabled a dramatic rise in artists' ability to design and create exciting new physical means for interacting with computers. In electronic music, for example, audiences do not appreciate watching a performer sitting behind a laptop with their head buried in a screen and gestures restricted to typing and mousing. Consequently, we have seen a recent explosion of new electronic musical instruments incorporating small microcontrollers and sensors that can translate human actions into electronic signals to manipulate sound and graphics. Some of these new devices sometimes take the form of traditional musical instruments, while others, like the Monome and the Yamaha Tenori-on look like futuristic interfaces with touch screens and illuminated button displays. The common underlying goal is to restore the physicality and refined skill to artistic performances with digital systems. Such devices are associated with the burgeoning "Maker" community and the field of "New Interfaces for Musical Expression," whose 2012 international conference is being hosted at the University of Michigan. These technologies and practices have not gone unnoticed by our students, but are not presently represented in the Performing Arts Technology curriculum. The proposed project will facilitate revisions to two courses in the Department of Performing Arts Technology in order to introduce physical computing for the performing arts through an active, experiential approach. |
| DAAS Community Engaged Pedagogy Megan Sweeney LSA - English Language and Literature LSA - Afroamerican and African Studies LSA - Women’s and Gender Studies $10000.00 |
DAAS's Community Engaged Pedagogy Project will increase our undergraduates' opportunities for collaboration and co-creation of knowledge with community partners. Students will deepen their understandings of problems and issues that affect various communities, and they will gain theoretical, practical, and interpersonal skills that will enable them—-in cooperation with community members—-to engage in creative problem-solving across lines of difference. Our project entails: 1) developing best practices for designing and assessing community engaged pedagogy internships and courses; 2) coordinating and expanding three major Community Engaged Pedagogy projects within DAAS: Pedagogy of Action, Semester in Detroit, and ECO Girls; 3) designing and offering a new course, AAS 268 "Community Collaborations: Race, Social Justice, and Engaged Pedagogy," which will enable students to explore community engaged learning from conceptual, historical, and practical perspectives; and 4) establishing opportunities for undergraduates, alumni, and graduate students to serve as peer mentors and to develop skills that will enable them to conduct community responsive research and teaching in other settings. |
| Secondary MAC Program Educative Mentoring Professional Development for Field Instructors and Mentor Teachers Charles Dershimer Education $9982.00 |
This project proposes to develop an educative mentoring professional development model to build on and strengthen the current support that is provided for the instructors in the clinical instruction component of the Secondary Masters and Certification program (MAC) in the School of Education. We intend to provide professional development in the form a learning community that uses a co-teaching model connecting the university course faculty with our mentor teachers and field instructors who act the "faculty in the field" for the clinical program. |
| Integrating Case Studies into the Biomedical Engineering Design Experience Jan Stegemann Engineering $5850.00 |
The goal of this project is to enhance the design experience in biomedical engineering (BME) by integrating relevant and field-specific case studies into existing design courses. Two related approaches will be used: i) incorporation of existing publically- and commercially-available case studies into the BME curriculum, and ii) development of new cases studies that are tailored specifically for BME students. Case studies will be implemented first in the Graduate Innovative Design in Biomedical Engineering class (BME 599.002/004) and subsequently in the undergraduate capstone Biomedical Engineering Design classes (BME 450/451/452). It is well established that the case method enhances student skills in critical thinking, reasoning, and problem solving. Case teaching also creates a dynamic, interactive, and student-centered learning environment. This project therefore promises to directly address key priorities of the FDF program by implementing an innovative teaching methodology and tailoring it to the specific needs of engineering students. |
| Developing a Thematic Core for Neurobiology in Oral Health and Disease in the School of Dentistry DDS Curriculum Catherine Krull Dentistry Charlotte Mistretta Dentistry $10000.00 |
This project focuses on developing a thematic core in the area of Neurobiology in Oral Health and Disease in the DDS curriculum in the School of Dentistry. We will develop a theme of courses with cross-referenced content and team teaching to optimize learning for the modern dentist. In addition, we will build a set of clinical cases to embed throughout the Neurobiology in Oral Health and Disease course sequence. Overall, this project seeks to enhance the teaching of DDS students in the important area of OralFacial Neuroscience. |
| Harvesting the Wind: A Wind Farm Project Design Experience for Energy Infrastructure Systems Education Christian Lastoski Engineering $4425.00 |
Principles of wind farm design and analysis will be taught to undergraduate and graduate students enrolled in CEE 567 (Energy Infrastructure Systems) using the WindFarmer software application as an instructional tool. The instruction will service a diverse group of enrolled students from a wide-ranging group of degree programs and levels, on a topic that is centrally aligned with university initiatives on sustainability and renewable energy education and research. The project director, Christian Lastoskie, will partner with an industry wind power expert, Sarah Herman (BSE 08, MEng 09), in developing the wind farm design project. |
| Applied Clinical Anatomy: Emergency Medical Procedures Suzanne Dooley-Hash Medical School $9300.00 |
The proposed project involves the development of instructional videos and interactive web-based instructional models to accompany a course designed to enhance the teaching and learning of procedural skills by medical students and residents. Once developed the modules and videos will be available on-demand to the entire University of Michigan Medical School community. |
| The Saint James' Way: Fulfilling the Language Requirement during Term Three $3880.00 |
Spanish 230, an intensive, 8-credit course, is currently offered in Ann Arbor the winter, spring and summer terms. The primary goal of this proposal is to establish a study abroad program that fulfills the LSA language requirement during spring term in Santiago de Compostela. Establishing such a program has both pedagogical and administrative responsibilities that this proposal would help fund. With the full support of RLL and CGIS, this proposal would not only help alleviate the enrollment during the fall and winter terms, it would further the University's goals to internationalize the undergraduate experience in a culturally unique environment. |
