Grant: Gilbert Whitaker Fund for the Improvement of Teaching
Project Title Overview of the Project
SEAS of Change - Toward Assessing Student Learning Outcomes of Environmental Sustainability Education at the University of Michigan
Michaela Zint
04/01/2017 - 12/31/2018
Following an extensive review process, the School of Natural Resources & Environment (SNRE) will soon transform into the new School for Environment and Sustainability (SEAS). A Faculty Transition Team Curriculum Innovation Working Group (Working Group) has been charged by the Provost with developing a new professional Masters in Sustainability Management (MSM). To create the MSM curriculum and based on consulting with CRLT, the Working Group would like to adopt a “backward design” process. This process calls for learning goals to be identified first, followed by creating a curriculum to meet these goals. Critical information needed for this process includes understanding environmental sustainability career trends, the competencies needed to succeed in these careers, and pedagogical strategies to develop these competencies. To obtain this information, the Working Group proposes to partner with CRLT to survey SNRE, Program in the Environment (PitE), and Graham Sustainability Institute affiliated faculty as well as SNRE students and alumni. Data from the three triangulated surveys will enable evidence-based decisions about the MSM curriculum’s design and assessment (i.e., measuring to what extent students achieve learning outcomes needed by environmental sustainability leaders from their courses and the curriculum as a whole) and provide the basis for curriculum mapping faculty retreat. Annual beneficiaries include 300+ SEAS students, 500+ PitE students, and potential mid-career professional students who might find the new degree program and innovative curriculum to be value added. This project will allow UM to take a major step toward establishing itself as a higher environmental sustainability education leader.
The Use of a Web-based Application in an Integrated Pharmacology and Medicinal Chemistry Course
Mustapha Beleh
01/01/2016 - 07/18/2017
A new course series introduced in 2011 at the College of Pharmacy integrates the pharmacology and medicinal chemistry courses, aligns topics with the therapeutics series and provides struggling students with in-class remediation. Assessment data show that the integration process is a success, however a few problems linger; a perceived heavy workload, students viewing the content as separate courses and having difficulty correlating the material to clinical applications and the lack of tools to further aid the remediation process. A new web-based application to address some of these concerns is the focus of this project. This application is based on an online textbook integrating the course content from both disciplines for each section of a topic. The online textbook will use an interactive learning environment, with a split screen; the first provides the information as text with links that are projected as interactive animations and media into the second window. Clinical case studies designed in a hierarchical model that allows students to review and modify their decisions based on outcomes will be included. The final component of the application are remedial tools tailored specifically for struggling students to help them address knowledge deficiencies. These tools allow students to pick their own learning path and provide an assessment at the end of each path for immediate feedback. The effectiveness of the web-based application will be assessed using surveys, focus groups and comparing students’ scores on course examinations prior to and after introducing the application and based on patterns of use.
In-Situ Critical Care Simulation to Improve Critical Patient Care by Senior Medical Students
Michael Cole
Deborah Rooney
Matthew Stull
Brendan Munzer

01/01/2016 - 09/01/2018
This project employs medical simulation to instruct senior level medical students on essential aspects in the care of the critically ill patient. This is a novel method of critical care instruction at the University of Michigan and will train students in multiple facets of care involving ICU-level patients including: therapeutics, pathophysiology, interprofessional skills and procedural competence. These are skills that contribute to competency-based learning that has become an essential component in modern medical education and this method of instruction provides students a unique method for students to experience autonomy in clinical care.
Online Version Modern Language Aptitude Test
Karl-Georg Federhofer
Maria Dorantes

01/01/2016 - 12/31/2016
The University of Michigan offers the MLAT (Modern Language Aptitude Test) to students who are requesting language waivers for the LSA college language requirement. The test is a four section test including a current tape recording listening component. This test, along with other information such as student grades in their language classes, the instructor’s comments, and other criteria are used by the Academic Standards Board’s Language Waiver Subcommittee to determine whether or not to grant a waiver from the LSA language requirement to students who petition. So far this Scantron test is only given in paper format twice a semester. In the last two years we have seen an increase in the number of students who are applying for a waiver from the requirement at a rather late point in their academic career. We have also seen a growing number of students who are experiencing learning disabilities petitioning for the waiver. An online version of the test means that it can be taken at any point during the semester, thus benefitting the undergraduate cohort and advisers alike, to guide the students through their studies. We also hope that the online access to data will allow us in the future to compare these student profiles and backgrounds to the scores of other students. Hopefully, we will then be able to use this data to address some of the needs of students with learning disabilities and other students in the foreign language classroom.
