Funded Projects
| Project Title | Overview of the Project |
|---|---|
| Communication and Case Studies in Nursing Education Jade Burns Nursing Rushika Patel Nursing Nadia Ali Charania Nursing Patricia Coleman-Burns Nursing Lee Roosevelt 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. |
| Experiential Workshops in Butoh (Japanese Contemporary Dance) Erin Brightwell LSA - Asian Languages and Cultures Emily Wilcox LSA - Asian Languages and Cultures $500.00 |
We seek funding to cover expenses for a Chicago-based butoh artist to give specialized, experience-based workshops to our students in butoh, a contemporary Japanese dance form we are covering directly in two courses: ASIAN 200/HISTORY 203: Introduction to Japanese Civilization and ASIAN 480: Dance In Modern Asia. The workshops allow students to learn about the materials we are covering in class through kinesthetic, auditory, and visual engagement. They also provide students with deeper personal experience of a non-Western dance style not taught at the University of Michigan. The artist we are proposing to bring this year is Ginger Krebs, Adjunct Associate Professor of Performance and Contemporary Practices at The School of the Art Institute of Chicago. Krebs received her MFA from the University of Illinois at Chicago in 2004 and is a prominent artist in the butoh field in North America. Krebs has presented recent work at several leading Butoh festivals, including the Post-Butoh Festival (2014, 2015) and the Seattle International Butoh Festival (2018). Both courses will have already used readings and films to introduce students to butoh history and theory and its relationship to Japanese society and Asian dance history. The workshop will give students an opportunity to experience butoh practice in an embodied way. The two faculty are working collaboratively to save on expenses and minimize costs related to this visit. |
| Collaborative Syllabus Design: Summer Birth Book Club Leigh Stuckey LSA - Anthropology $500.00 |
"Collaborative Syllabus Design: Summer Birth Book Club" is a project to collaboratively update the 150-student ANTHRCUL 325 Childbirth and Culture syllabus by reading significant new literature in the field together with former students. Birth Book Club will provide a smaller, more informal setting for student-instructor interaction, with benefits for students and for my teaching. Students with significant interest in and career goals involving childbirth will have an opportunity to delve more deeply into the subject, connect with peers that share similar interests, and collaborate closely with their instructor in a setting outside of the classroom. I will also invite birth practitioners in Ann Arbor to participate in our book club and lend expert insight, providing a chance for students to meet local leaders in their intended fields. Finally, by getting to know these students in a more intimate setting, I will be able to be a better resource, recommendation writer, and advisor to them. Further, I will be able to evaluate student learning and garner substantial feedback about how students are interacting with course texts in ways that are often not available to me as a lecturer of a large class. Ultimately, collaboratively, students and I will assess the texts and determine whether and how they best fit into the Childbirth and Culture syllabus, paying careful attention to which chapters are most valuable, interesting, and accessible to undergraduate students. |
| The Dissertation Coach Simone Sessolo LSA - Sweetland Center for Writing $500.00 |
The Dissertation Coach draws on dissertation writing strategies to affect individual student characteristics. As students interact with the Dissertation Coach by responding to evaluations of individual writing practices, they receive personalized feedback that encourages effective writing habits. It collects ongoing data on students’ challenges and pedagogical complications in dissertation writing and supervisory practices, and offers consistent writing feedback that dissertation advisors often cannot provide for lack of time. Among other benefits, the platform enables inclusive learning: students with disabilities, off-site students, and first-generation students can access the platform from wherever they are, in whatever form works best for them. The tool’s purpose is to engage early dissertation writers in effective writing habits: it molds behavior for long-form academic writing. Because of the interdisciplinary composition of the student body using the tool, the Dissertation Coach offers “writing across the disciplines” advice. It has the potential to impact early dissertation writers from across the University. Moreover, the Dissertation Coach can be adapted to specific departments or disciplines by adding content tailored for those units. This means the Dissertation Coach is both scalable and replicable: scalable, because it can be easily offered open-access to all graduate students; and replicable, because its interdisciplinary content can be easily augmented with discipline-specific messages. |
| Sugarbrook Community Engaged Learning Project Ayesha Ghazi Social Work $500.00 |
The Sugarbrook Community Engaged Learning Project is a partnership between the School of Social Work, Habitat for Humanity, & the residents of Ypsilanti’s Sugarbrook neighborhood. The partnership was facilitated, & has ongoing support, by the Ginsberg Center. Through fostering meaningful, equitable relationships, students leverage university resources to help Sugarbrook residents advance their equity, & overcome obstacles resulting from historic & ongoing racial & economic oppression. Students have joined the neighborhood's resident-led Action Teams, including Amenities, Neighbor Relations, Kettering, & Youth Activities, working with residents as they conduct neighborhood action to improve their lives. Some of these actions include advocating for speed abatements & curbs from the township, addressing neighborhood safety concerns, working with Ypsilanti Community Schools to convert an abandoned school site to a neighborhood green space, and conducting activities & events for youth, & events to foster and strengthen neighbor relations. In conducting this work, students use an asset, strength-based organizing approach, focused, & helping residents to identify, their capacity, resources, motivation, & tools for change. Students participate in resident-led action that includes a process of collaboratively identifying neighborhood issues, assessing history & context, identifying actionable objectives, implementing interventions, evaluating outcomes, & sustaining change. In doing so, students learn real-life application of social work tenets, tools, & organizing strategies, such as the necessity of fostering genuine relationships, being aware of identities & their intersection with power & privilege, understanding that those affected by an issue, know best the solution to that issue, & that social work practice is approaching environments, individuals, groups, & communities, with a focus on strengths & assets - not deficits. |
| the 2019 ACTFL Annual Convention and World Languages Expo $500.00 |
