Grant: Faculty Development Fund (FDF)
Project Title Overview of the Project
Electronic Health Record System Simulator for Inter-Professional Education
Patricia Abbott
Allen Flynn
Johmarx Patton
Larry Gruppen

01/05/2017 - 12/01/2017
With the support of the CRLT faculty development fund, we propose to evaluate the deployment and use of an innovative simulated Electronic Health Record System (EHRS) across three schools at UM (Nursing, Medicine, & Information). EHRS have been shown to produce a myriad of benefits, including increased adherence to guidelines, efficiency gains, decrease in medication errors, improved surveillance, and enhanced communication. Concomitantly, the increasing adoption of EHRS has resulted in documented instances of negative unintended consequences due to technology-imposed changes in workflow and communication; improperly programmed or implemented systems; and poorly designed systems that fragment clinicians’ cognitive processes. These types of technology-facilitated errors create threats to patient safety and interrupt the communications that are vital to high quality and safe care. Grounded in the belief that EHRS and associated health IT are increasingly important resources for the practice of all professionals who interact in this space (and in light of the evidence of the impact that EHRS and other types of health IT has on workflow and communication) it is imperative that we prepare our students and faculty to safely adapt, interact with, and improve EHRS collaboratively as members of healthcare and clinical work redesign teams. We aim to use a simulated EHRS to teach these skills and lessons, to formatively evaluate our process and outcomes, and to create a shareable and sustainable resource for cross-disciplinary use across UM. This novel approach will transcend boundaries between academic programs and reduce barriers to inter-professional education at UM.
Digital Preservation of Ruthven Exhibits for Teaching Natural History
Tomasz Baumiller
05/15/2017 - 11/15/2018
Beginning in the summer of 2017, the exhibits of the UM Museum of Natural History (UMMNH) currently in the Ruthven Museums Building will be relocated to the Biological Science Building (BSB, now under construction). Many of the items that are currently on display will be “retired” and that will have a significant impact on the teaching of several courses by faculty in the Department of Earth and Environmental Sciences including EARTH 103, 125, 115, 313 418/419, 431, 432, 437. However, lack of direct access to these retired exhibits need not impact their use in teaching: the digital revolution has made it possible to easily produce 3D digital models from real objects. The primary goal of this proposal is to enhance teaching of LSA courses that focus on natural history, specifically those courses listed above, by generating 3D models of UMMNH exhibits. (see examples: To accomplish the above goal, we will employ photogrammetry, an effective and efficient technique in which a series of overlapping photos are used to generate a 3D model of the surface of an object. Although our focus is to enhance teaching of LSA courses, the 3D models will also become accessible to a much broader community of students, researchers and the general public.
Development of an Integrative, Hands-on Health Data Analysis Course
Matthew Davis
07/01/2016 - 06/30/2017
With growing access to massive amounts of data, the research paradigm has shifted from collecting data among a few subjects to using large data sources to efficiently produce impactful research on health and healthcare. Trainees across the health sciences are in need of access to high quality data. In our opinion, the limiting factor is not what data are available but rather the skills required to utilize them. Therefore, we propose to develop and implement a novel, hands-on data course designed to teach health science trainees how to obtain and analyze pre-existing large US health data. This course will integrate practical research skills (e.g., applied statistics, data management and programming,research question development, creation of publication-quality tables/figures) in a format that progressively builds research independence. We have carefully selected a variety of publicly available, national health data sources based on content and complexity (i.e., the data sources used in the course will increase in complexity throughout the term). We anticipate this course will lead to a shift in how students effectively learn about data management and analysis and the extent to which national US health data are used across the university.
