Funded Projects
| Project Title | Overview of the Project |
|---|---|
| Travel to American Society of Engineering Education (ASEE) 2017 Annual Conference Stephanie Sheffield Engineering $1810.00 |
I am requesting funds to support my attendance at the American Society of Engineering Education 2017 Annual Conference (June 25-28, 2017). I plan to submit a conference proposal to share results of our current research into the use of peer mentors in our co-taught first-year engineering course. Given the current high interest in improving first-year engineering education, the potential value of research into mentoring in project-based engineering courses, and the general popularity at ASEE of presentations that provide specific strategies for improving existing courses, we expect that our proposal will be accepted. In addition to the opportunity to (hopefully) disseminate this research, attending this conference will allow me to participate in sessions and engage in conversations related to professional and technical writing, technical communication pedagogy and approaches, and new technologies relevant to engineering education, which will help me to strengthen my own practice as an educator. I will also be able to share the resources and experiences I gain with my colleagues in the Program in Technical Communication. |
| Attending the "Teaching and Supervising Cognitive-Behavioral Therapy" Workshop at the Beck Institute $2000.00 |
I am applying for the CRLT Lecturers' Professional Development Fund to attend the Beck Institute’s “Teaching and Supervising Cognitive Behavioral Therapy” from February 6-8, 2017 in Philadelphia, PA. This 3-day experiential workshop is specifically designed for professionals who teach and supervise cognitive-behavioral therapy (CBT). The material covered would enhance my skills as the instructor for PSYCH 872 & 873 (Evidence-Based Psychotherapy Lab and Practicum I & II). These courses are offered every year and required for clinical psychology doctoral students. They provide a vital foundation for students’ professional psychotherapy development over the subsequent 4-5 years of graduate school. Learning to become an excellent psychotherapist comes from having excellent supervision and course work in psychotherapy; therefore, as the instructor, I strive to provide the graduate students with the best possible training experience. With the new creation of PSYCH 872 & 873 in the Fall of 2015, the department of psychology created a standardized class to ensure all students are learning evidence-based treatment approaches with high quality, consistent supervision. Since these courses are new to our curriculum, gaining professional training by attending the Beck Institute Workshop would help further develop these courses and my skills as the instructor. |
| 2017 AWP Conference Panels and Book Fair $1710.00 |
I am requesting a grant from CRLT to help fund my trip to the 2017 Association of Writers and Writing Programs Conference in Washington DC, February 8-12. This annual national conference will further my professional development in several key ways. First, the conference will allow me to attend a number of panels to strengthen my own writing and teaching work here at the University of Michigan. These panels will offer important insights on writing pedagogy as well as tools for my own writing and publishing work. Second, participation in the conference will allow me to present my recently completed manuscript, titled Field Recordings, to publishers and agents. In addition to establishing and strengthening relationships with several publishers, I will present a reading from this manuscript at an off-site reading during the conference. Lastly, participation in the conference and book fair will allow me to promote Canarium Books, a small poetry press sponsored by the University of Michigan’s Helen Zell Writers’ Program. I work as the managing editor of Canarium Books, which uses AWP to promote their authors and to gain important insights about the publishing industry. I will work shifts at the book fair and help run and promote several panels and readings across the conference. This conference will allow me to attend rigorous panels and workshops on writing and teaching and to actively engage with other writers, editors, and publishers. These experiences will continue to strengthen me as a teacher and member of the academic community here at Michigan. |
| Travel to the SCS convention in Toronto, ON Jan 6-8 to present a paper about Heloise on ancient philosophy as a way of life Donka Markus LSA $800.00 |
I am applying for a LPDG grant to travel to Toronto, ON for the 148th convention of the Society for Classical Studies, SCS. I will present there a paper entitled “Heloise on ancient philosophy as a way of life.’ I plan to publish my findings in a paper. This research will enrich my teaching of Post-classical Latin. I also plan to organize in the W17 a reading group on Heloisa, a medieval (12th century) nun and erudite who knew Latin, ancient Greek and Hebrew and expressed ideas about philosophy as a way of life that gained an authoritative voice only at the beginning of the 21st century in the work of P. and I. Hadot. |
| Participation in an International Professional Program on Contemporary Manifestations of Popular Culture and its Incorporation in the Spanish as a Foreign Language (FL) Classroom $2000.00 |