From Methods to Applications: A Proposal for Redesigning a Course Providing an Interdisciplinary Educational Experience for the Modern Quantitative Epidemiologist
Sung Kyun Park
Bhramar Mukherjee

01/01/2016 - 12/31/2016
The present curriculum for doctoral students in epidemiology does not offer the option of in-depth learning of statistical models and methods in various contemporary topics that arise frequently in the present scientific context, such as modern techniques for model building and variable selection and methods for causal inference. Present doctoral students in epidemiology are still challenged when asked to explain or interpret the analysis they carried out using a software module in actual statistical terms or write down the models governing/underlying their analysis. In addition, courses designed for biostatistics majors are too technical for epidemiology students. On the other hand, the present curriculum for biostatistics students is not sufficient enough to cover modeling epidemiologic data and communications with epidemiologists. The need for such a “fusion” course that bridges the gap between the technicality of modern statistical methods with the broader application context for non-majors (especially doctoral students in epidemiology) have been felt for a number of years in the School of Public Health. In order to make the course accessible, useful and interesting to the applied scientist, a unique format is needed that blends statistical theory with compelling and relevant datasets. The proposal and the course will be developed primarily by a collaborative team of two faculty members, one from Biostatistics and one from Epidemiology, with expertise in the statistical theory and knowledge of the applications context. The course will equip the new generation epidemiologists with state of the art statistical methods, and teach them the craft of translating a practical problem to mathematical equations.
Middlebrook: an anthology web series about campus life
Veerendra Prasad
05/03/2016 - 05/31/2018
"Middlebrook: an anthology web series about campus life" is an innovative independent media production project comprised of three classes: SAC404-The Indie Film and Web Series, SAC404-Advanced Editing, and PAT 441-Image, Sound and Story. Each year, students will produce a season of a web series set on the fictional Middlebrook University campus. Each season will deal with an important issue related to campus life. Gilbert Whitaker funding will be used to support the production of season one in which a sexual misconduct complaint serves as a springboard for a complex story about the issues surrounding campus rape.
Development of an inquiry-based C.elegans project for Genetics Laboratory
Diane Spillane
06/01/2016 - 07/06/2016
MCDB 306: Genetics Laboratory is an upper level laboratory course for CMB, neuroscience, biology and microbiology concentrators that is offered each fall and winter term. For the past 10 years, a portion of the lab used the animal model, C. elegans, to introduce students to genetic mapping of a known mutation. I propose to transform the C. elegans project into one that is more exploratory in nature and update the genetic methodology. Students will pursue new regulators of a highly conserved cellular signaling pathway, Wnt signaling, using RNAinterference (RNAi). This technique is commonly used in C. elegans research labs and allows one to specifically inhibit the activity of a particular gene. Students using transgenic C. elegans lines displaying Wnt-dependent fluorescence will introduce to the worms bacteria that express a variety of dsRNA that correspond to a specific set of C. elegans genes. Alterations in the fluorescence patterns would suggest a modification of Wnt signaling and allow students the chance to find something new about this important pathway. At the end of the term, students will have learned new, modern techniques and have received a true research based experience, as opposed to following cook-book lab instructions to genetically map a known 'unknown.'
Enhanced Free-form submissions in WeBWorK: Deductive Proofs
Martin Strauss
Gavin LaRose

01/01/2016 - 12/31/2016
WeBWorK is a popular on-line homework and assessment package that is in wide use at the University of Michigan and at other universities. We propose to extend WeBWorK’s current capabilities to allow it to determine the correctness of free form responses such as are needed to write out a formal proof in any area of mathematics. This represents a large step forward in the capabilities of the system, and will allow us to use WeBWorK better in existing mathematics courses, and will extend its applicability to other courses in the mathematics curriculum. By doing this, we expect to improve student learning by providing students with more extensive, immediate feedback on their homework, and by thus freeing up class and instructor time to focus on students’ conceptual understanding of the material being covered in their classes.