M-Write Electronic Materials Science
Rachel Goldman
John Heron
Manos Kioupakis
Timothy Chambers

01/01/2017 - 12/31/2018
We propose to develop and implement a “spiral” approach to the instruction of quantum mechanical concepts central to student learning of electronic materials science in a 3-course sequence. “Writing to learn” approaches will be used to enable learning and reinforcement of critical concepts such as the photoelectric effect, wave/particle duality, statistical descriptions of particles, and electronic energy bands. Funding from the Faculty Development Fund will be used to support the stipends of Writing Fellows for the 3-course sequence during a 2-year period. The Writing Fellows will be co-supervised by the three PIs in conjunction with the M-Write II Team at the Sweetland Writing Center. In addition to traditional measures of course evaluation, the project will be evaluated using a combination of pre- and post-course/sequence tests of conceptual knowledge, as well as surveys of student self-efficacy, engagement, and identity. The anticipated annual course sequence enrollment is ~100 undergraduate and ~100 graduate students.
Michigan Critical Care Project
Cindy Hsu
Ross Kessler
Sage Whitmore

12/01/2016 - 12/31/2018
“Education is not the filling of a pail, but the lighting of a fire.” - W. B. Yeats (1865-1939) Critical illness and injury pose tremendous societal and economic burden to global health care. Sepsis, cardiac arrest, respiratory failure, stroke, hemorrhage, and traumatic injuries represent a diverse and challenging set of disease processes with complex patient management. The care of critically-ill patients often begins in the prehospital setting and emergency department (ED), then continues through the intensive care unit (ICU), and often extends well beyond their hospital discharge. As such, critical care is provided by a diverse group of providers including paramedics, emergency physicians, intensivists, trainees of different specialties, advanced providers, and ancillary staff with varying levels of prior training and patient exposure. The variability in provider background, time restrictions posed by duty hour regulation, and increased administrative demands make traditional didactic format ineffective and inefficient for critical care education. To solve this problem, we propose the creation of an asynchronous education website called “Michigan Critical Care Project”. The aims of the Michigan Critical Care Project will be to: 1) Provide high quality, free, and asynchronous emergency critical care education material from the University of Michigan Health System (UMHS) to foster adult learning and multidisciplinary collaboration and 2) Demonstrate its institutional, national, and global educational impact.
Birth of Modules: Developing Interactive Web-Based Modules Orienting Medical Students to Labor and Delivery
Samantha Kempner
Adam Baruch

12/01/2016 - 12/31/2017
The University of Michigan Labor and Delivery (L&D) unit presents a dynamic and unique educational environment for third year medical students. Due to the busy nature of the unit, students are often inadequately oriented to L&D and are therefore unable to take advantage of this learning opportunity. We are applying for a Faculty Development Fund grant from the Center for Research on Learning and Teaching to develop a series of innovative, interactive video-based modules to orient medical students to L&D. The ultimate goal of these modules is to increase students’ fluency in the workflow and content of L&D so that they can reach their learning potential during their rotation. The modules will be evaluated through a series of surveys and quizzes to assess their effect on medical students’ confidence and their objective mastery of the content of labor and delivery.
Three-Dimensional Virtual Reality Patient Model for Enhanced Student Learning
Hera Kim-Berman
12/01/2016 - 12/31/2017
This project will establish the extent to which a Virtual Reality Patient Model (VRPM) using 3D advanced visualization technology can improve student’s knowledge acquisition and analysis in diagnosis and treatment planning of complex dental cases involving orthodontics and jaw surgery. Conventional method for teaching surgical-orthodontic cases has not changed significantly since the inception of this combined treatment modality many decades ago. The introduction of 3D imaging technology, including cone beam computed tomography (CBCT) images and advances in digital technology, allows for the development of more advanced visualization techniques and learning strategies in this complex clinical domain. In this project we will utilize a recently developed 3D virtual reality patient model and determine if use of this 3D model enhances student learning in the diagnosis and treatment planning of complex orthodontic surgical cases, when compared to the conventional 2D method. We will also examine differences in time and type of student-teacher interactions when comparing conventional and virtual reality teaching methods. The study will consist of a randomized pretest-posttest comparison group design. Study methodology will include comparison of baseline and exit surveys, multiple choice question pretest and posttest scores, and scores from diagnosis and treatment planning worksheets of two test cases. Student-teacher interactions will be recorded for types of interactions (technical, surgical prediction method, diagnosis, treatment planning, and other) and the length of interaction will be quantified. Data will be analyzed using descriptive statistics, and tested for evidence of significant association and/or correlation with each of the two educational intervention groups.