I am applying for this LPDF grant in order to participate in an international professional program on contemporary manifestations of popular culture and its incorporation in the Spanish as a foreign language (FL) classroom, taking place during two weeks in July 2017 in an accredited institution in Santiago de Compostela (Galicia, Spain). The program includes 40 contact hours and extra out-of-classroom activities. With this professional development activity, I will gain skills on how to enhance students’ Communicative Competence while teaching Spanish popular culture to my undergraduate students at the University of Michigan, and it will also provide me with a broad repertoire of materials and ideas for the Spanish courses I teach in the Elementary Language Program (ELP) at the department of Romance Languages and Literatures. As a language Lecturer, the LPDF grant will allow me to acquire new perspectives and notions on the implementation of different forms of popular culture in order to foster students’ interest and motivation in the FL classroom. Likewise, receiving this grant will make an impact in at least 108 undergraduate students annually who choose Spanish in order to complete the language requirement from LSA, which includes the different courses in the ELP from 101 to 232. |
| German for Professional Purposes - Planning Meeting and Session $1800.00 |
As a member of the German for Professional Purposes (GPP) committee of the American Association for Teachers of German (AATG), I apply for the Lecturers’ Professional Development Fund. The purpose of GPP is to establish a community of German post-secondary German instructors who teach German for Business, German for Engineering, and the STEM field. Various colleges and universities offer such German classes, but there is sparse interaction among the instructors. When I attended a meeting of German Chairs and Program Coordinators at Indiana this February, I learned that German for Business is taught at three other Big 10 universities. GPP will launch a survey that goes out to all German instructors who are members of AATG this week—you can find the survey, which Astrid Weigert (Georgetown) and I have designed over the summer here: https://www.surveymonkey.com/r/Preview/?sm=teKDWzDQHCwulH_2BLuL4qphjFwYXAaYuIrCu6PBsyy6g_3D. When the GPP members will get together in Boston at the American Consortium for Teachers of Foreign Languages (November 17-November 20), I will chair a panel on “Engaged Learning in German for Professional Purposes.” The additional purpose of my participation is that we convene how to administer the listserve and finalize which tools we are using to collect teaching materials nationwide for instructors of GPP. The LPDF would help cover the costs for my attendance at the conference. |
| Attendance at the 2017 TESOL International Conference Chris Feak LSA $1975.00 |
I am seeking funding to attend the 2017 International TESOL conference in Seattle, Washington from March 21 to 24. TESOL (Teachers of English to Speakers of Other Languages) brings together professionals from all academic and professional areas of teaching English as a second or foreign language, but most important for my professional development is that it us one of the few scholarly meetings where those of us involved in teaching international graduate students can meet. My main interest in participating in this conference is twofold. First, I am the lead lecturer for academic writing courses at the English Language Institute (ELI) author of textbooks on academic writing and lead instructor in the ELI writing clinic. The TESOL meeting will provide me an opportunity to learn about recent developments in second language writing pedagogy and research that is relevant to my curriculum development of advanced academic writing courses for Ph.D. students at the University of Michigan. Second, and prha[s more important, I am also the course coordinator for ELI 994 (College Teaching at the University of Michigan—Language, Culture and Pedagogy), which I co-teach with a CRLT instructional consultant, currently Michelle Majeed. The TESOL meeting is one of the very few conferences where those of us involved in Teaching Assistant/Graduate Student Instructor education can meet and exchange ideas. I offer more specific reasons underlying my funding request in this next section. |
| Digital Tools for Detroit Urbanism Erik Herrmann Architecture and Urban Planning $2000.00 |
This proposal for the Professional Development Fund in the amount of $2,000 seeks support for the development of new research and algorithmically-based analysis and form generation software to speculate and study bottom-up forms of urbanism for Detroit’s future. This project is based on the premise that Detroit’s future urban development may not be best served through conventional top-down forms of development, but through the tactical bottom-up reorganization and reconfiguration of existing infrastructures and buildings in the city. Through algorithmically-based design methods, it will be possible to strategically model the latent architectural and urban potential of Detroit’s varied urban landscapes and propose new forms of civic and public space based on small interventions of maximum effect. To support the development of these new visions for Detroit, the final results of this research will be a library of software tools that can be used by architects and designers to speculate on alternative urban forms possible through the reconfiguration of existing infrastructure. Requested funds for this project will be used to support the development of new research on Detroit’s urban form and new softwares and tools for urban analysis and form generation that will be directly applied to both research and teaching. Ultimately, the knowledge and research generated by this project will further inform my teaching at Taubman College, where my coursework in design computation aims to expand the notions of software programming and coding in the field of architecture. |
