Annual Report

2014 – 2015 Annual Report

1071 Palmer Commons • 100 Washtenaw Ave • Ann Arbor, MI • 48109-2218 (734) 764-0505 • Fax (734) 647-3600 • www.crlt.umich.edu Table of Contents

Executive Summary 2 CRLT's Core Services 3 CRLT Year at a Glance 4 CRLT Community 6

New and Noteworthy 8 Awards and Milestones 8 Strategic Planning for Diversity and Inclusive Teaching 8 Supporting the TLTC Initiative 9 Evaluation and Support of CANVAS: U-M's New Learning Management System (LMS) 10 Online Course for Postdocs 10 Sketch on Student Mental Health 10 Faculty Communities for Inclusive Teaching (FCIT) 11 International Faculty Development 11

Support for Teaching 12 Consultations 12 Orientations 13 Seminars 14 Programs for Faculty 15 Programs for Graduate Students and Postdoctoral Scholars 18 Web Resources 20

Digital Education 22

Diversity and Inclusion 24

CRLT Players Theatre Program 26

Assessment and Research 28

Appendices 40 Appendix A: Grants and Awards 40 Appendix B: Disciplinary-Based, Customized Services for Schools, Colleges, and Other Units 48 Appendix C: Collaborations and Committee Work 62 Appendix D: External Colleges, Universities, and Organizations Served 64 Appendix E: Publications and Presentations 66 Appendix F: CRLT Regular Staff, 2014-2015 69 This report was compiled by Ryan Hudson, Matt Kaplan, Meg Bakewell, Amy Hamermesh, Jeri Hollister, and Laura Gonzalez-Garcia.

University of Michigan l CRLT annual report 2014-2015 1 E x e c u t i v e s u m m a ry 2 excellence oncampus. conversations, initiatives, collaboratingonanddrivingnew andproviding teaching thatsupport thecore services to playing a central role in advancing U-M’s culture of teaching by in sparkingthese campus and participating researchally expandingconversation aboutwaystocreate university. amodelfor21st-century We lookforward We atCRLT are excited attheuniversity, aboutthemanyeducationalinitiatives underway aswell asthecontinu- efforts. faculty andstaffsearch committee,as well asallofmycolleagueshere atCRLT, and Iamgratefultothemfortheir Executivenew Director after a national search. That process involved a tremendous time commitment from the including ourcollaborationswiththeEnglish LanguageInstitute. Finally, Iwas gratifiedtobeselectedasCRLT’s sciences. Michelle Majeed cametousfrom theUniversity Toronto, andwillfocusonGSIdevelopment programs, from theUniversity of Wisconsin andwillfocusonSTEMdisciplinesinterprofessional educationinthehealth Among thosehires are Gina Hedberg andMichelle consultants.Gina Majeed, instructional hasaPhD twonew challengesandhired colleagueswhoarenew new bringingfresh perspectives backgrounds andnew toourwork. CRLT experiencedseveral personneltransitionsthispastyear aswe bidfarewell tocolleagueswhomoved onto Teaching Academy. of facultydevelopers bestowed itshighesthonorforresearch onaCRLT project examiningtheimpactofLSA Players Theatre Program received aU-M Distinguished Diversity Leaders Award, andthenationalorganization The year also brought recognition oftheexcellence ofCRLT’s work, bothatU-Mandnationally. TheCRLT amining theimplicationsofUnizin campuses. forteachingandlearningacross partner on U-M’sparticipation Digital Innovation Group Advisory (DIAG) and on an inter-institutionalcommitteeex- hensive evaluation Canvas offallandwinterpilotsthenew learningmanagementsystem.Thelatterincluded the current digitalenvironment andtoenvisionthefuture ofdigitaleducation.Theformerincludedacompre- Finally, CRLT worked closelywiththe Vice Provost ofDigital Education andInnovation, James Hilton, to reform schools,orcolleges. of climateintheirdepartments, and created grantthatenabledfacultytoformlearningcommunitieswith colleaguesfortheimprovement anew developed a strategyforpromoting effective practicesforinclusive facultyacross teachingfornew theuniversity At theinvitation ofRob Sellers, the Vice Provost forEquity, Inclusion, andAcademic Affairs,CRLT consultants awardees. faculty colleaguesaround engagedlearning,andconsultingwithgrantapplicants tion, ondeveloping anassessment“toolkit,” convening gatheringsforgranteesand withJamescluded partnering Holloway, Vice Provost forGlobal andEngaged Educa- CRLT’s role inthe Transforming(TLTC) LearningforaThird Century initiative in- three distinctareas: engagedlearning,diversity andinclusion,digitaleducation. 2014-2015 academic year, and CRLT helped realize the visions of vice provosts in The University of Michigan pursuedarangeofboldeducationalinitiatives inthe Letter FromDirectorMatthewKaplan

Executive Summary University ofMichigan l CRLT annualreport 2014-2015 Center forResearch onLearningand Teaching Matthew Kaplan,Executive Director

E x e c u t i v e s u m m a ry

Theatre to seed reflection sessions use theatre Players CRLT climate impact inclusive about issues that negatively dialogue about strategies for addressing and to spark graduate stu- performPlayers for faculty, them. The on focuses repertoire dents, and administrators. Their and institutional climate. 2014-2015both classroom Leaders Award, highlights: U-M Distinguished Diversity Signals new mental health sketch, Distress Assessment and Research that generate evidence focuses on projects CRLT useful to faculty and administrators for improving consultations Servicescourses or curricula. range from that methods to large-scale projects about effective data collection, analysis, and facilitation of fac- involve 2014-2015 highlights:ulty discussions about results. writers and grantees, grant TLTC consultations with for 19 schools and colleges assessment projects Diversity and Inclusion to that attends a teaching culture advances CRLT climates for learning positive and fosters diversity students and instructors and social of all backgrounds in our teaching highlights inclusive identities. CRLT offer customized and consultations, and we programs topics for on diversity-related and resources workshops graduate students, and departments. faculty, plans development 2014-2015 highlights: professional new teaching for new faculty and GSIs; inclusive around Teaching Communities for Inclusive for Faculty grant

CRLT annual report 2014-2015 annual report University of Michigan l CRLT

- resourc web and consultations, workshops, Through help instructorses, we select and integrate into their their goalsteaching the technologies that best meet collaborate with other offices We for student learning. of emerging technologies for teach- to assess the value practicesing and learning and to disseminate effective 2014-2015 highlights: for teaching with technology. LMS, participation in of pilots of Canvas evaluation (DIAG) Advisory Group Digital Innovation Digital Education Support for Teaching Serving all members of the teaching community, offers consultations on pedagogical and cur- CRLT programsricular issues, along with a range of grants also presents CRLT to fund instructional innovation. audiences,orientations and seminars for campus-wide to the needs tailored and retreats as workshops as well gath- of academic units. 2014-2015 highlights: Faculty learnederings for sharing and disseminating lessons from learning initiative, community for faculty piloting TLTC 10th at CRLT-Engin workshops Felder Richard Canvas, anniversary celebration Mission Statement Mission Statement and innovation excellence is to promote (CRLT) Teaching on Learning and Research Center for The mission of the to the support is dedicated CRLT of Michigan. schools and colleges at the University in teaching in all nineteen - of all mem development and the professional learning and teaching practices of evidence-based and advancement administra- and students, postdocs, graduate partners with faculty, CRLT community. campus teaching the of bers and supports individualrespects teaching, rewards and that values culture a university and sustain tors to develop students and instructors in which diverse can excel. learning environments among learners, and creates differences CRLT’s Core Services Core CRLT’s CRLT Year at a Glance