Integrating Trauma Informed Practices into Nursing Education
Elizabeth Kuzma
12/01/2016 - 12/31/2018
The University of Michigan School of Nursing (UMSN)’s primary mission is to improve the health of society through preparation of exceptional nurses who will grow to be leaders in healthcare. Nurses provide care to vulnerable people in all care settings, many of whom have experienced adverse childhood events (ACEs). Research demonstrates those with a history of multiple ACEs have increased risk of chronic physical and mental health problems. Our faculty are leading research on trauma-informed nursing care. We plan to incorporate trauma in coursework and involve students in our scholarship. Working with traumatized clients can bring great professional satisfaction and growth, but can also cause vicarious trauma or trigger traumatic stress in students with personal histories of trauma. While trauma-informed teaching practices are well established in fields such as social work and psychology, nursing has not systematically integrated this into teaching. The purpose of the project is to develop and pilot a feasible, effective process for preparing UMSN students to encounter trauma in their nursing education while preventing vicarious trauma. Following the integration of the trauma-informed education (“TIE”) process, graduates of the UMSN will be better prepared to be sensitive and reflective practitioners who can have a positive impact on the health of society. These aims will be accomplished through a scholarly team-building approach with a core group of UMSN faculty and students who will review current evidence and glean best practices from (1) other disciplines and (2) principles of trauma-informed care to translate into a TIE model for nursing.
The Molecular Biology Video Project Director: Title:
Janine Maddock
12/15/2016 - 12/31/2017
Following the huge success of a limited project last year, videos will be created that cover the bulk of the advanced Molecular Biology course (MCDB 427). The videos will be created by past students and GSIs with editing and supervision by the PI. They will be available internationally on YouTube and organized for UM students on a dedicated web site that will include other course specific aids.
Studies in Dalcroze Eurhythmics
Christian Mecca
07/05/2017 - 12/20/2018
The Faculty Development Fund award will allow me to study Dalcroze Eurhythmics at Carnegie Mellon University’s Marta Sanchez Dalcroze Training Center with a goal to apply for the Dalcroze Certificate and License. I will apply these studies to the course Dance 242 – The Integration of Music and Movement, and a broader range of music and movement courses within UM. Upon certification, the Department of Dance can elect to advertise Dalcroze Eurhythmics as part of its curriculum. This methodology allows dancers to effectively learn and embody the principles of music within the limited time available in the BFA Dance program. The implementation of this curriculum will allow the Dance Department to offer a proven and effective methodology that informs our students’ contemporary practices in dance technique and composition through a syllabus that has its origins in the dance training of the early twentieth-century, and provides a link to historical practices within the concert dance tradition. Also, the integration of vocabulary and movement with meter and syncopation can provide dancers with musical skills that can be applied to virtually any form or genre of western and non-western music. This methodology is a proven and effective curriculum that enables dancers to more thoroughly engage with music and provide them with a comprehensive understanding of rhythm and meter.