| Phoenix Award Committee Elizabeth Goodenough LSA - Residential College $1790.00 |
I request funding to attend the 44th Annual Children's Literature Association conference in Tampa, FL June 20-25, 2017. I serve as one of five nationally elected members of the Phoenix Award selection committee, which meets the day before the conference when we begin to make our selection for the following year. The committee also offers and hosts on the final day a panel of scholarly papers on the winning author(s) who respond in person to the session. Finally we five attend the final banquet when Phoenix winners make an acceptance speech published on the website. The Phoenix Award is given to a book of "high literary merit" that was originally published in English and somehow was overlooked when major awards in children's literature were given two decades earlier. "Phoenix books rise from the ashes of neglect and obscurity and once again touch the imaginations and enrich the lives of those who read them." Five of my 2014-15 UROP students created an excellent film featuring Ann Arbor author Zibby Oneal, whose 1992 Y/A novel, A Formal Feeling, received the Phoenix Award in 2002. Another UROP student developed a research project around books that became finalists that year. In the past I have been able to drive to conferences and left early, but this year I am being asked to attend the entire four days (which requires five nights at a hotel) and to play a role in hosting the winner, who is coming from Vancouver. |
| Course Development and Teaching Hardware Request Susanna Coll Ramirez LSA - Romance Languages and Literatures $1928.00 |
As a Spanish Lecturer II and only Catalan instructor in the Romance Languages Department, I am developing a Catalan language program with the department to expand the Catalan language offerings next year. In addition, for my current Catalan class I am in conversations with a fellow colleague in Catalonia to start a project that engages my students with her students. In addition, I want to work in establishing links with Catalonia for the new classes that will be taught in the Romance Language Department next year. Furthermore, I am about to start conversations with CGIS for a possible Global Course Connections Program in Catalonia as an off-campus field experience for our current students of Catalan. Next Fall, I will also be teaching the Internship class in Spanish for students who are conducting an internship in a Spanish speaking country. All of the projects in which I am involved require the use of technology and the research for newer and better programs that can efficiently help manage and produce the best results. Due to all of the endeavors in which I participate, I need a strong and reliable laptop computer which I currently do not have. Unfortunately, I do not receive any type of funding from my department to purchase a laptop that helps me with the many activities in which I am involved. I cannot express in words the great utility that I will give to a strong and reliable computer. |
| Black and White Mastery Workshop Seder Burns LSA $2000.00 |
I am applying for this LPDF grant to attend a professional workshop at John Paul Caponigro’s art studio in Cushing, Maine, on the topic of Black and White Digital Photo editing and printing. I teach an introductory course in Photoshop within Stamps. I include a section on Black and White photo editing. I have also taught a course within Stamps on Digital Printing. I first learned to print Black and White photos as an undergraduate in the Stamps darkroom which is no longer in existence. As digital took over, I learned how to make digital prints. While color digital prints are relatively easy to master, it is much harder to make beautiful black and white digital prints. It is truly an art. That is why I want to take this workshop with a true master of digital photographic print making: John Paul Caponigro. The workshop covers both the technical and aesthetics of black and white printing. I would like to attend this workshop to learn more about the process so that I may be able to incorporate into my artistic practice as well as to include elements into the curriculum for Winter 2016 and future semesters. |
| Introduction to the Clock Method $1792.00 |
I am applying for the Lecturers' Professional Development Fund in order to register on a training course for teachers of Spanish as second language in Santander, Spain. The tittle of the course is Introduction to the Clock Method: A new way of teaching Spanish grammar to foreigners. The course has been designed for Spanish teachers as a second language interested in reflecting on what being a Spanish teacher mean and what language teaching consists of, and in knowing the grammar aspects involved in foreign language teaching/learning through this new methodological approach. By attending this course I will acquire the tools, techniques and abilities to teach grammar through a different and original approach. At the end of the course I will be able to manage group dynamics and interaction in the classroom and I will become familiar with pedagogic grammar and learning to apply it in the classroom. One of the major goals of the course is to reflect on grammatical aspects that are especially difficult for non-Spanish speakers. Taking this course will help me grow professionally in my teaching career. Its learning experience will provide me with the capacity to improve my skills in designing, organizing and scheduling my courses. The course will also allow me to apply the acquired skills on my own courses on campus and to share the knowledge with my Lecturer colleagues so that they could benefit from it and implement their courses as well. |