Technology Integration into the Musical Theatre Cirriculum
Catherine A. Walker
01/07/2016 - 04/11/2017
General trends in education as well as the genre of musical theatre have continued to evolve toward the consistent use of technology. It is important for the Musical Theatre Department to remain current and well versed in the technical trends of the industry as used in both rehearsal and performance. The objective of this proposal is to help students achieve success as musical theatre performers and also to prepare them with the technical skills required to excel and sustain a career in this the industry. By integrating new technology into the Musical Theatre curriculum, we will be able to offer the students in our department the opportunity to strengthen their technical competency as well as their musicianship fluency. These combined skills will improve their flexibility and effectiveness as an artist in this highly competitive and rigorous field. This project is designed with two major components. Part One involves the creation of a Computer Workstation/Music Writing Lab for Musical Theatre Majors in the Walgreen Drama Center. This workstation will include software for: Sibelius, Logic, Pro X, Mainstage, and Kontakt. Part Two is designed as a “flipped classroom” This will provide students with On-line Musicianship Tutorials specifically designed for our curriculum. These tutorials, called F.L.I.P. [Facilitating Learning & Instructional Programming], will not be course specific and will be available to all majors in the Musical Theatre Department.
Interactive Video Demonstration and Self-Reinforced Teaching and Learning to Customize Oral Hygiene Behavioral Shaping
Chin-Wei Wang
Martha McComas

01/01/2016 - 12/31/2016
Teaching and modifying a life-long habit such as oral care is a great challenge for any dental health care provider. However, improving patients’ daily home care for oral hygiene is a critical therapy by itself. The complexity of successful oral hygiene therapy in a dental school clinic constitutes both student education and patient education. Key skills needed for successful therapy are the ability and motivation of the students to implement critical thinking, recognize individual differences, formulate customized oral hygiene instructions, and shape patient behaviors through effective teaching. Customized oral hygiene instructions include “teaching” each individual patient a targeted approach according to their needs using selected adjunctive devices and evidence-based methods. Often, students give only general instructions instead of utilizing a more personalized interactive demonstration, which includes an evaluation program to assess how much patients “learned”. By integrating customized interactive videotaping into the teaching and learning dynamics during patient care, it will establish a more effective and self-motivated education, culture and successful therapy. This project empowers both students and patients a tool for self-assessment and reinforcement about their instructions and performances with the instructors. Videos will be sent to patients for easy-access “at home” review. Patients’ treatment outcome will be a new evaluative process for which student competency will be assessed. (indicating they can actually teach and apply clinically). This project will establish a collection of case-based materials with interactive videos as resources for sustainable education and improve patient care culture for oral health care students and future providers.
Development of Environmental/Aqueous Geochemistry Laboratory Classes
Udo Becker
Rose Cory

01/01/2015 - 12/31/2015
Environmental Geochemistry (EARTH 325) is a course on fundamental geochemistry concepts as they relate to our environment. The curriculum focuses on the geochemistry of the lithosphere, hydrosphere and atmosphere and the ways in which they affect the biosphere. An important goal of the class is to grasp the present-day implications of these interactions mostly through the discussion of problems in environmental geochemistry. Earth 478 is a more advanced class on the behavior of chemicals in the environment and also on the relation of chemistry-climate-biology in the Earth's history. While the lectures introduce students to the concepts of environmental geochemistry and the homework to assignments to quantitative exercises on the subject matter, additional hands-on environmental sampling and geochemical analyses are central to an all-around understanding of environmental chemistry. The proposal is to add a field/laboratory component to the class, which not only gives students hands-on experiments on the intricacies of sampling and water analysis, it also makes them alert of some of the problems of environmental sampling and evaluations of sample analyses that are performed by professional laboratories. In addition, this experience will be an invaluable experience for students to prepare them for their own research in graduate school.