6 uSUMMARY of CRLT SERVICES uDISCIPLINED BASED SERVICES s u m m a ry

BY SCHOOL/COLLEGE e Total Services Provided 14,843 (Some individuals receive multiple services) School or College Individuals Services c u t i v e

x Architecture and Urban Planning 90 182

E Total Services for U-M Clients 13,650 Art & Design 33 83 Campus-wide programs 7,279 Disciplinary-based, customized programs Business 85 201 for departments, schools, & colleges 4,014 Dentistry 56 190 Consultations 1,920 Education 114 300 Instructors receiving midterm student feedback (MSF) sessions 408 Engineering 959 2,228 Information 80 281 Total Services for External Clients 1,193 Kinesiology 50 189 Presentation and workshop participants 163 Law 34 110 Audience members at external LSA 1,371 5,388 theatre performances 741 Consultations and other services 289 Medicine 523 1,099 Music, Theatre & Dance 82 244 Natural Resources and Environment 85 210 uU-M Client Profiles Nursing 86 192 Other Pharmacy 78 224 4,345 Unique Public Health 171 377 Staff Individuals Graduate xx Graduate Students & Public Policy 53 100 Students & Postdoctoral Scholars . . 2,157 Postdoctoral Rackham 3 22 Faculty xx Faculty ...... 1,502 Scholars xx Staff ...... 404 Social Work 75 201 xx Other ...... 282 Administration 126 706 Libraries (U-M) 46 152 Other 61 79 Faculty by Rank Other U-M Dearborn 20 28 Assistant xx Assistant Professor...... 413 Associate Professor xx Lecturer...... 280 U-M Flint 9 11 Professor xx DDC (Deans, Directors, Department Chairs). . . . 235 Individuals, Unit Unknown 55 - Professor xx Professor...... 230 Lecturer Services, Unit Unknown - 853 xx Associate Professor. . . . . 212 DDC xx Other...... 132 TOTAL: 4,345 13,650

4 University of Michigan l CRLT annual report 2014-2015 E x e v i t u c uCONSULTATION SERVICES uCRLT PLAYERS

Consultations Performances at U-M e

1,920 45 ry a m m u s 408 Midterm student feedback 11 External performances sessions (MSFs) 16 Different sketches performed 14,725 Students served by MSFs 3,431 Audience members 17 U-M offices advised 29 Committees with CRLT uPROGRAMS FOR GRADUATE representatives STUDENTS/POSTDOCS 4 Preparing Future Faculty (PFF) uFACULTY GRANTS & AWARDS programs 4 Award competitions 385 Participants in PFF programs 7 Grants competitions 2 Teaching certificate programs 135 Faculty recipients 887 Enrollees in certificate programs $366,000 Distributed by CRLT 36 Graduate teaching consultants uONLINE uRESEARCH & PUBLICATIONS 687,128 Visits to CRLT website from 19 Schools and colleges using 226 Countries CRLT assessment services 43 Blog posts 18 Investigating Student Learning 1,775 Twitter followers grantees 8 CRLT action research projects GLOBAL REACH 39 Publications and presentations • 50 U.S. educational institutions • 17 other U.S. organizations • 51 foreign institutions

University of Michigan l CRLT annual report 2014-2015 5 CRLT Community

CRLT Staff For biosketches of CRLT Regular Staff, visit www.crlt.umich.edu/about-crlt/staff-directory. s u m m a ry e c u t i v e x E

Management Team CRLT Consultants Administrative Staff Project Staff Matthew Kaplan Meg Bakewell Lori Dickie Pam Fisher Deborah Meizlish Theresa Braunschneider Ryan Hudson Laura Gonzalez-Garcia Mary Wright Rachel Niemer Carolyn Parker Amy Hamermesh CRLT-Engin Laura Schram Jeri Hollister Amber Smith Postdoctoral Kathryn Pamula Cynthia Finelli Erping Zhu Melinda Thompson Carol Lagemann Research Associates Bill Lloyd Theatre Program Liv Anderson Steve McKenzie Sara Armstrong Victoria Genetin Tershia Pinder-Grover Courtney Riddle Ronit Greenberg Jessica Von Hertsenberg

Graduate Teaching Consultants See p. 20 for a description of the GTC program.

Christie Allen Tim Green Tamarie Macon Laura Sánchez-Parkinson Chloe Armstrong Julia Hansen Francesca Minonne Rohan Sud Daphna Atias Annie Harmon Karen Nielsen Sarah Suhadolnik Thomas Bridges Dana Jackman Ariana Orozco Sarah Sutter Sara Crider Danielle Lillge Melody Pugh Claire Whitlinger Pierluigi Erbaggio Timeka Williams

Engineering Teaching Consultants See p. 20 for a description of the ETC program.

Fall 2014 Winter 2015 Bill Arthur Justin Li Bill Arthur Lavinia Li Laura Chang Lavinia Li Khalid Ahmed Zach Noskey Julia Faeth Sahar Rahmani Julia Faeth Sahithya Reddivari Anoushe Jamshidi Elizabeth Stewart Anoushe Jamshidi James Saraidaridis James Juett Bryce Wiedenbeck Mai Le Bryce Wiedenbeck

6 University of Michigan l CRLT annual report 2014-2015 CRLT Faculty Advisory Board E

The board advises the executive director on policies and activities that enable CRLT to fulfill its mission. Important issues x e include, but are not limited to, program and research objectives and priorities, grants competitions, resource procurement v i t u c and allocation, national project participation, and intra-university relations. Board members play a key role as liaisons between the center and the rest of the university community. The advisory board typically meets 4-5 times during the e

academic year. ry a m m u s

Patricia Abbott Scott D. Campbell Vicki Ellingrod M. Melissa Gross Associate Professor of Nursing Associate Professor of Urban Planning John Gideon Searle Professor of Arthur F. Thurnau Professor of Pharmacy Movement Science

Victoria Johnson Martha Jones Gavin LaRose Adjunct Associate Professor of Arthur F. Thurnau Professor of Lecturer IV in Mathematics Organizational Studies History

Mario Mateo Seetha Monrad Shobita Parthasarathy Professor of Astronomy Assistant Professor of Internal Medicine Associate Professor of Public Policy

Damani Partridge Michael Thouless Steven Skerlos Associate Professor of Anthropology and Arthur F. Thurnau Professor of Arthur F. Thurnau Professor of of Afroamerican and African Studies Mechanical Engineering and of Mechanical Engineering Materials Science and Engineering

University of Michigan l CRLT annual report 2014-2015 7 N e w a n d n o t e w o r t h y 8 menting theimpactsofLSA’s Teaching Academy for (POD). Theaward recognized CRLT research docu- fessional andOrganizational Development Network tional Development attheannualmeetingofPro- Menges Award forOutstanding Research inEduca - In November 2014,CRLT staff received the J. Robert clinics, anddepartments. and nationwidecreate more inclusive classrooms, labs, over 50,000faculty, GSIs, andadministratorsatU-M outstanding work duringthepast15years helping TheCRLTU-M apart. Players were honored fortheir anddiverseing, supportive, environment thathelpsset award celebratesprogress toward creating awelcom- the Provost andUniversity Human Resources, the Award in2014.Jointlyof sponsored by theOffice gram teamreceived aDistinguished Diversity Leaders dedication todiversity, theCRLT Players Theatre Pro - For commitmentand demonstratingextraordinary Awards andMilestones

New University ofMichigan and Noteworthy l CRLT annualreport 2014-2015 ing Education (ASEE). Section, bothfrom theAmericanSociety forEngineer - for Most New Professional Members inNorth Central andaCampusRepresentativetorious Service Award in theformofRonald J.SchmitzAward forMeri- Cindy Finelli's work alsoreceived nationalrecognition Foundingvide feedbackfortheirinstructors. director decade, allowing more than25,000studentstopro- midterm studentfeedback(MSF)sessionsover the CRLT-Enginservices, staffconductedmore than800 Looking atthecumulative impactofjustonetheir has interactedwitharemarkable 74%ofCOEfaculty. that time,CRLT-Engin established in2004.In tion sincetheofficewas in engineeringeduca- promoting excellence celebrated tenyears of ing (CRLT-Engin) CRLT inEngineer- POD. a Donald H. Wulff Diversity Travel Fellowship from of aCRLT’s Graduate Teaching Consultants,received (see efforts p. 31). In addition, Timeka Tounsel, one to measuringtheeffectofeducationaldevelopment faculty,new providing auniquemodelforapproaches for consultationsonwaystoimplement it.In addi - each schoolandcollege,CRLT willbeavailable the modelwillbeshared withfacultyleadersfrom piloted attheLSA Teaching Academy in August 2015, advancing skills,andreflection onpractice. Afterbeing orientationtoU-M,applyingkeyconceptsand parts: around inclusive teaching.Themodelincludesthree to create aprofessional development modelforfaculty Education, andrepresentatives oftheProvost’s Office collaborated withIGRstaff,facultyfrom theSchoolof for Equity, Inclusion, andAcademic Affairs,CRLT ofacommitteecreatedAs part by the Vice Provost and InclusiveTeaching Strategic PlanningforDiversity N e w a n d n o t e w o r t h y 9