| New Technologies and Multi-Disciplinary Perspectives in Italian Language Teaching $2000.00 |
I am proposing to attend a graduate level course at the American University of Rome entitled “New Technologies and Multi-Disciplinary Perspectives in Italian Language Teaching.” This course will take place from July 7th-July 21st , 2017, in Rome and is geared towards teachers of Italian at all levels. As the title suggests, the main topics of the seminar will deal with innovative methodologies, Italian culture and the use of technology in the classroom. This is one of the few, if not the only course, offered in Italian and sensitive to the particular needs of those teaching Italian; it would give me the tools to make substantial changes in the way in which Italian is taught in the second year here at Michigan. My goal is to make the learning of Italian more engaging and culturally rich and to increase interest in the Italian program and I believe I can do that with the tools and strategies taught in this seminar. After having taken this course, I envision that I will be able to not only make significant changes in my own teaching but also in the teaching of other lecturers and graduate students who teach Italian 231 and 232. Upon my return to the University of Michigan, I will mentor and instruct my fellow lecturers and graduate students so that we can work together to teach as best as we can using technology and innovative methodologies. |
| Pilot testing violence against women training curricula with evaluation methods for healthcare providers and students in the Ghana-Michigan Emergency Medicine Collaborative Vijay Singh Medical School $2000.00 |
Intimate partner violence and sexual violence, collectively known as violence against women (VAW), are globally pervasive with significant health consequences. The World Health Organization has recently developed guidelines for the health care response to VAW, and I will lead a team of investigators from the UM Department of Emergency Medicine to translate these clinical recommendations into education and practice of healthcare providers and students in low-to-middle income countries. With funding from the World Health Organization, I will develop this VAW training curricula, and through videoconferencing conduct a brief pilot with feedback in a low-to-middle income country, specifically Ghana. I am applying for this LPDF grant to cover travel to Ghana and conduct the curricular pilot on-site, and expand the evaluation to create on-site focus groups through the Ghana-Michigan Emergency Medicine Collaborative. The LPDF grant allows me to not only travel to Ghana to deliver the VAW curricula, but also conduct focus groups to further my scholarship and refine my teaching methods. Specific Aims: Pilot test and assess VAW training curriculum feasibility and acceptability among health care providers and students in Ghana-Michigan Emergency Medicine Collaborative, and develop and refine pre- and post-training evaluation methods. 1)Pilot test curriculum among Ghanaian healthcare providers and students. 2)Focus groups of Ghana pilot sites will review curriculum and evaluation feasibility and acceptability. 3)Outcomes include qualitative data and resulting manuscript(s) on evaluation toolkit assessing self-reported changes and chart review adapted for Ghanaian learners and settings. |
| Is instructor feedback most effective for helping freshmen make the transition to professional writing? Elizabeth Hildinger Engineering Elaine Wisniewski Engineering $2000.00 |
I am applying for funding to attend the 2017 College Composition and Communication Conference (CCCC) in Portland, Oregon from March 15-18, 2017. My paper, “Is instructor feedback most effective for helping freshmen make the transition to professional writing?” was recently accepted to the conference as part of a panel on studying the transfer of skills from one institutional level to another. Attending the 2017 conference will allow me to learn from and network with national scholars and bring their research and teaching practices to my colleagues at the University of Michigan to benefit our students’ learning in our classroom. |
| ATTENDING THE JOINT MATH MEETINGS FOR PROFESSIONAL DEVELOPMENT AND ADVANCEMENT Nina White LSA $1956.00 |
This project requests funds to attend the Joint Math Meeting in Atlanta, Georgia. Attending the meeting will allow me to (1) participate in an invited panel on contributions to math education by mathematicians, (2) present math education research on math anxiety, and (3) attend two mini courses, one of which is specifically relevant to a course design project joint with Statistics. |
| Bizarre Bazaar: A Guide to Ukrainian Markets Ashley Bigham Architecture and Urban Planning $2000.00 |