Teaching Matters: Understanding the Experience of International GSIs in LSA
Pamela Bogart
01/01/2015 - 05/31/2015
International GSIs are integral to the instructional mission of the College of Literature, Science, and the Arts. As classroom instructors and laboratory or discussion section leaders, they touch the lives of most LSA undergraduates. While contact with world-class scholars from around the globe enables multiple perspectives on course content and opportunities for intercultural exchange, the conversation about international GSIs often focuses on their perceived language deficiencies and culturally-inappropriate academic expectations. Usually lacking from these discussions are the voices of international GSIs themselves. Twelve years after the Provost's Task Force on GSI Testing and Training recommended expanded support for international GSIs, the ELI proposes to conduct a comprehensive needs assessment to hear from international GSIs in LSA how they assess the resources available to them and the climate in which they teach. The ELI currently plays a lead role in providing language and teacher-training support for international GSIs in LSA and is thus well-positioned to conduct such a needs assessment. We plan to survey international GSIs in order to solicit their assessment of the language, academic, cultural, and professional support currently available to them and to explore their experience of the campus climate in which they are asked to teach. We will also seek the perspective of GSIs' faculty advisors and mentors. Our ultimate goal is to confirm which types of support are working well and to identify areas in which the College and the University could better support international GSIs in their teaching and thus enhance undergraduate education in LSA.
Algorithms and Quality in Collaborative Writing: Extending MediaWiki Tools for Assessing Upper Level Writing
Paul Conway
01/01/2015 - 12/31/2016
This project will make substantive modifications and improvements to the assessment model and techniques for SI 410 Ethics and Information Technology. The modifications include introducing new quality assessment analytics from the Wikimedia Foundation into the course and applying the analytics by and with students to evaluate the quality of collaborative writing in MediaWiki, which serves as the writing platform for the course. The project seeks to explore the extent to which quantitative metrics of MediaWiki contributions (new writing and editorial work) can serve as proxies for quality and, with the help of an "expert panel," to engage students in the application of algorithm-guided assessment. The project is a recursive exploration of the ethics of collaborative writing and peer grading, combined with a potential technical advance in the assessment of wiki-based writing assignments. The project will also feature an invitational workshop for UM faculty who are using wikis in classroom assignments, in order to connect the project as widely as possible with campus instruction.
Toward flipping the classroom: developing an online learning module for introductory biology
Gyorgyi Csankovszki
Diane Spillane
Laury Wood

01/01/2015 - 04/30/2016
The teaching team of Biology 172 (Introduction to Biology—Molecular, Cellular, and Developmental Biology) will develop an online learning and assessment tool. The goals of this tool are to bridge the gap between students of diverse levels of preparation and to provide a superior learning experience by providing more opportunities to practice higher level cognitive skills. Students will have to complete a two-part online quiz before each class. Part 1 will ensure that students come to class prepared, having acquired some of the basic concepts on their own. Class time will then be spent discussing more difficult concepts and developing critical thinking skills. In the second part of the quiz, students' critical thinking skills will be tested on concepts already discussed in class. Students will be able to take the quiz multiple times, each time receiving feedback on which concepts they need to review. On each try, they will receive a new set of questions testing the same concepts. To successfully implement this system, we need a large question pool covering all important concepts taught in the course. The main goal of this project is to generate this question pool. BIO 172 instructors from all terms are involved in the project. This team effort will not only benefit a large number of students, but it will also even out the introductory biology experience across all terms.
Novel pedagogical approach for Ophthalmic Knowledge and Skills Development through Direct Ophthalmoscopy Simulation
Shahzad Mian
01/01/2015 - 12/31/2015
Ophthalmoscopy is an essential part of a complete clinical examination; however, specific formal instruction in and practice during clinical rotations of ophthalmic fundus examination is limited in undergraduate medical education. Currently, most trainees acquire ocular examination skills through practice on patients or other trainees. These experiences are limited, often unsupervised, and may not provide trainees with the opportunity to visualize true pathology. An additional challenge is that instructors observing a trainee performing direct ophthalmoscopy cannot accurately determine how well the student can see the fundus, leaving little opportunity for feedback. We propose to fill these educational gaps in two ways: with quality simulation and with posterior segment imaging in real time. The Eyesi Direct Ophthalmoscope Simulator (VRmagic) presents trainees with virtual retinas that show realistic pathology. The simulator tracks student positioning and visualization of pathology in a series of modules and provides immediate feedback, creating an objective competency-based assessment. In addition, the Eyequick digital ophthalmoscopy camera is a handheld camera the same size and shape as a direct ophthalmoscope and has to be held and positioned the same way as a direct ophthalmoscope, allowing a trainee to demonstrate to an instructor the ability to locate and identify pathology and view it simultaneously, again allowing for immediate feedback. Simulation and direct ophthalmoscopy imaging used together in a training curriculum can ultimately give trainees the competence and confidence to utilize these skills in the clinical setting, a necessity to provide quality care to our patients.