Finally, CRLT managed multiple job searches and managed multiple job searches CRLT Finally, associates dedicated to two postdoctoral research hired addition to assisting with the overall In work. TLTC the postdocs have initiative, TLTC of the evaluation consulted with grantees on assessment, and they will for each of the assessment “toolkits” begin developing creativity; learning goals: core five program’s TLTC and intelligence; social/civic responsibility intercultural communication, collaboration andethical reasoning; and self-agency and the ability to take risks. teamwork; Additional faculty development has accompanied development faculty Additional grants,Transformation with staff involvement CRLT - Interprofes the two projects: the following including Project and Collaborative Education sional Health (DIG). Greenhouse Innovation and the Digital (IPE), has taken the lead on CRLT project, the IPE For designed to change theorganizing faculty discussions - interpro of health education to one in which culture the norm. CRLT are clinical work fessional course and a panel and organized retreats conducted two faculty all alumni of the Health for projects on successful IPE - within the Digi Housed Academy. Teaching Sciences iden- (DEI) office, DIG and Innovation tal Education using digital educational innovations tifies promising and provides tools, such as ECoach and GradeCraft, learn- support bring them to a larger scale. Faculty to will being communities associated with the projects Rachel assistant director former CRLT by created for DEI as the Director directly working now Niemer, and Learning Communities. Pedagogy of Digital CRLT annual report 2014-2015 annual report University of Michigan l CRLT Occasional Paper Paper Occasional that will focus on assessing creativity as part of the larger assessment toolkit for the TLTC. ” In collaboration withIn Provost Vice office of the and Engagedfor Global CRLT Education, substantialprovided for workinfrastructure being carried out under Transforming the aegis of Unscripted: Engaged Learning Experiences Engaged Unscripted: Committee Member TLTC The wonderfully planned really event and executed helped me to think aout the constructive,issues in a more critical, and COLLECTIVE way. Learning for a Third Century (TLTC). In 2014-2015, CenturyLearning for a Third (TLTC). funded by projects with several assisted directly CRLT of developingtransformation grants, began the process faculty seeking to deter- assessment toolkits for use by on student learning, mine the impact of their projects for events and planned and facilitated networking grantees and faculty colleagues. with the kicked off in fall 2014 programming TLTC the first gathering symposium, Big” of “Thinking informa- 100 attendees shared grant winners. Nearly and discussedtion and insights about their projects engagedcommon challenges they face in promoting Seminar on Provost’s learning at U-M. The winter Teaching, together both grantees and, brought for U-M Students strategies for promoting to share broadly faculty more included lightningengaged learning. The program participating students who described how talks by in engaged learning has enriched their experience 2015 in May Lunch at U-M. A smaller Creativity their efforts to develop grantees to compare allowed inform a CRLT and to processes creative students’ “ Supporting the TLTC Initiative Supporting the tion, CRLT will conduct focus groups with faculty with focus groups will conduct tion, CRLT about what professional campus to learn more across aware they are teaching inclusive around development like to see, what additional opportunities they’d of, challenges to this model, including and their responses and obstacles. N e w a n d n o t e w o r t h y “ 10 “ Engineering (PSC). This 8-week course focuses on Engineering (PSC).This8-week coursefocuseson Short-Course onCollege Teaching inScienceand staff developed anonline version ofthe Postdoctoral In collaborationwithRackhamandDEI,CRLT Online CourseforPostdocs and p. 29). share withthewidercampuscommunity(seep. 17 Canvas and toidentifybestpedagogicalpractices and informationtofacultyastheybeganworking in of thosepilotingCanvas inorder toprovide support CRLT alsoconvened afacultylearningcommunity ITS’s pilotofCanvas inbothfallandwinterterms. CRLT staffdesignedandimplementedevaluations of whether andhow to migrate from CTools toCanvas, Grouption Advisory (DIAG) totheProvost about To informrecommendations by theDigital Innova- Management System(LMS) CANVAS: U-M’sNewLearning Evaluation andSupportof

Faculty Participant (difficult) facultyquestions. learning. You alsodidafabulousjobanswering digital ecosystemforthefuture ofteachingand You ofthe builtthecontextforCanvas aspart job ofhittingjusttherightnotesforfaculty. I thoughtthatyou dida WONDERFUL Unizin andCanvas forfacultyinourschool. Thank you againforthegreat presentation on Faculty Member and thepeoplewhohadtaught it. CRLT forpostdocs.He raved aboutthecourse learning, andhesaidhadtakenacourseat he hadlearnedsomuchaboutteachingand focusing onstudentlearning.Iaskedhimwhere and wasdoingaterrificjobofteaching, really One ofthemhaddoneapostdocatMichigan teaching consultationswithjuniorfaculty. I wasatanotheruniversity recently doingsome University ofMichigan l CRLT annualreport 2014-2015 ” ” Sketch onStudentMentalHealth piloted infall2015. trends inSTEMeducation.Theonline version willbe of learning,todiversity intheSTEMclassroom and topics rangingfrom coursedesignandthescience course, bothatU-Mandnationally. Modules include an asynchronous version willexpandthereach ofthe has beenoffered since2009,andthedevelopment of their firstfacultypositions.Theface-to-face program evidence-based practicesandprepares for participants academic year. during the2015-16 Signals fourtimes Distress to perform received requests the CRLT Players pilot performances, a successfulround of mental health.After the area ofstudent process with othercampusgroups doingwork in plan were developed afterayear-long consultation est colleges,thetheatricalscenariosandfacilitation identified by leadershipintheuniversity’s twolarg- in academicinteractions.Created tomeetaneed to studentmentalhealthchallengesastheyemerge tors inimproving skillsforidentifyingandresponding the CRLT Players- designedasessiontoassistinstruc In response torisingconcernsatU-Mandnationally, “ Faculty Participant in aclassroom setting.” can present behaviorally mental healthconcerns different waysthat depiction ofthemany and multi-layered are providing anaccurate “…the actorsinvolved ” Faculty Communities for Inclusive ing U-M faculty, and made presentations about their Teaching (FCIT) plans for implementing what they learned at their own With funding from the Vice Provost for Equity, Inclu- teaching centers. sion, and Academic Affairs, CRLT awarded small In November 2015, CRLT Assistant Director Erping grants to seed faculty-led learning communities on Zhu made three presentations in China. She addressed inclusive teaching. This effort leverages existing faculty an audience of about 100 faculty developers from expertise and interest to build faculty leadership and institutions of higher education who had convened at capacity for creating a positive campus climate. FCIT Shanghai Jiao Tong University (SJTU), and she also projects took a variety of forms, including multidis- spoke about teaching and technology to 20 SJTU ciplinary reading groups, departmental workshops, faculty and staff. A workshop on designing courses for N and campus-wide events. CRLT convened an initial engagement and understanding was delivered to about e meeting of all grantees and subsequently provided 50 faculty at Renmin University of China. w

support workshops as requested. CRLT is facilitating a dissemination by conducting follow-up interviews and In January 2015, Director of Assessment Mary Wright n d organizing a fall 2015 poster fair that will also kick off a and Assistant Director Rachel Niemer traveled to the n second round of funding. Grantees are listed on p. 44. Universidad de los Andes in Santiago, Chile. Over the t o

course of their three-day stay, they made presentations, e International Faculty Development conducted workshops for faculty clustered by disci- y h t r o w pline, and met less formally with different groups of faculty and administrators.

Since 2006, CRLT has supported U-M’s China initiative with programming for academic administrators from top Chinese research universities. In late August 2014, CRLT hosted a three-week China Fellows Pro- gram for five visiting scholars who run teaching centers on their own campuses, in this case Central China Normal University, Nanjing University, Renmin Uni- versity of China, and Shanghai Jiao Tong University. The backbone of the program consisted of 16 seminars offered by CRLT staff and U-M faculty and administrators. In addition, fellows attended CRLT faculty and GSI orientations, observed classes taught by outstand-

University of Michigan l CRLT annual report 2014-2015 11 Support for Teaching

Consultations

CRLT professional staff and graduate teachinng consultants (GTCs) provide consultation services to faculty, graduate students, and administrators. Short consultations often involve What people requests for materials, information, and advice about campus are saying resources for teaching and learning. Topics for more intensive about Consultations consultations include curricular and instructional matters and Midterm Student such as course design, integrating innovative approaches to Feedback teaching and learning, interpretation of student ratings, and improvement of teaching and learning in a class or discipline. “CRLT is an amazing resource, which CRLT staff conducted 1,920 individual consultations, some has both helped me with my teaching brief and some extensive, with U-M clients during the 2014- and to stay sane as I trail blaze through 2015 academic year. teaching new courses.”