Expanding the Lloyd Hall Scholars Program Curriculum
Paul Barron
Carol Tell

06/26/2016 - 08/30/2017
The mission of the Lloyd Hall Scholars Program (LHSP) is to provide an inclusive and creative living-learning community for students interested in writing and the arts. Through our curriculum, programs, student leadership, faculty involvement, and cultural events, we hope to cultivate students’ critical reading, writing, arts, and thinking skills, and promote the link between creativity and academic excellence. LHSP courses form a core component of this mission. In course evaluations and in the annual Michigan Learning Communities (MLC) survey (with LHSP specific questions), students consistently report the value of small classes focusing on writing and the arts within the community with instructors who are accessible beyond the bounds of the classroom. Whitaker grant funded research on the MLCs, which LHSP is part of, has consistently shown that disadvantaged underrepresented minority students, first generation, and Comprehensive Studies Program students receive greater benefit from learning community involvement than other student populations in the programs (also when compared to control groups). Benefits include academic performance, self reported measures of connecting with faculty, and awareness of campus opportunities and resources. We are requesting $10,000 to pay summer stipends to four faculty working group members to structure innovations to expand the curriculum, specifically to: 1) create a course centered in Ypsilanti around place-based learning and community engagement in the arts and writing; 2) to devise a Race & Ethnicity Requirement course that first-year LHSP students would take; 3) Revise LHSP 228 to reflect a multitude of voices across race, class, gender, and culture, when investigating the course’s question What is Writing? 4) create tools and schedule forums to assess the proposed changes.
Ecology & Religion: Sustaining Visions for Earth's Future
Rolf Bouma
05/01/2015 - 06/30/2017
Developing a 300/400-level Program in the Environment course in Ecology and Religion that a) explores world religious traditions for principles, teachings, practices and worldviews connecting humans to the natural world; b) exposes students to the teachings and practices of a variety of contemporary religious communities and individuals on environmental issues; and c) identifies in religious visions the ambiguous potential – a rigorous assessment of prospective goods and ills – for moving to a sustainable ecological future. The proposed course will •provide an academic approach to religion unusual for the University of Michigan. Ecology and Religion will explore multiple religious traditions through their history, their religious philosophies, their ritual expressions, as well as their contemporary expressions as these religions understand and live out the connection between humans and the natural world; •connect students with religious communities and practitioners from diverse settings. Some practitioners will come from within the university community and will be encouraged to highlight the connections between their own religious expression and ecological concerns. Others will be from religious communities in Ann Arbor and southeast Michigan. •offer students the opportunity and freedom to explore religions both familiar and unfamiliar. Especially in the contemporary world, where religion plays an outsized role in political and cultural contexts, it is critical to the university's mission for students to understand the varieties of religious thought and expression. This includes varieties within the same tradition and of attitudes to the natural world that come to bear on issues in sustainability; •provide environmentally-related faculty and staff an opportunity to offer their own experience and reflection on the connections between religion and ecology.
Preparing the future leaders of dental medicine in a diverse and global society
Theodora Danciu
Vidya Ramaswamy

04/30/2016 - 04/30/2018
Language barriers in health care including dentistry, contribute to health disparities including decreased access to preventive services, poor adherence to treatment, and overall decreased satisfaction with care. To address the health care needs of a diverse US population, we propose a pilot intervention program for improving Spanish language competency at the School of Dentistry with the following specific aims: (1) to initiate a Spanish learning program that is in alignment with current dental curriculum to provide opportunities for dental students to apply their knowledge to actual patient cases while enhancing their Spanish communication skills, and (2) to provide a Spanish-language interprofessional learning experience where dental students work in close collaboration with medical students to evaluate patient cases. As published studies from medicine using similar interventional programs and our student survey suggest, official academic recognition of this program would motivate sustained participation and allow students to demonstrate involvement on academic transcript; funding through CRLT would allow us to implement and evaluate a pilot program that can inform curricular change.