Development, Implementation and Assessment of a new degree program in AOSS
Mark Moldwin
01/07/2015 - 04/15/2016
The goal of the Whitaker Grant funding is to help develop, implement and assess the new AOSS curriculum. The goal and motivation of the new curriculum are to prepare students well for graduate studies or careers in space science, space engineering, atmospheric and climate science, and climate impact engineering. The two engineering tracks are designed to better connect to the mission of the College to prepare engineers. Specifically, the grant will support all of the faculty that teach undergraduates in space science and engineering and the atmospheric and climate faculty involved with the curriculum revision efforts to jointly develop several new courses and revise several existing courses that play significant parts of the new undergraduate curriculum. The curriculum revision was begun in the 2013/2014 AY and continues this year. The new curriculum calls for significant modifications of our lab courses and the creation of a new track focused on Space Engineering. In addition to the development of new course descriptions, outlines and syllabus, the Whitaker grant will support the implementation and assessment of the new courses during AY 2015/2016. We will work with CRLT-in-Engineering on designing an assessment protocol and use modified Mid-Term Evaluations during and at the end of the course to gather data on the effectiveness of the lab and course designs. The framework developed will be used to follow a cohort through the new curriculum and will be used for both formative assessment as well as play a significant role in our ABET accreditation efforts.
Sun & Shadows- A Guatemalan Tale Projected on North Campus
Christianne Myers
01/07/2015 - 05/01/2015
There are several goals in the development of Sun and Shadows. This initial phase is to develop a performance experience that breaks down historical theatrical boundaries and present a timeless, universal tale. It offers a non-traditional design and performance opportunity for students aligned with evolving contemporary performance practices in the professional world. In collaboration with three Department of Theatre & Drama courses, as well as Performing Arts Technology, and Performing Arts Management, we wish to create the groundwork for future iterations of performance in this space, and turn this beautiful glowing fixture of North Campus into a feature and destination. In the years to come, our goal is to establish a template that encourages curricular performance opportunities outside of the MainStage productions. We will work in concert with a variety of departments by engaging in the scholarship of different cultures outside of the United States, adapting fables and mythologies from those cultures. Additionally, it is easy to imagine other performance areas, particularly dance and film, utilizing the space, if the infrastructure were in place. With this funding, we will be able to secure equipment and materials necessary to make this a repeatable practice. For this first production, our desire is to cultivate a deeper understanding of puppetry, devised performance, and audience engagement.
Impact of Including a 2D Virtual USP Chapter <797> Cleanroom Experience on Pharmacy Student Knowledge and Perceptions of Learning Related to Preparation of Compounded Sterile Products (CSP)
Kimberly Redic
Michael Kraft
Bruce Mueller

01/05/2015 - 06/30/2016
There has been a heightened awareness and scrutiny surrounding patient safety related to preparation of compounded sterile products (CSP) following the meningitis outbreak and subsequent patient deaths resulting from CSP prepared by the New England Compounding Center in 2012. In accordance with accreditation standards and in light of the heightened need for enhancing patient safety, pharmacy curricula must develop student competence related to CSP preparation. A survey of preceptors at APPE sites has revealed that 21% of sites did not allow pharmacy students to prepare CSPs, citing liability concerns, and the cost and time associated with training. Effective didactic education and training within colleges of pharmacy can be challenging due to the requirement of adequate laboratory space, faculty requirements, and supplies. Clinical simulation using a virtual reality application has been shown to be a viable alternative to classroom or laboratory learning in healthcare education. This project will be a collaborative effort with the faculty at Purdue University, and will evaluate the impact of using simulated CSP preparation via the 2D application of the Purdue University Virtual Cleanroom© integrated into the UM COP P422: Health-system Pharmacy Practice and Leadership laboratory sections. The specific aim will be to determine whether the 2D virtual cleanroom (2D-VIRT) experience alone or in combination with traditional hands-on CSP preparation (TRAD) improves both pharmacy student knowledge of CSP preparation procedures and techniques as well as student perceptions of learning.