“Great service! Having a true Midterm Student Feedback professional assist in devising teaching CRLT collects student feedback for faculty and GSIs who strategies is a wonderful asset to any g wish to assess and improve their teaching during the term. faculty member - new or experienced.” n A CRLT consultant observes the class and then confers with the students about what is going well and what changes “Students were grateful. I learned a lot a c h i e would improve their learning. The consultant later meets and was inspired (and I'm pretty good t with the instructor to report findings and discuss strategies in the classroom already), and it was for change. Faculty in charge of large, multi-section courses hugely impactful, without requiring a f o r also use this service to gain an overview of the course. Sec- big time investment on my part. The tion leaders receive confidential individual feedback and the service itself is great!” supervising faculty member receives a report of overall trends

u p p o r t in the course that can be used to facilitate and inform cur- “The consultant did a fantastic job S ricular improvement. During the 2014-2015 academic year, of soliciting useful, frank feedback. CRLT staff conducted midterm student feedback sessions for Both the GSI and I made use of this 408 faculty and GSIs across campus. These sessions provided feedback, and students definitely took an opportunity for 14,725 undergraduate and graduate stu- notice (some even mentioned it in dents to share feedback in the middle of the term, a time their end-of-course evaluations). I will when adjustments to teaching practices can directly benefit strongly recommend this service to my their learning experience. colleagues.”

12 University of Michigan l CRLT annual report 2014-2015 Orientations

New Faculty Orientation year, 444 GSIs attended the fall program, and the first combined In conjunction with the provost winter program was attended by and executive vice president for a total of 230 GSIs, 87 of whom academic affairs, CRLT organized were from engineering. During and facilitated the campus-wide these orientations, each GSI was New Faculty Orientation. In given the opportunity to practice August 2014, 148 faculty members a 5-minute lesson and receive attended this event. The president initial day of training, GSIs com- feedback from peers and an expe- and interim vice president for pleted their ongoing professional rienced instructor or CRLT staff research welcomed the new faculty, development by participating in an member. New GSIs also engaged and the CRLT Players presented advanced practice teaching session 7 into 15: Welcome to Teaching at in discussions about the role of or writing a reflection on either a GSIs at the University of Michi- U-M, which focuses on issues of seminar focused on pedagogy or a gan, collected resources related to diversity, inclusion, and faculty classroom observation with midse- this role, consulted experienced worklife. Participants heard from mester student feedback (MSF). In GSIs, and participated in work- the provost at lunch along with addition, CRLT offered a separate shops designed to address key a panel of three faculty who orientation for undergraduate issues. The fall orientation included discussed what it’s like to work at instructional aides (IAs) each the following workshops: U-M. In addition, new faculty semester, serving 162 attendees. attended one of the following five xx Classroom Communication at U-M S

ELI-CRLT Courses t r o p p u concurrent sessions focused on xx Dealing with Controversy During Classroom teaching: Discussion In collaboration with the English xx Evaluating Student Writing Language Institute (ELI), CRLT xx Facilitating Discussion by Leveraging Student xx Facilitating Discussions in the Humanities co-sponsors two intensive courses Diversity xx Facilitating Discussions in the Social Sciences r o f xx Research-Based Practices for College xx Facilitating Group Work to Maximize for graduate students whose under-

Teaching Learning in Labs and Discussions graduate education was in a lan- t xx Student Teams in the STEM Classroom xx Grading in Quantitative Courses and the e

guage other than English and who i h c a xx Using Digital Tools to Engage Students and Sciences plan to have GSI appointments Enhance Teaching xx Identity and Authority in the Classroom in LSA. One course is offered in xx Teaching Critical Thinking in the Clinic xx Interactive Theatre: TBD: Welcome to n August to incoming U-M gradu- g Teaching The New Faculty Orientation xx Inclusive Teaching During the First Week and ate students who have recently also included an information Beyond arrived in the country; the other fair that featured exhibits and xx Leading Problem-Solving Sessions is a ten-week, winter-term course representatives from 48 U-M xx One-to-One Teaching in Music, Art, Dance, for those who are already graduate and Architecture students. Both address language offices and programs. x x Strategies for Teaching Foreign Language proficiency, pedagogical strategies, GSI Teaching Orientations Courses xx Teaching Effectively with Technology and cultural awareness. In August CRLT organized and facilitated a 2014, 25 international graduate university-wide Graduate Student CRLT also organized a custom- students participated in the course, Instructor Teaching Orientation ized teaching orientation program and during winter 2015, 23 more at the beginning of the fall 2014 for 146 new GSIs in the college of students participated. and winter 2015 terms. This past engineering in fall 2014. After the

University of Michigan l CRLT annual report 2014-2015 13 Seminars

Campus-Wide Seminar Series CRLT offers seminars and programs for faculty, graduate students, and postdocs. These programs bring instructors together to share ideas across disciplines. They also help instructors develop and improve their teaching skills, expand their repertoire of teaching methods, and gain new perspectives on teaching at U-M. CRLT professional staff, faculty members from other units of the university, and guest presenters from other universities conduct CRLT seminars. In 2014-2015, 997 faculty, graduate students, and postdocs attended all seminars, including the following programs:

xx Active & Engaged Learning in Digital xx Six-Session Training for Diversity and Inclusive xx Tell Us How You Really Feel: Insights from Contexts* Teaching** Large-Scale Text Analysis of Student xx Advanced Practices for Inclusive xx Student Learning Analytics at Michigan Survey Responses Teaching** (twice) (SLAM, 13 sessions): xx The Texas Vision: A Cross-Institutional xx Campus Climate in Your Classroom* xx Case of The Month: An Interactive Strategy for Access, Affordability, and xx CRLT Players: Hidden (dis)Abilities in the Approach to Case Based Learning in Student Success Classroom Oral Pathology xx Two Years of Michigan MOOCs: What xx Engaging Students in Learning: An Online xx Characterizing Instruction in Introductory Analytics Tell Us About Learning in These Workshop Science Courses at Michigan State Environments xx Engaging the World From Your Classroom* University xx Unlocking the Hidden Potential of xx Facilitating Discussions in the Social Sciences xx Education without States Massive Open Online Courses (MOOCs) and Humanities** (fall and winter) xx Evidence That Class Participation Affects xx Teaching in a “Flipped Classroom” – A Four- xx Learning Community on Undergraduate Student Outcomes Session Learning Community* STEM Teaching** (6 sessions) xx Learning Analytics, Digital Education, xx Teaching With Technology: How Can I xx Next Steps with IT** and Innovation at U-M Include All Students?

g xx Now That I Have It, What Grade Should I xx Learning Analytics Task Force: 2012-2015 xx Using Technology to Check Student n Give It? Evaluating Student Writing xx Multi-Institutional Explorations of Grade Understanding and Provide Feedback: An xx Organize, Streamline and Simplify: Teaching Penalties Online Workshop (summer and winter) Efficiently with Technology** (twice) xx Quantitative Insights on In-Class Creation xx What's It Like to Teach at a Liberal Arts a c h i e xx Research-Based Practices for College and Sharing of Knowledge College?** t Teaching: An Online Workshop (fall and xx The Stats 250 E2Coach Project: What Did xx What's It Like to Work at an Institution with summer) We Do? What Did We Learn? Teaching-Research Balance?** f o r

CRLT in Engineering Seminar Series

u p p o r t During the fall 2014 and winter 2015 terms 654 engineering faculty, graduate students, and postdocs attended S the following programs and seminars offered by CRLT in Engineering:

xx Are They "Getting It"? Low-Stakes Ways to xx Engaged Student Learning: Lessons xx Research-Based Principles for Making Assess Student Learning** Learned From the Flipped Classroom* Learning Work** xx Cooperative Learning: Turning Student xx Implementing Your Active Learning Plan** xx Teaching Is Not Learning Groups into High-Performance Teams (2 sessions per term) xx Ways That Work: Effective Classroom xx Creating a Classroom Environment to xx Maximizing Student Learning During Office Teaching* Enable All Students to Succeed Hours** xx What Do I Do Now? Strategies for Handling xx Did You Really Mean That? Improving xx Ninth Annual Research and Scholarship in Sticky Situations with Students** Communication With Your Students** Engineering Education Poster Fair