I would like to attend the 2019 ACTFL Annual Convention and World Languages Expo, where language educators from around the world meet to learn about foreign language education. The conference goal is to provide a comprehensive professional development experience that will have an impact on language educators at all levels of teaching and in turn help their students to succeed in their language learning process. By attending the research-oriented paper session on study abroad programs, I will be able to become better at guiding students to social networks and helping them become language learners who can set learning goals and chart their progress towards language and intercultural proficiency while in Japan. The other session I would like to attend is titled “Tips and Tools to Promote Learner Agency in the Japanese Language Classroom.” Student agency refers to learning through activities that are meaningful and relevant to learners, driven by their interests, and often self-initiated with appropriate guidance from teachers. I have been trying hard to obtain such skills to improve my communication with my students as well as my teaching methods, but I am not confident in them yet. Thus, I believe that this presentation will aid me in achieving my goals. Attending this conference will be meaningful for myself, my students, and the Japanese program at the University of Michigan. |
| Connect and Assess Judith Policicchio Nursing 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. |
| Scent Mediums and the Sensory Life of Religion: Experiential Learning in “Religion, Media, and Politics” course Yasmin Moll LSA - Anthropology $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. |
| Impact of traditional versus virtual simulation education for pharmacists on aminoglycoside pharmacokinetic dosing and monitoring Michael Kraft Pharmacy Gregory Eschenauer Pharmacy Rima Mohammad Other $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 |
| Using a tablet to represent student thinking and aid in formative assessment Nina White LSA - Mathematics $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. |
| Master Class: Dr. Christin Schillnger, bassoonist from Ithaca College Jeffrey Lyman Music, Theatre & Dance $500.00 |
As part of a national series of celebrations and recitals in honor of my primary teacher Bernard Garfield, former principal bassoonist of the Philadelphia Orchestra, I am hosting four guest bassoonists (all former students of mine) who have each carved a unique niche in the larger discipline of bassoon performance and who are all "grand-students" of Garfield. I am seeking assistance from CRLT via the Instructional Development Fund to cover the honorarium of one of these guests, Dr. Christin Schillinger, Assistant Professor of Bassoon at Ithaca College. Dr. Schillinger is an advocate for women composers and women bassoonists, having recently released a compact disc dedicated entirely to music by women, including many newly commissioned pieces written especially for her. Other past recordings have covered a wide range of contemporary compositions for bassoon and piano, bassoon and percussion, and bassoon with voice. Dr. Schillinger has appeared as a featured guest of the Meg Quigley Competition, an event that offers master classes and a competition to young women bassoonists from across the US. Dr. Schillinger has recently published a historical survey of reed making for our instrument titled Bassoon Reed Making (Indiana University Press 2016.) |
| Improvisation class -Collaborative residency with puppet artist and director Tom Lee Amy Chavasse Music, Theatre & Dance $500.00 |
Tom Lee, a Chicago and NYC based director, designer and puppeteer, will work with the students in my Performance Improvisation class for two sessions in the Fall 2019 term. During his first visit, (9/12, Tom will introduce students to concepts of puppetry, using butcher paper as a design element to consider while composing movement improvisation. The students will be tasked with undertaking improvisational research with paper, while examining the possibilities offered by unfamiliar forms. He will visit the class prior to our performance and live-stream at The Duderstadt Video and Performance Studio. |
| 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. |
| Postural Yoga Laboratory $500.00 |
see attached document |
| Against the Grain: Transversal and Micro-Connectivities in the Ancient Western Mediterranean Linda Gosner LSA $500.00 |
This three-day public symposium and workshop, "Against the Grain: Transversal and Micro-Connectivities in the Ancient Western Mediterranean" will bring together an international group of scholars, University of Michigan faculty, and graduate students to discuss theoretical and archaeological approaches to mobility and connectivity through an exploration of case studies from the ancient western Mediterranean. It will consist of public lectures by three senior scholars, a UM graduate student poster session, and a workshop of pre-circulated papers by junior scholars with graduate students serving as discussants. Because of linguistic and national scholarly divisions, the archaeology of the prehistoric and classical western Mediterranean (especially, Iberia, North Africa, southern France, and the western Mediterranean islands) is often omitted from American traditions of teaching and scholarship. The workshop aims to break down these divisions through two aims that tie closely with pedagogy. First, the idea for this event emerged from conversations in my graduate seminar on the same topic convened last semester. The graduate students enrolled contributed to the intellectual framing and planning of the event, which will, in turn, give them and additional UM students an opportunity to showcase their new research and network with senior and emerging international scholars. Secondly, the workshop will result in an edited volume published in English with the aim of facilitating the visibility and access of new work in the region to a wide academic audience. The events will be free and open to the UM community and wider public. |
| Social Work is a Political Profession Justin Hodge Social Work $50.00 |
The purpose of the project is to create an initiative that provides social work professionals practical steps to engage in political action. It will be a two-part event: first, there will be a seminar for up to 100 students led by Dr. Lane and it will be followed by a dinner reception with 20 students to dive deeper into a conversation of how social workers can hold elected office positions to drive social change. This seminar will promote critical thinking for current graduate students and inform their professional political identity. She will discuss how to engage individuals and communities in voting, influencing policy agendas, and seekings and holding elected office. Dr. Lane will introduce critical thinking exercises in the areas of: power, empowerment, and conflict; planning political interventions; empowering voters; persuasive political communication; and making ethical decisions in political social work. The seminar will also touch on the roots of social workers historically involved in political action to challenge systemic social inequality. |