Introducing Communication Skills to Reduce Disparities in Dietetics Training
Kendrin Sonneville
01/01/2015 - 08/31/2015
There are marked racial and ethnic disparities in disease burden and in health care quality. Low health literacy, which disproportionately affects racial and ethnic minority populations, contributes to health disparities. Accordingly, integration of health literacy and cultural competency is recommended in health professional training. In recognizing the importance of providing care to diverse patient and community populations, the course content of EHS 646 (Approaches in Nutrition Counseling) will be updated to include an interactive curriculum designed to improve communication, enhance cultural competency, and reduce health disparities. The Human Nutrition Program offers a graduate Didactic Program in Dietetics (DPD) with an affiliated Dietetic Internship. This continuity in students between the DPD and the Dietetic Internship provides a unique opportunity to determine whether the students are graduating from the DPD with the knowledge and skills needed to be successful in the Dietetic Internship. We plan to conduct an annual assessment of the DPD curriculum by developing a survey, with input from all Human Nutrition faculty, to be completed by DPD graduates upon completion of the Dietetic Internship. Items corresponding to all required course with be included to ensure widespread utility of the survey, however, specific assessment items related to working with individuals from other cultures and backgrounds in a clinical setting will be included on the survey to evaluate the curriculum changes made to EHS 646. Support from the Gilbert Whitaker Fund will be used to develop the survey, analyze survey results, and to write-up findings for dissemination.
Dimitrios Zekkos
01/01/2015 - 12/31/2016
CEE345 "Geotechnical Engineering" is a heavily-loaded 4-credit required course of the undergraduate civil engineering curriculum in the Civil and Environmental Engineering (CEE) Department taught to 80-100 students per year. It introduces students to the fundamentals of soil mechanics and their application in design of civil infrastructure. The instructors struggle to keep a balance in the course content between the need to solve example exercises and actively engaging students on a discussion of the applications in engineering practice of the fundamental concepts presented in the classroom. To address this instructional dilemma, the PI proposes to develop engaging online exercises that the students will use in their own time and at their own pace. Transferring this class component from the chalk-and-blackboard to an online platform will not only allow more time for active student participation in the classroom, but also will improve the effectiveness of the exercise-solving component of the course. Through the proposed platform, exercises will become more appealing by incorporating audiovisual effects. Students will be able to choose which and how many exercises to solve. Exercises can be solved in "passive" mode (students just view the solution) or "active" mode, where the platform guides the student step-by-step requiring active student participation. Key assessment data will be collected and correlated to student performance to assess how students truly learn. The proposed resources will be valuable not only in CEE345, but to similar sources in other Universities. They can also serve as "proof-of-concept" for other courses in CEE and beyond.
A Better Anatomy Experience Through Small Team Multimedia Production
Glenn Fox
B. Kathleen Alsup

01/08/2014 - 12/10/2014
The goal of this project is to provide students in ANAT 403 Human Anatomy an enhanced laboratory experience through an active learning project. Students will participate in small learning teams to study specimens from the U of M Plastination Laboratory. Using guided inquiry, students will fully describe the specimen, detail the typical and atypical anatomical structures present on the specimen, and note any pathological features of the specimen. Students will use their original observations to produce scripts, which are later produced into multimedia modules. The student- (and faculty-) generated media will supplement a queryable database for use by all anatomy (ANAT 403 students, as well as Medical and Dental anatomy) students.