* faculty only, ** graduate students and postdocs only

14 University of Michigan l CRLT annual report 2014-2015 Programs for Faculty

Programs for New Faculty LSA and Health Sciences Teaching Academies: New faculty in LSA and the health sciences schools and colleges (dentistry, kinesiology, medicine, nursing, pharmacy, public health, and social work) are introduced to teaching at U-M through intensive, two-day orientations at the end of August. Designed by CRLT in consultation with deans, the teaching academies include opportunities for participants to discuss course planning with senior faculty in related disciplines, to familiarize themselves with course management and other instructional technologies, and to deliver a practice lesson and receive feedback on their teaching from colleagues. Additional topics at the LSA Teaching Academy address pedagogies for teaching undergraduate students and strategies for teaching and mentoring graduate students. The Health Sciences Teaching Academy focuses on teaching small groups and fostering critical thinking through clinical teaching, as well as in traditional classrooms. In their first term of teaching, members of both academies may work individually with a CRLT consultant who observes their teaching or conducts a midterm student feedback session. (See p. 12 for more information about MSFs.) Follow-up gatherings throughout the academic year further develop networks of support within each academy’s new cohort of faculty. In 2014-2015, 27 assistant professors took part in the LSA Teaching Academy, and the Health Sciences Teaching Academy served 25 faculty on the tenure and clinical tracks.

Ross Teaching Academy: Since 2013, CRLT has collaborated with the dean’s office on a teaching academy S focused on the specific needs of new faculty in the Ross School of Business. In 2014-2015, seven faculty and four t r o p p u staff participated in the Academy.

College of Engineering Programs: Immediately following the campus-wide new faculty orientation (p. 13), CRLT in Engineering provided additional programming for 20 faculty new to the college. A panel of experienced r o f

faculty discussed teaching in the college, and new faculty had the opportunity to deliver a practice lesson and receive t feedback on their teaching. The program also featured a faculty panel on starting a research group, a discussion e i h c a on mentoring graduate students, a panel of U-M students in engineering, and an overview of both instructional technology and research computing and software. Subsequent programs covered strategies for new faculty success. n Provost’s Campus LeadershipProgram (PCLP) g On behalf of the provost, CRLT coordinates an academic leadership program with two parts: a day-long orientation for new department chairs and associate deans, and ongoing professional development for all chairs and associate deans with periodic roundtable sessions. Roundtable topics in 2014-2015 included effective practices for faculty recruitment, difficult conversations, time management and priority setting, running good meetings, and working effectively with staff.

The programs were well attended, with 88% of new department chairs and 65% of new associate deans and directors participating in at least one of the leadership events.

University of Michigan l CRLT annual report 2014-2015 15 S u p p o r t f o r t e a c h i n g Michigan Distinguished Professor ofthe Year. awards aninternalcompetitiontoselectnominees,the U.S. Professors forwhichU-Mruns ofthe Year, andthe Professorship, theuniversity’s highestaward forcontributionstoundergraduateeducation,aswell astwoexternal CRLT alsocoordinated three additionalteachingcompetitionsfortheprovost’sArthur office:the F. Thurnau Investigating Student LearningGrant. panel ofaward-winning facultyselectedrecipients. Apanelofprevious granteesselectedgrantrecipients forthe selected grantrecipients fortheInstructional Development Fund. For theProvost’s Teaching Innovation Prize, a recommendations totheprovost onproposals fortheLecturers’ Professional Development Fund. CRLT staff riculum andtheGilbert Whitaker Fund fortheImprovement of Teaching. Apanelofexperiencedlecturers made Development Fund. Board The Advisory recommended awardees tothe provost for Internationalizing the Cur- After reviewing CRLT staffcomments,CRLT’s board membersselectedgranteesforthe facultyadvisory Faculty requested, consultedwithapplicantswhodidnotreceive awards, andcollectedproject reports. ings, sentletterstoapplicants,created accountsforgrantrecipients, guidedgrantrecipients ontheirprojects when plications forinternalandexternalreview, reviewed andratedapplications,facilitated faculty review panelmeet- For thesecompetitions,CRLT staffprepared andsentguidelines, consultedwithgrantapplicants,prepared ap- for listsofgrantees.) opment Fund (IDF).Atotalof135facultyreceived grantsorawards totalingalmost Faculty Development Fund (FDF),theInvestigating Student Learning(ISL)Grant, andtheInstructional Devel- 16 for more information.) Engaged Experiences forU-MStudents Learning . (See p. 9 March 2015, 176 faculty members attended by Robin Wright from the University of Minnesota. In Education atMichigan , whichfeatured akeynoteaddress faculty attendedtheprovost’s seminarRebuilding STEM issues relevant totheentire campus.In October 2014,81 dialogues aboutawiderangeofteachingandlearning Teaching. Theseminarspromote lively andsubstantive Provost toorganize semi-annualProvost’s Seminars on Since 1996,CRLT hasworked withtheOfficeof Provost’s SeminarsonTeaching

University ofMichigan l CRLT annualreport 2014-2015 Faculty GrantsandAwards Professional Development Fund. CRLT directly fundedthree competitions:the ulty CommunitiesforInclusive Teaching initiative, andtheLecturers’ (FCIT) Improvement of Teaching, Internationalizing theCurriculum (ITC), theFac- Academic Affairsfunded fourcompetitions:the Gilbert Whitaker Fund forthe sity ofMichigan. The Officeofthe Provost and Executive Vicefor President grants competitionsforfacultytoimprove teachingandlearningattheUniver- designedtorecognize (TIP), outstandingpedagogicalpractices,aswell asseven In 2014-2015, CRLT administered the Provost’s Teaching Innovation Prize Unscripted: $366,000. (See Appendix A $366,000. (See Appendix A S u p p o r t f o r t e a c h i n g 17 ”