Faculty Development in Critical Reflection
Michelle Daniel
Joseph House
Fatema Haque
Heather Wagenschutz
Paula Ross

04/01/2016 - 12/20/2016
Critical reflection, the process of analyzing, questioning, and reframing an experience in order to derive learning and improve future practice, has been identified as an effective way of developing the self-directed, lifelong learning skills essential for today’s health professional. It has also been shown to improve clinical reasoning, diagnostic accuracy, interactions with patients, and intangible attributes such as empathy, humanism, professionalism, and self-awareness. Faculty trained in critical reflection can help students foster reflective capacity, that is, the ability to generate learning (articulate questions, confront bias, examine causality, contrast theory with practice, point to systemic issues), deepen learning (challenge simplistic conclusions, invite alternative perspectives, ask “why” iteratively), and document learning (produce tangible expressions of new understandings for evaluation). Furthermore, well-trained faculty can skillfully support and challenge learners using quality feedback that helps learners recognize reflective moments, make sense of experiences, tolerate uncertainty, and gain insight. However, most faculty are underprepared to do all of these things, as they have not had development in the area of critical reflection. Additionally, new curricular elements within the Medical School and in other health professional schools across the University have introduced reflective practice into the general curriculum, making faculty development in critical reflection an urgent need. The purpose of our project is to increase faculty capacity in designing, giving feedback on, and evaluating student reflections in the health professions.
A Service Learning-Based English Language Course for International Graduate Students at the University of Michigan
Debbie DesJardins
07/01/2015 - 08/31/2016
Project Title: A Service Learning-Based English Language Course for International Graduate Students at the University of Michigan Project Overview Many international graduate students at the University of Michigan struggle to gain the necessary language skills to succeed academically and participate fully in the life of the university and the local community. Many report feelings of social isolation and a lack of knowledge about US and local institutions and culture. Even many of those whose language skills are sufficient to succeed in their academic work are uncomfortable in informal social interactions and thus face difficulties forming personal social networks with English speakers. This lack of social connections, in turn, deprives them of opportunities to practice and improve their English skills. We therefore propose to develop an ELI community-based service learning language course for international graduate students at the University of Michigan. Such a community-service based language course for international graduate students would be truly groundbreaking. Although numerous experiential and service-learning courses exist at U-M, our proposed course would chart new territory by focusing on language enhancement, intercultural exchange, and cross-cultural differences in attitudes toward community service and volunteerism. It would also connect international graduate students to local residents from a range of ethnic and socio-economic backgrounds. This intensely engaged learning experience could nurture a sense of community among participants from different fields. The service they perform would directly benefit individuals in the local community and offer intercultural experiences to local residents as well. This is in keeping with the University's stated goal of supporting and enriching the local community and connecting our neighbors with life on campus.
The Hidden Curriculum⎯Experiential Learning in Socially and Economically Contrasting Health Care Settings and Influence on Residency Competency Development in Delivering Care to Diverse Populations
Adrianne Haggins
Laura Hopson
Michael Clery

04/01/2016 - 04/01/2018
Emergency medicine (EM) physicians are clinically trained to encounter and provide care for a myriad of acute and life-threatening medical conditions for anyone that seeks care for conditions believed by the patient to be a medical emergency. The mandate to care for this broad swath of the population is irrespective of insurance status, immigration, English proficiency, or race/ethnicity. The inability to be sensitive to the needs of diverse populations has been attributed to adverse effects on patient adherence and health outcomes. Cultural competency curriculum may enhance a physician’s ability to effectively engage with diverse populations. However, little practical guidance has emerged to provide post-graduate educators with a framework to instruct resident education. Given the limited dedicated health disparities or cultural competency curriculum in residency training, it is imperative to explore whether resident experiences in contrasting social and economic (minority, low-resource vs. non-minority, higher resource) clinical settings, and serving diverse patient populations, affects communication and professional values competency development. We will examine resident trainee attitudes related to their exposure to diverse socio-cultural clinical settings and their patient-provider interactions, as well as how these experiences influence their understanding of health disparities and ability to provide care to diverse patient populations. We anticipate that this project will inform formal and informal strategies to develop cultural competency curricula for our residents. These results will also be used to design a survey instrument to gauge the impact of adapted educational curriculum on resident competency development.