Using Film to teach Language and Culture: Punjabi
Pinderjeet Gill
01/01/2014 - 05/30/2015
The proposed project aims to create modules based on Punjabi films for teaching Punjabi language, sociolinguistic nuances and South Asian culture. As Indian films cover a wide range of topics and varied and authentic language, I will experiment with carefully chosen clips to use as a teaching resource. The idea of using film in teaching a language is not new and I am currently using some films in my teaching, but it is not integrated to the degree that I would like and I want to create a consistent and systematic approach to take advantage of the rich content that films have to offer. I plan to incorporate films in my teaching material in the classroom and for homework assignments. Films are very useful in teaching language, communicating cultural values, and teaching attitudes and behaviors. It is my belief that film will prove to be very effective in bringing the outside world into my classroom. Film topics will stimulate interactive, motivating discussion and creative classroom applications. The students will have ample opportunity to watch the clips at home and learn and practice the language in appropriate contexts and situations. Activities targeting observation and reflection will also guide them to learn and develop an understanding of the target culture.
Deliberative learning: Connecting urban planning theory and practice using case studies and peer-learning
Lesli Hoey
Harley Etienne

01/01/2014 - 12/31/2015
One of the key challenges for urban planning courses is the difficulty connecting classroom learning to the realities of professional practice. This project combines peer-learning with a rich set of case studies created by planning professionals for use in graduate instruction. The methodology will allow students to apply abstract planning theories and concepts to real scenarios and projects, debate alternative planning approaches with their peers, enable creative and critical group thinking, expand their geographic and institutional knowledge base, and better prepare them for their capstone and professional experiences. For the instructor, the methodology will allow them to connect theory to practice and to quickly identify which concepts students are struggling to understand or put into practice. Our much larger goals are to establish Michigan's Urban and Regional Planning program as an innovator in planning education and to create a library of planning-specific cases that may serve our program and others. Professionals with detailed and long-standing knowledge of planning practice will draft cases studies in collaboration with faculty based on actual scenarios where practitioners faced a difficult planning decision. Ultimately, we hope that the integration of peer-based learning and practice-based case studies throughout urban planning education will foster more insightful professional judgment and bring forth more creative solutions to today's toughest planning challenges.
Course on interdisciplinary approaches to the Mediterranean
Megan Holmes
01/01/2014 - 04/30/2017
This project involves the launching of a co-taught interdisciplinary undergraduate course in Winter 2015 by the four faculty members of the inter-departmental cluster "The Mediterranean Perspective on Global History and Culture." This introductory course on the Mediterranean will be a principal anchor of the cluster that was formed through the President's Interdisciplinary Faculty Initiative Program. The course will be developed over the next year by the cluster Steering Committee and the three cluster faculty recently hired: Paroma Chatterjee (History of Art), Mayte Green-Mercado (Romance Languages and Literatures), and Jessica Marglin (the Frankel Center for Judaic Studies). A fourth new hire will join the team next fall. Offered at the 200 level and aimed at sophomores, the course will reflect the cluster commitment to giving undergraduates an interdisciplinary and cross-cultural experience. The structure of the course will combine group lectures and smaller seminar discussion, with special features designed to enhance the interdisciplinary encounter, including "dialogues" staged between the faculty members, guest lectures by innovative scholars in Mediterranean studies, and a final "faculty panel" to discuss interdisciplinarity and field questions from the students. CRLT will be asked to work with the faculty on effective co-teaching, to provide feedback at mid-semester, and to help assess end-of-term student evaluations as we look forward to the following year.
Developing SecondLook Computer Tablet Applications – Interactive Self Evaluation Tools for Learning the Anatomical Sciences
Michael Hortsch
Kelli Sullivan
John Stribley

01/01/2014 - 12/31/2016
Based on the successful concept of the eHistology SecondLook iPad application our multi-departmental team proposes to generate new computer tablet-based self-evaluation tools that will benefit both University of Michigan and students at other universities. We plan to create one series for Gross Anatomy and one series for Neuroanatomy. The initial step will be the generation of SecondLook PowerPoint files that subsequently in collaboration with the UM Office of Enabling Technologies will be translated into computer tablet apps. The SecondLook resource is based on a very simple concept and can easily be applied to other fields. It represents a quick and easy review tool for students to test their knowledge after studying and before taking quizzes and exams.