I appreciated how the how I appreciated facilitators modeled leadership andeffective discussion strategies. Participant Faculty “ CRLT annual report 2014-2015 annual report University of Michigan l CRLT Faculty who piloted the Canvas learning management system (LMS) in 2014-2015 management system learning the Canvas who piloted Faculty CRLT sponsored learning communities for faculty who teach large enrollment courses learning communities for faculty who teach large enrollment sponsored CRLT CRLT, in collaboration with The Program on Intergroup on Program in collaboration with The CRLT, Relations (IGR), planned and presented a three-day institute for 16 faculty who a three-day (IGR), planned and presented Relations of departments:teach multicultural content in a wide range and Afroamerican literature, communications, comparative African studies, American culture, psychology, studies, philosophy, organizational musicology, history, English, and women’s sociology, languages and literatures, college, romance residential Undergraduate Dean for the office of the LSA Associate by studies. Sponsored based on research activities and workshop short sessions, the institute included interactive lectures, Education, Goals included helping faculty teaching and learning. for effective social diversity best to mobilize about how diverse student-student interactions in class; engaging students’ facilitating productive areas: skills in three develop own identities in courses focused navigating one’s experiences to enhance learning; and effectively and backgrounds of their facilitating lessons and skills by newapplied knowledge Participants and justice. power, identities, social on author- resistance and challenges to ways to handle difficult situations, such as student design and role-playing own fall, participants the summer and early facilitators on their application individually consulted with institute In ity. used to discuss strategies they have will reconvene fall 2015, the whole group of skills in their particular courses. In (on a 5-point scale) for thevery evaluation in their classes. The institute was receiving a 4.53 average highly rated, of the program. value overall International Faculty Dinner CRLT hosted the fourteenth annual for academic affairs, provost support of the senior vice the office from With an opportunity for 88 faculty with international provided 2015. This event in March Dinner Faculty International on teaching at U-M. perspectives and exchange to socialize backgrounds Large Course Initiatives: Dialogues Institute: Faculty Learning Communities (FLCs) Learning Communities Faculty Canvas: Piloting Faculty in LSA and in the College of Engineering. In LSA, eight faculty participated in the Large Course Initiative (LCI) LSA, eight faculty participated in the Large Course Initiative In in LSA and in the College of Engineering. on student learning and and discussed research the course of four meetings, faculty read during winter term. Over ofaddition, they visited the classrooms a range of instructional technologies useful in large courses. In explored support implementation of To to engage students in their large courses. approaches colleagues who use innovative their courses. LSA to revise small grants from the lessons learned, 7 of the faculty received Forty- in 2014-2015. offered Classes were for Large Engineering Circle Teaching the and sixth iterations of Fifth staff and senior faculty who teach large CRLT-Engin co-facilitated by one faculty participated, and sessions were - Re and instructional included rapport learning, student motivation, technology. building, active Topics courses. Inclasses. participantshelp to data local with integrated own their for strategies useful identify articles search were classes and got hands-on experience with technolo- participants observed colleagues’ addition to meeting regularly, gies particularly useful for large classes. were invited to a series of four lunches in winter 2015. Faculty discussed the ways they were using Canvas, includ- using Canvas, they were discussed the ways Faculty in winter 2015. to a series of four lunches invited were identi- and Rubrics and new SpeedGrader like tools explored faculty sessions, these In challenges. and successes ing opportunities reflected on for departments, also could be used in their courses. They fied many ways they schools widely adopted. For is more learning as Canvas teaching and whole to improve as a university and colleges and the and in the shar- courses within a program use of analytics across potential in the example, participants saw great by pilot faculty instructorsing of content among to challenges faced within departments. alerted The process ITS of effective along with examples to Canvas, CTools successfully transitioning courses from and generated tips for the new system. enabled by pedagogical strategies S u p p o r t f o r t e a c h i n g and 3studentshave completedtherequirements andreceived thecertificate. ate students. To date,33graduatestudentsrepresenting in6schoolshave enrolled 24departments intheprogram, needsofhumanitiesgraduatestudentsinmind,enrollment isopentoallgradu- Although designedwithparticular reflections ontheirwork integratingdigitalmediaintotheirteaching. with digital media. An ePortfolio of teaching practice, andparticipants’ housescoursedesignprojects, artifacts intwonetworkingtechnologies ordigitalmedia.Theythenorganize experiences ortakepart related toteaching 18 schools andcolleges(education; LSA;medicine;pharmacy;andsocialwork) andrepresented six LSAdepartments. such ascampusvisits,discussions oftheacademicjobsearch, were andguestteaching.Theparticipants from five doctoral scholars.Eleven studentsandpostdocswere inamentorship, fundedtotakepart whichinvolved activities The be taughtinthefuture. labexercise,a lesson to colleagues, develop a lesson plan for an inquiry-based and design asyllabus for a course to during sessionsisdevoted toactive to present learningandreflection. had multipleopportunities Eachparticipant phasizing advance preparation usingvideopodcastsandreadings sothattime 31 postdoctoralscholars.Thecoursemodeled “the flippedclassroom” byem- lege Teaching inScienceandEngineering wasconductedinfall2014for The seventh iterationoftheeight-sessionPostdoctoral Short-Course onCol- In 2014-2015,CRLT offered fourprograms incollaborationwithRackham. Preparing FutureFaculty(PFF)Programs GTC+Digital MediaTeacherCertificateProgram quirements. Since theprogram’s inception,CRLT hasawarded atotalof367certificates. to1,122.This enrolled,year 48studentscompletedthecertificate bringing thetotalnumberofparticipants re- Participation continued to increase during the 2014-2015 academic year. Specifically, 216 more graduate students philosophy. on teaching,classroom teachingexperience,amentorship, andthesubmission ofastatementteaching designed by CRLT. Program requirements inateaching orientationandongoingseminars includeparticipation submit required documentsandtracktheirprogress toward completionoftheprogram onaweb-based interface tance of teacher preparation in helping graduates gain faculty positions. Graduate students who wish to participate them documenttheirpreparation fortheirjuniorfacultyteachingroles. Theprogram alsoemphasizes theimpor- October 2007,thisprogram hasoffered graduatestudentsanadvantage intheacademicjobmarket by helping Program designedtoassistGSIs withmarketing theirprofessional development Since ascollege-level instructors. In collaboration with the Rackham School of Graduate Studies, CRLT a U-M Graduate runs Teacher Certificate U-M GraduateTeacherCertificateProgram Postdoctoral Scholars Programs forGraduateStudentsand

Intercampus Mentorship Program connectsfacultyatnearby collegeswith U-Mgraduatestudentsandpost- University ofMichigan five workshops, three ofwhichmustgobeyond technicaltrainingtopedagogicalapplications of complete onlinemodule,participants shape teachingandlearning.Aftertakinganintroductory to think critically about technology tools and digital environmentsportunities and the ways they manities) buildsontheRackham-CRLT Graduate Teacher by offeringstructured Certificate op- Launched inMay GTC+ 2014,thenew program (co-sponsored by theInstitute fortheHu- l CRLT annualreport 2014-2015 “ Postdoc Short-Course Participant prepared now! and cons,…Ifeelmuchmore me aboutmethods,lingo,pros love coursetaught it.Theshort I’ve “tasted” active learningand ” S u p p o r t f o r t e a c h i n g 19

CRLT annual report 2014-2015 annual report University of Michigan l CRLT - including assistance with the cre for the academic job search, Preparation of about higher education (e.g., institutional types, the nature Information Uni- teaching, including meetings with reflective and of effective Discussion The 10-session seminar covered three major areas: three The 10-session seminar covered • ation of a statement of teaching philosophy and a syllabus • and faculty worklife) students, tenure, today’s • about multicultural teaching conversations junior faculty, of Michigan versity on the use of instructionaland learning, and demonstration of and reflection technology types of institutions to different The seminar also included an introduction a trip to one of four local campuses: Albion College, Eastern Michiganthrough Those who success- Toledo. of or the University College, Kalamazoo University, a certificate. of the seminar received fully completed all requirements ” Building Communities of Support Toward a Successful Academic Job Search a Successful Academic Job of Support Toward Building Communities Demonstration Designing an Effective Teaching Philosophy Teaching Developing Your Institution Faculty Life at a Teaching-Focused Track Faculty Success Off the Tenure in Humanities and Social Sciences Hiring Process Interview to Job: The From and Math Fields Engineering, in Science, Technology, Hiring Process Interview to Job: The From Social Sciences Positions: Arts, Humanities, and Interviewing for Academic and Math Fields Engineering, Positions: Science, Technology, Interviewing for Academic Mentoring Undergraduate Students Moving In and Out of Academe Social Sciences Agenda: Humanities and Non-Lab Faculty Research Starting and Running Your Lab Faculty Research Starting and Running Your for Productivity and Resources Strategies, Tools, World of Higher Education in a Digital The Future Process The Tenure-Track a New Institutional Context to Transitioning Success in Our Fields: Strategies for Faculty Underrepresented at a Community College? Teach What’s It Like To Engineering, and Math CVs and Cover Letters for Academic Positions: Science, Technology, Writing Fields and Humanities CVs and Cover Letters for Academic Positions: Social Sciences Writing PFF Seminar Participant PFF Seminar The PFF Seminar SeriesSeminar The PFF had a HUGE positive impact on me, and I am very happily working a new as facultynow José member at San A lot University. State of the things I learned I gainedand perspective the PFF werethrough instrumental in me getting this job. • • • • • • • • • • • • • • • • • • • • • “ took place in Faculty Future Preparing Teaching: on College Seminar The sixteenth annual Rackham-CRLT taught the assistant directors CRLT’s office and Rackham. the provost’s by 2015, with funding provided May graduate students applied, advanced to speak. Seventy-nine the campus across seminar and invited faculty from and urban 11 schools and colleges (architecture represented accepted 60 as participants. The applicants and CRLT envi- and dentistry;planning; natural resources dance; and theatre music, medicine; LSA; engineering; education; nursing; pharmacy; and public health) and included 18 LSA departmentsronment; and programs. co-sponsored by Rackham, with contributions from Rackham, with by co-sponsored Conference, Faculty Future annual Preparing The twelfth 530 graduate students than More 2014. September took place in Center, Center and The Career the International sessions: concurrent and the following 38 faculty panelists which featured for this one-day conference, registered S u p p o r t f o r t e a c h i n g 20 and expanded. States. CRLT’s web resources are continuouslyupdated bor, 19%from Michigan, and46%from theUnited tries. Approximately 6%ofvisitorswere from AnnAr- (a 13%increase over theprevious year) from 226coun- 1, 2014,andMay 31,2015,thewebsite received over 687,000visits,representing 558,100uniquevisitors out theU.S.andworldvisitCRLT website toobtainresources onteachingandlearning.Between June Faculty, consultants,andadministratorsatU-Minhighereducation institutionsthrough- instructional Web Resources GSItrainingprograms ofdepartmental vided disciplinespecificworkshops aspart respond–with bothcompassionandappropriate boundaries–tostudentmentalhealthchallenges.CRLT alsopro- Writing, Spectrum Center, etc.).Sessions forGSItrainersprovided resources forpreparing GSIs toanticipateand forundergraduatestheycouldrecommend toGSIsincluded campusservices (e.g.,CAPS,Sweetland Centerfor to exchange ideasaboutchallengesoftheirmentoringrole andresources theirsuccess.Resources forsupporting and conductingmidtermstudentfeedbacksessions.CRLT alsoorganized gatheringsforgraduatestudent mentors classesandofferingfeedback,strategiesforworking withGSIs,teaching sessions,observing issuesinconsulting, tors (experiencedGSIs) prepare fortheirroles andexchange resources. Workshop practice topicsincludedrunning ter 2015, CRLT developed and conducted several sessions to help faculty coordinators and graduate student men- across theuniversity todevelop, improve, andevaluate theirprograms. During summer2014,fallandwin- Individual are departments responsible GSIs, fortrainingtheirnew andCRLT staffmembershelpdepartments Departmental GSITrainingandDevelopment well asworkshops intheCRLT-Engin Seminar Series. ETCs for 2014-2015are listedonp. 6. engineering students.ETCs alsoplanandconductsessionsattheengineeringGSIIAteachingorientations,as (IAs). ETCs consultwithGSIs andIAstocollectmidtermstudentfeedback from several hundred undergraduate gin) each semester, and prepared by CRLT-Engin to consult with GSIs aides and undergraduate instructional Engineering Teaching Consultants(ETCs) are experiencedGSIs recruited by CRLT inEngineering (CRLT-En- Engineering TeachingConsultantsProgram GSI orientationsanddevelop anddeliver technologythroughout workshops thesemester. oninstructional A subsetofGTCs technology. focusoninstructional TheIT-GTCs demonstrateeffective usesoftechnologyatfall GSIs.new GTCs for2014-2015are listedonp. 6. across theuniversity. For instance,GTCs planandconductsessionsatthefallwinterteachingorientationsfor with CRLT consultantsonactivitiesdesignedtopromote excellence instructional in graduatestudentteaching teaching, andevaluating statementsofteachingphilosophy. GTCs collaborate feedback on giving teaching, constructive collecting student feedback about and learning. AllGTCs andvideotaping classes, receive training in observing GSIs,experience tohelpsupport whilelearningmore themselves aboutteaching ing duringtheupcomingacademicyear. GTCs drawontheirknowledge and competition. CRLT prepares theGTCs toconsultwithGSIs abouttheirteach- CRLT’s graduateteachingconsultants(GTCs) are selectedinacampus-wide Graduate TeachingConsultantsProgram