School of Public Health Community of Learning for Undergraduate Education
Gary Harper
Jane Banaszak-Holl
Dina Kurz
Jillian McConville

04/01/2016 - 04/01/2018
The addition of a formalized undergraduate degree program to the University of Michigan, School of Public Health (SPH) will engender a pedagogical culture shift in order to fulfill the mission of Undergraduate Education at SPH. The School of Public Health Community of Learning project will create a community of faculty members who will engage in a range of activities focused on innovations in undergraduate teaching methods and innovations in the undergraduate curriculum. The proposed project is based on the concept of Communities of Practice (CoP). The three core CoP elements are as follows: a) domain (topic which creates common ground for knowledge and guides learning—identity and focus), b) community (membership, relationships, and interactions—sharing ideas and asking questions), and c) practice (methods, knowledge, and expertise developed—frameworks, ideas, and tools are shared). Based on the CoP core elements, we will be enacting 5 different CoP-related activities with varying degrees of frequency in order to build a stronger Community of Learning related to undergraduate education. These activities include: 1) interactive web-based resources, 2) formal skills-building workshops, 3) informal interactive discussions, 4) mentoring, and 5) individual consultations. Project activities will occur between April 2016 and April 2018, and focus on improving expertise in two general areas: a) teaching methods related to undergraduate education, and b) curriculum development related to undergraduate education. The expected outcomes from this CoP project will be assessed through a range of assessment strategies including course evaluations, pre/post-surveys, syllabus reviews, and counts of web-related activities.
Connecting the Pieces: Enhancing Student Learning in Structural Design Courses
McCormick Jason
Sherif El-Tawil

05/01/2015 - 12/31/2017
The goal of this project is to enhance student learning in structural design courses by providing students a more complete picture of the design process and connecting what is traditionally taught in these courses with how structures behave and how they are designed in practice. Traditionally, structural design courses are taught by systematically proceeding through the analysis and design of different types of members based on their loading. However, such an approach does not meet the needs of all students, particularly those that learn best with a clear picture of the overall problem and how the different pieces of that problem come together. In order to achieve this goal, a complete revision of the laboratory component of the CEE 413 "Design of Metal Structures" class will be undertaken. The laboratory session will be converted into an active learning environment that will provide an opportunity to better visualize individual member and connection behavior through physical and virtual reality based demonstrations along with providing the ability to apply design concepts to the ongoing design of a case study building. By using a case study building as the backbone for studying member and connection design concepts and creating a more active learning environment similar to a flipped classroom, students will not only better understand how the design of each component of a structure fits within the overall design, but also achieve it in a more hands-on manner.
Skills for Patient- and Family-Centered Care with Diverse Populations: A Flipped Course Supporting Service-Learning
Adrienne Lapidos
03/01/2015 - 04/30/2017
Background:This project simultaneously addresses two curricular needs in the UM Dental Hygiene Program: (1) linking academic content on cultural competence to clinical experiences;(2) creating a formal mechanism to "debrief" clinical experiences that take place in diverse underserved communities. Project Goals: Faculty at the School of Dentistry and the School of Social Work will collaborate to develop a Dental Hygiene course on Patient- and Family-Centered Care with Diverse Populations. The course bridges academic knowledge into the clinic by reinforcing evidence-based communication skills and monitoring their application in community placements. It also bridges clinical experiences into the classroom by fostering mindful self-reflection on how one's own background and perspective affect interactions with culturally diverse patients. Project Design: A "flipped" classroom design frees class-time for applying academic knowledge to real world situations and processing complex service-learning experiences in a safe space. National experts will be recruited to record lectures on topics such as health disparities and access to care. The course benefits from cross-pollination of Dental Hygiene and Social Work sensibilities. Scope: In year one, this project will impact senior Dental Hygiene students (26) and the patients they serve. The course will be evaluated and improved, and thereafter offered annually. Evaluation: A pre-course survey will provide baseline data. In addition to completing post-course surveys, students will meet with an outside consultant in focus groups to assess how the course affected their clinical work and professional development. Students will receive a post-graduation survey to determine the extent to which learning is sustained in practice.