This proposal seeks a grant from the Lecturers’ Professional Development Fund in the amount of $2,000 to support teaching and research related to the social and architectural importance of spaces of consumerism. In particular, the funding will provide the opportunity to research, document, and publish a pamphlet about Ukrainian marketplaces. In Spring 2015 semester I taught a travel course entitled, “Bizarre Bazaar” in which I took a group of University of Michigan students to the cities of Kyiv, Odesa, Lviv, and Krakow to study Post-Soviet commercial spaces. The funds from this grant will be used to build upon the research that began in that course, and provide a pedagogical and theoretical foundation for future courses at the University of Michigan. The project is of importance to my own research and pedagogical ambitions as it will provide new methodological approaches to representing spaces of informal architecture and models for social engagement in public spaces. A portion of the grant funds will be used to hire a student research assistant who will continue the research and create drawings of the research sites. Specifically, this project will enhance my approach to representation and design in two courses I will teach next semester: ARCH 516: Architectural Representation and ARCH 422: Architectural Design. |
| Self[ie] Awareness: A Resource for Faculty and Students to Practice Character Presentation through the Selfie Simone Sessolo LSA - Sweetland Center for Writing $670.00 |
At the Sweetland Center for Writing I teach classes that focus on new media. Some of the classes I teach are: The Rhetoric of Blogging, The Rhetoric of Memes, Writing for Social Media, and Ethos and New Media. While I am very confident in the rhetorical content that I teach, I believe that developing my knowledge of web publishing and of coding languages such as html and css will help me become a better teacher in digital composition. For this reason, I'm applying for the Lectures' Professional Development Fund to be able to hire a graduate student from the School of Information who's familiar with coding. I am in touch with Professor Erik Hofer from UMSI, and I will ask his advice in the hiring process. The student's help is necessary for me to transition a webtext I developed with my undergraduate students in one of my classes from WIX (a commercial social platform) to a non-proprietary platform. Working with a graduate student who's expert in coding will provide me with the opportunity to learn the basics of coding, so that I can develop and enhance my expertise in new media. |
| Teaching the Holocaust as a Language Course $1048.00 |
I am applying for the LPDF grant so that I may attend 2015 ACTFL conference to give a presentation entitled Teaching the Holocaust as a Language Course. In so doing, I intend to share my ideas, and solicit ideas, from my colleagues on how to tackle the challenges associated with this important and complicated topic. Specifically, I address the issue of balancing content and comprehension and the difficulty of staying true to the demands of language acquisition while trying to avoid the dangers of oversimplification. Those challenges make teaching the Holocaust as a language course relatively unique to other content language courses. The topic itself carries with it such sensitive emotional, psychological, political and socio-cultural material, that game based language teaching tactics often seem inappropriate or even dismissive of the enormity of the event. My presentation outlines some of the strategies, exercises and assignments, both successful and unsuccessful, that I have developed in an attempt to overcome the ever present challenges an instructor faces when teaching the Holocaust as a language course. |
| The Contemporary Endocrinology of Congenital Adrenal Hyperplasia Adina Turcu Medical School $2000.00 |
For over two years, my research has focused on congenital adrenal hyperplasia and other adrenal disorders. Through this application, I am seeking financial support for traveling to the annual Endocrine Society Meeting and to the preceding satellite Adrenal Cortex meeting, both held in Boston, MA, in March/April, 2016. These two meetings will enrich my professional development in multiple ways. First, attendance of the numerous educational sessions will augment my Endocrinology clinical knowledge and help apply that to my patient care. Second, the several career development workshops offer an interactive environment, where I can learn from experts in the field, interact with peers and improve my writing craftsmanship. As I strive to become a successful physician-scientist, participation in these workshops will improve my skills to develop and implement successful hypothesis-driven research and it will benefit my career path as an emerging investigator in the field of adrenal research. Third, by presenting data from my ongoing projects in these meetings, I will have the opportunity to showcase my research in front of renowned Endocrinologists and receive valuable feedback for future studies and endeavors. Lastly, I will establish ties with many leaders in the field of Endocrinology, and seek future collaborations, critical in the advancement of research in rare diseases, like congenital adrenal hyperplasia. In summary, funding from the Lecturers’ Professional Development Fund would be invaluable, by facilitating my attendance of the largest and most important career enhancing event of the year in Endocrinology. |
| Attendance at the Gerontological Society of America Annual Meeting Susan Crabb Social Work $1960.00 |