University ofMichigan l CRLT annualreport 2014-2015 “ PFF Seminar Participant universities andcolleges. with facultyatnonR1 philosophy, andvisit work onmyteaching to designasyllabus, I loved havingthechance ”

S u p p o r t f o r t e a c h i n g 21

Many of CRLT’s pages are highly ranked by search en- search ranked by highly pages are of CRLT’s Many 78% of all visits to and about as Google, gines such Top engines. such search come from website CRLT’s “lesson planning,” plan,” terms include “lesson search and “active strategies,” “teaching design,” “curriculum Lesson for Effective the “Strategies Overall, learning.” CRLT annual report 2014-2015 annual report University of Michigan l CRLT Online Workshops Online Workshops begun of- and timely strategies to instructors, have we resources to deliver website to using the CRLT addition In to U-M instructors The online workshopsfering online workshops as a supplement to our face-to-face programs. evidence-based practices for specific teaching goals, engage participants in thinking individually aboutpresent of ideas among participants re- blogging and commenting, through teaching topics, and facilitate the exchange Busy instructors who may not be able in an online environment. key benefits of face-to-face workshops creating as the opportunity during the term as well to attend online workshops in person appreciate to attend workshops are based on a flexible The online workshops not typically offered. are periods when other workshops during break of additional online workshops content, making the development template that can easily be adapted to different p. 23.)of offerings in 2014-2015, please see (For a list efficient. CRLT Social Media Media CRLT Social Planning” page received the most visits, over 196,000, or about 21% of total visits. Other popular pages include popular or about 21% of total visits. Other 196,000, most visits, over the page received Planning” over each with Statement,” Philosophy/Teaching Teaching and “The Learning,” “Active Strategies,” “Teaching 30,000 visits. a blogfeatures www.crlt.umich.edu The homepage at the world. Intended audiences around by which is read site primarily for U-M instructors who visit CRLT’s 117 also reaches for timely teaching guidance, the blog CRLT’s to Tweet a generates post each and subscribers, updated the we the past year, In followers. Twitter 1,775 - re CRLT blog 43 times, publishing posts that highlight faculty. U-M by teaching innovative as well as sources or news, the majorityWhile some posts announce events advisoryfaculty our of advice the con- (following board) a featured we Day, Veterans example, around for U-M instructors.tain timely discussion of teaching strategies For posted guidance we shooting, Ferguson the After in the classroom. veterans post about the experiences of student strategies often feature experiences of race-based marginalization. And we students’ for instructors on addressing on Learning at the or “Reflecting Students” Your with the Ice “Breaking for opening and closing the semester (e.g., beenviews,page have popular posts fewmost a but our hundred average posts individual Most Term”). of the End 3,744; the Ice” pageviews, 4,123 “Breaking has received to Learn” Students “Motivating thousands: e.g., by read Challeng- “Facilitating our most popular new 2014-2015, posts were 1,972. In Answers” Wrong and “Handling Than the Mightier the Pen Is Notetaking: (722 pageviews) and “Student Classroom” Your in ing Conversations (650 pageviews). Keyboard?” D i g i ta l e d u c at i o n tion oftheseevaluation projects, seep. 29.) GSIs transitioningin2015-2016.(For afulldescrip- forfacultyand informed communicationsandsupport Additionally, findingsfrom thepilotevaluations have vost, toadoptCanvas forallcoursesitesby Fall 2016. to arecommendation by DIAG, endorsedby thePro- among pilotfacultyandstudentsultimatelyled riences ofearlyadoptersrevealed considerablebuy-in staff.Closeattentiontotheexpe- learners andsupport benefits andcostsofchangingtheLMSforteachers, students, andstafftoofferaholisticperspective onthe voices2015 brought of faculty, togethertheimportant CRLT’s evaluation ofCanvas infall2014andwinter their recommendations. pilot andengagedindiscussionwithDIAG toinform provided reports from theevaluation oftheCanvas Management System (LMS)atU-M.CRLT regularly was whetherandhow toadopttheCanvas Learning sharing across U-M.Akeyquestionin2014-2015 students ininnovative experimentationandknowledge strategy andensure engagementoffaculty, staff,and leadership toadvance theinstitution’s digitaleducation Groupvisory (DIAG), whichprovides guidanceand CRLT staff were ofthe part Digital Innovation Ad- key role inuniversity-wide initiatives around IT. experience withprogram evaluation, CRLTa staffplay With theirfocusonbestteachingpracticesand Campus-Wide CommitteesandInitiatives tions withDigital Education &Innovation, p. 59.) are highlightedbelow. (See alsothelistofcollabora- Several programs from the2014-2015academicyear technology(IT). and evaluate theuseofinstructional help individualsandacademicunitsexplore, integrate, committees (seeCommittee Work, p. 57),CRLT staff onuniversity- andunit-level programs, andservice facultydevelopment Through consultationservices, 22 Digital Education