Innovations in Inclusive Teaching: Development of Dynamic Pedagogical Tools and Faculty Communities of Practice
Kelly Maxwell
robbie routenberg
Naomi Silver

01/01/2015 - 04/15/2017
Title: Innovations in Inclusive Teaching: Development of Dynamic Pedagogical Tools and Faculty Communities of Practice Overview Recent student activism at Michigan and nationally has been a catalyst for renewed faculty engagement about diversity and inclusion in our classrooms and in related faculty interactions with students. In response to that activism and building on efforts within the College of LSA to address climate concerns, we seek to provide innovative teaching methods and tools that foster success for students through inclusive teaching practices. We will create a robust set of teaching resources to share widely with faculty and develop a cadre of faculty "experts" who will act as informal consultants to other faculty seeking assistance in using these materials and in strengthening their own inclusive teaching practices.
Cultivating Diversity in the Screen Arts and Cultures Curriculum
Candace Moore
Colin Gunckel

09/01/2015 - 04/30/2018
We propose this two-year project as part of an effort to encourage substantial dialogue among Screen Arts and Cultures faculty about diversity across the undergraduate curriculum; establish and refine regular SAC courses that focus on issues of race, ethnicity, and other forms of difference; open up conversations across disciplines about pedagogy; and create a web resource, the Diversity in Media Archive, that would be collaboratively built and maintained by undergraduate students and faculty. Every aspect of this initiative centers on the assertion that film, television and new media are more than simply among the many lenses through which to consider contemporary conceptions of race and ethnicity; they are central to the ways we understand ourselves and others, not to mention issues of social and political import. In Fall 2015, we plan to host a panel of four speakers from affiliate departments to share their work on race and ethnicity in media as a public event advertised widely to undergraduates. We will also develop two new courses over 2015-2016 and 2016-2017—"Histories of Race, Ethnicity, and Media" and "Intersectional Approaches to Media—which, through student assignments and guest lectures, will cumulatively build the Diversity in Media Archive. Furthermore, we plan to host a faculty retreat in Fall 2016, where we discuss our experiences in the classroom, present suggestions for strengthening diversity in the SAC curriculum, and encourage open dialogue and goal-setting among faculty members.
Development of Course Content Connectivity Resources for the Mechanical Engineering Undergraduate Curriculum
Okwudire Chinedum
05/01/2015 - 04/30/2017
Current engineering instruction is often compartmentalized within courses such that knowledge is disconnected and well-defined relationships are not adequately established across a curriculum. A compartmentalized curriculum does not encourage synergistic thinking and is fundamentally at odds with the interconnected nature of the knowledge needed by the Engineer of the Future. The objective of this project is to develop so-called 'Course Content Connectivity' (or 3C) resources for the mechanical engineering undergraduate program at the University of Michigan. 3C resources will provide an easy way for faculty to see the connections among the various courses in their undergraduate curriculum and supply a repertoire of tools (e.g., worked examples, problem sets, and project materials) that they can use to teach related concepts in a way that better allows students to see those connections. The effectiveness of the developed 3C resources will be evaluated using concept inventories and student-generated concept maps. If successful, this effort can be a model for not only other departments in the College of Engineering here at U-M, but also for those in other academic units or universities that suffer from constraints to implement fully-integrated curricula.