I would like to attend the Gerontologcial Society of America's Annual Scientific Conference Nov. 18 – 22, 2015. I've been assigned to coordinate the MSW Social Work Interns for the Geriatric Scholar program, part of the Master of Social Work program in the School of Social Work. The Geriatric Scholar Program at the School was begun through a grant from the John A. Harford Foundation in 1999 to increase the number of social work students in the gerontology and provide them with specific internship rotations, a specialized seminar and stipends to its participants. It is my job to place the students in field internship rotations, including one term (minimum) in Detroit/Wayne County and a second placement in another aging organization. This is a variation of what most students in our program complete. As a member of the Office of Field Instruction we have conversations about the future of field, job selections, and the clinical and macro components of the work. Being current in Gerontology is going to be important as I take on this new responsibility. see more in protect objectives |
| Intensive Quechua Course in Cusco, Peru Tatiana Calixto LSA - Romance Languages and Literatures $2000.00 |
I am applying for this grant in order to take an intensive Quechua summer course in Cusco, Peru in 2016. This grant will allow me to take a 7-week Quechua course in an accredited institution in Cusco, and live with a Quechua speaking family. The program includes 104 contact hours, additional afternoon workshops, and extra out-of-classroom activities. My continuing professional development is focused on the cultures of the Andean Region. Besides my Spanish 232 Special Topics Course: "A Museum of the Andean Region", with the support of CGIS, I coordinate and lead an apprenticeship-service program in which a selected group of U-M students and I immerse in a rural community in Cusco. We become apprentices of the art of weaving, and gain understanding of the Quechua culture. Nevertheless, due to my limited Quechua, I am missing out precious opportunities, and I want to have a more connected and in-depth experience of the culture I am excited to take Quechua in Cusco, to be dedicated to learning the language, and to practice it intentionally. Language competency will allow me to get closer to a meaningful and more wholesome literacy of the culture and traditional practices. This will help me enrich my course, and be a better support and resource for my students on site. As a language instructor, one of my missions is to inspire respect for other cultures and ways of being. Learning Quechua is for me an important way to show respect to my host culture. |
| smithsonian museum of african american history: research and interviews Craig Wilkins Architecture and Urban Planning $2000.00 |
From Benjamin Banneker, who worked with architect Charles L'Enfant to bring it into existence; to the men and women penned and sold in its markets; to both enslaved and free laborers and craftsmen who helped build many of its historic structures including the Capitol and White House, African-Americans have been a consistent, if often invisible, presence on the National Mall. A Whisper That Wants To Shout: The Autobiography of the National African American Museum of History and Culture, an account of the century-long struggle to honor on the National Mall the rich and complex African-American experience as recalled by the only perennial observer of that struggle, the museum itself. Despite the scheduled 2016 opening of the National African American Museum of History and Culture (NAAMHC), the details of its journey have largely gone untold, much less understood, in its proper context; one that centers around the unique relationship of African-Americans to the National Mall and the Mall's singular importance in the construction, celebration and aims of American identity. A Whisper extends the work on race, space and identity I began in The Aesthetics of Equity: Notes on Race, Space, Architecture and Music into here-to-fore uncharted territory for architectural criticism: a narrative non-fiction archeology of the century-long struggle of African-Americans to establish a specific cultural presence on the National Mall and concomitantly, in America's image of self. |
| Beekeeping Research and Training in Germany Andrew Mills LSA $2000.00 |
I am requesting funding to support a month-long beekeeping research and training trip through Germany in the summer of 2016. I propose to visit a range of beekeeping organizations over a four-week period, each located in a different geographical region and setting. The types of organizations would consist of honey bee research institutes at German universities, commercial apiaries, honey bee outreach programs that seek to educate the public about the importance of honey bees, and urban beekeepers who are promoting beekeeping in cityscapes. At each location I visit, I will meet with my beekeeping hosts and carry out an array of activities that will be diverse in nature, depending upon the host. These activities range from dialogue and interviews to visiting and photographing bee hives and apiaries, to observing and working with beekeepers as they tend to their hives or promote their educational programs. I will also attend workshops and events sponsored by the organizations. These include, for example, outreach events and beekeeping training sessions and field trips offered by apiaries and bee research institutes. |