Curriculum Development in Pediatric Global Health Education
Shane Quinonez
Hilary Haftel

04/01/2016 - 04/01/2018
Interest in global health amongst learners at all levels has experienced a rapid rate of growth over the last decade. Unsurprisingly, pediatric residents in the University of Michigan Pediatric Residency Program and across the country have mirrored this interest and frequently arrange their own international medical elective (IME) as a means to improve their global health education. Previous research has shown that with poorly structured IMEs there is potential for medical tourism, raising concerns for creating burden or harm to the host institution. To improve the educational value and ethical education of pediatric residents we propose the creation of a formalized IME at St. Paul’s Hospital Millennium Medical College (SPHMMC) in Addis Ababa, Ethiopia. The formalization of the IME will be accomplished by the following aims: 1) The creation of site-specific goals and objectives designed through collaboration with SPHMMC pediatricians who will eventually be on-site mentors; 2) Pre-travel orientation for residents aimed at better preparing residents for their elective; 3) Improved site-specific assessment tools for SPHMMC faculty mentors evaluating residents; 4) Assessment of our program’s impact on SPHMMC and their pediatric residency program. Formal evaluation of the program will consist of baseline interviews and surveys of stakeholders at UM and SPHMMC and after curriculum implementation. Multiple data sources will be used to evaluate the downstream educational benefit including resident assessments of the experience, faculty member assessments of the experience and performance of the learners. Program evaluation will be used to inform the curriculum to make experiences over time.
Strengthening Education for Justice and Diversity
Beth Reed
Jorge Delva

04/01/2016 - 08/31/2017
In fall, 2015, the School of Social Work (SSW) implemented a required first term course in the Masters of Social Work (MSW) program (N-360 students/year) focused specifically on Justice and Diversity. Goals for this project are to: a) examine systematically how the course’s 15 sections were implemented, with what impacts, and b) use this knowledge and additional resource development to • Inform future implementations of this course, • Contribute to knowledge development about education for social justice, and • Develop methodologies for curricular assessment. Specific components: 1) identify key elements within each section, with systematic analysis of syllabi and course descriptions, and interviews with instructors, emphasizing similarities and differences; 2) develop and implement procedures for assessing student skills and knowledge related to justice and diversity; 3) determine whether different course elements are related to particular clusters of student knowledge and skills; 4) use this research to inform resource development and preparation of instructors for for fall, 2016; and 5) put in place on-going process and formative evaluation measures for future iterations of this course. What we learn will be helpful for faculty and curricular development as well as for the effectiveness of this particular course. The leadership team is comprised of all ranks and types of faculty, the Associate Dean for Educational Programs (ADEP) and the Chairs the Multicultural and Gender Affairs (MGA) Committee, and the Diversity, Equity and Inclusion (DEI) Committee (creating the SSW component of the President’s DEI strategic planning, working closely with the Curriculum Committee and student groups.
Bringing Astronomy Down to Earth: Transforming Introductory Astronomy Through Live Table-top Demonstrations
Mateusz Ruszkowski
04/30/2015 - 04/30/2017
We propose to transform the learning experiences of undergraduates in very large introductory astronomy courses by developing a large suite of table-top demonstrations specifically related to astronomy. The University of Michigan Physics Demo Lab provides outstanding support for teaching undergraduate physics and astronomy courses. The vast majority of existing demonstrations offered by the Physics Demo Lab are specifically geared toward explaining physics phenomena, but only a small subset of them are explicitly related to astronomy. Therefore, there is significant untapped potential for designing astronomy-specific demonstrations, which we intend to realize as part of this proposal. Students have already responded in an overwhelmingly positive manner to the limited number of demonstrations that are currently part of my introductory astronomy courses. These demonstrations are an effective teaching tool largely because they encourage the students to recognize, label, and discover the knowledge that they already have about the physics underlying astronomical phenomena. This implicit knowledge is acquired through everyday experiences but it is the live demonstrations that allow for this knowledge to become explicitly connected to astronomy. This approach makes the class material accessible to those students who may be less comfortable with more formal, traditional academic styles of instruction, and makes the teaching more inclusive and understandable to non-experts. This is a collaborative project between the Departments of Astronomy and Physics. The new suite of astronomy demonstrations will be documented on the Physics Demo Lab website. Consequently, new demonstrations will be easily "recyclable," which will ensure the lasting impact of this initiative.