University ofMichigan l CRLT annualreport 2014-2015 Discussion About Unizin: Positioning U-Mfor the ing Grant, and TTC projects. Thekeynotepanel, “A Innovation Prize, CRLT’s Investigating Student Learn- of work by recipients oftheU-MProvost’s Teaching co-organized theopeningevent, includingaposterfair technologies forteachingandlearning.CRLT staff a week ofworkshops anddemonstrationsabout the 18thAnnualEnriching ScholarshipConference, nology Collaborative (TTC),CRLT co-sponsored memberofU-M’sAs acharter Teaching and Tech- warning systemforacademicadvisors). and expandingtheuseofStudent Explorer (anearly students toseedatapreviously onlyavailable tofaculty, ing Toolkit (ART for 2.0)anddeveloping aninterface panding ECoach,modernizingtheAcademic Report- analytics datatopersonalize educationatU-Mby ex- 2014-2015, projects focusedonleveraging learning communities around projects inthegreenhouse. In Practice Team Leadwhowilldevelop facultylearning U-M community),DEIiscreating aCommunitiesof that influencedthe roll outof Google toolstothe gies (especiallytheonlinetoolscollaborationgroup faculty learningcommunitiesaroundtechnolo- new scale. Leveraging CRLT’s experiencewithcreating munity andprovides tobringthemalarger support educational innovations from U-M’s research com- tion Greenhouse (DIG)project identifiespromising One ofthree labswithinDEI,theDigital Innova- D i g i ta l e d u c at i o n 23 by faculty whose innovative pedagogies incorporate pedagogies innovative faculty whose by is run Course Short in the Postdoc and technology, with participants environment, watchinga “flipped” and then spending meeting beforehand screencasts applying what they learned. engaged in time actively - of the course was devel addition, an online version In in fall 2015. oped and will be piloted Program Teacher Certificate Media Digital The GTC+ certificates in spring 2015. This its first three awarded students with structured graduate provides program - scholarly con opportunities current to engage with shape about the ways digital environments versations learners. (For our thinking and practice as teachers and 18.) information, see p. more Series Seminar Each fall and winter term, CRLT’s for year, on IT topics. This programs several features com- example, the series included a faculty learning “Active & munity on teaching in a flipped classroom, the “Engaging Contexts,” Learning in Digital Engaged Streamline “Organize, Classroom,” Your From World Technology,” Efficiently With and Teaching Simplify: Can I Include How Technology: With and “Teaching 14 for a full list of seminars.) p. (See All Students?” has continued to identify faculty CRLT Additionally, topics that can be engaged with in andevelopment - work four fully online have now We online setting. in Learning,” Students “Engaging shops in rotation: Teaching,” for College Practices “Researched-Based Understanding to Check Student Technology “Using and Grading and “Writing Feedback” and Provide Exams.” orientation organizes CRLT new faculty and GSIs, For sessions and teaching academies that feature programs on getting started with IT at U-M. Co-facilitated by experienced instructors, allow these mini-workshops participants to choose the specific technologies (e.g., to they wish clickers, screencasting) Canvas, CTools, 13 and 15 for more pp. depth. (See in more explore on orientations and academies.) CRLT annual report 2014-2015 annual report University of Michigan l CRLT CRLT incorporates opportunities instructors for to ex- CRLT for instruc and learn about IT within programs - plore tors at all stages of their careers. - pro grants fund a wide-range of IT projects CRLT 2014-2015, about 30% of the In faculty. posed by such IT projects involved funded grants and awards resourcesas apps, blended or flipped courses, digital for students and instructors, online student projects, 40 for a full list of p. (See and multimedia production. grants.) (PFF) programs Faculty Future Preparing CRLT’s for graduate students and postdocs model effective use of instructional technology and focus on IT that teaching. For future participants may use in their own includes presentations PFF Seminar example, the May CRLT Programs and Resources Incorporating IT CRLT Programs and Resources Incorporating Discipline-Specific Services for IT Discipline-Specific of individual to the specific needs responds CRLT departments, creating by schools, and colleges on instructional programs technology. customized on IT programs staff worked 2014-2015, CRLT In advising,and assessments in LSA and CoE academic engineering, information,civil and environmental music, mechanical engineering, medicine, kinesiology, with input and statistics. Designed nursing, pharmacy, are faculty steering committees, these programs from particularly in helping faculty think carefully effective affecting the successabout the pedagogical variables of incorporating new IT into their courses and cur- staff consult also with faculty academic ricula. CRLT IT evaluate administrators on ways to incorporate and innovations. - Ecosys Education Digital Our and Building Future and featured Hilton James was moderated by tem,” VP of Associate Morrone, Stacy University’s Indiana CEO Amin Qazi. and Unizin Technologies, Learning on teaching with eight sessions sponsored also CRLT technology as part of the conference. n Diversity and Inclusion

c l u s i o The Faculty Communities for Inclusive Teaching grant n i was developed and administered by CRLT, with fund-

d ing from the Vice Provost for Equity, Inclusion, and n Academic Affairs Robert Sellers. In addition, CRLT a staff work with a university-wide committee convened by Vice Provost Sellers to propose a model for faculty r s i t y professional development around inclusive teaching e

i v (see p. 8). D Following are some additional, specific ways in which CRLT staff promoted inclusive teaching and learning CRLT staff develop and facilitate programs and at U-M during the 2014-2015 academic year: services to help individual instructors, departments, • Development and facilitation of approximately and schools and colleges address multicultural issues, 15 customized programs for GSIs and/or promote learning that draws on social and intellec- faculty in particular disciplines to develop their tual diversity, and promote inclusive teaching. These skills in attending to social identities and other elements are embedded in all the work we do. In addi- differences in the classroom, cultivating inclu- tion, we have programs to promote effective teaching sive learning environments, or handling difficult in those areas of knowledge where social differences are moments. explicitly part of the curricula, and we help instructors develop and teach skills needed to navigate differences The workshop was a total success! It's got our and promote social justice. “ hallways buzzing with energy. It has certainly jumpstarted important conversations. Faculty Participant ” • Collaboration with Student Life to disseminate in faculty workshops information about the newly-developed Change It Up program, which trains students to respond effectively as bystand- ers to bias incidents on campus. • Direction of a learning community, in collaboration with The Program on Intergroup Relations (IGR), and sponsored by the LSA associate dean's office, for faculty teaching multicultural or social justice content to develop skills in facilitating student dialogue and to promote In 2014-2015, CRLT worked with the Provost’s Of- deeper student engagement in class discussion. fice on two initiatives designed to promote diversity (See Faculty Learning Communities, p. 17.) and inclusive teaching practices across the university. • Consultations for individual instructors, and for departments and units on campus, on ad-

24 University of Michigan l CRLT annual report 2014-2015 dressing diversity issues arising in instructional

Walking through different inclusive teaching D contexts. “ strategies was really helpful instead of just talking v i

about them. I really liked getting to try out each e I cannot thank you enough for the deep and of the activities. The concept map and voices y t i s r “ honest conversations held, and the excellent activities were great. I am really excited to try

leadership provided by the CRLT consultants, these out in my classroom. a

during our retreat! The tone you set and the n Seminar Participant gentle touch you had, while at the same time d

urging us to dig deeper and listen better, made i • Service on university-wide or college commit”- n

all the difference. o i s u l c tees that address issues of diversity, including the Department Chair Academic Services Board and the vice provost’s task force on designing faculty professional

” n • Dissemination of information and resources development programs in inclusive teaching. about inclusive teaching and diversity during • Development and performance of a new CRLT Teaching Academies, New Faculty Orientation, Theatre script and facilitation for faculty and and GSI Teaching Orientations (including de- GSIs to examine ways of responding to student velopment of a required workshop on inclusive mental health challenges. teaching for all attending the GSI teaching orientations). This blog is terrific. I've had student veterans in • Presentation of pedagogical workshops as part “ class, and your post is not only really appropriate of CRLT’s seminar series on the impact of cam- and helpful, but I appreciate that you also use pus climate on classrooms, strategies for leading what could benefit student veterans more broadly discussions about diversity, practice teaching for -- in other words, by reminding us that any inclusive classrooms, facilitation skills for diver- returning student or student older than traditional sity and inclusive teaching, creating a classroom college age might feel excluded by certain questions or assumptions. I imagine folks who environment in which all students can succeed, don't have student veterans in their classes now using videoconferencing to engage the world (or who don't know they do) would find this blog with your classroom, and creating inclusive refreshing and helpful, too. Thanks! classrooms when using technology. Faculty Member ”

University of Michigan l CRLT annual report 2014-2015 25 CRLT p l ay e r s 26

layered depiction of mental health concerns in a layered depictionofmentalhealthconcernsina schedules to say thank you for two really terrific schedules tosaythankyou fortworeally terrific and seethatsegmentsoftheUniversity/College “Actors are amazing.Thisisexcellent. More of are taking significant strides at trying to address toaddress are takingsignificantstridesattrying here. I think it formed terrific groundwork for here. Ithinkitformedterrificgroundwork for engaged conversations my department has had hashad engaged conversations mydepartment CRLT Players Theatre Program involved are providing anaccurateandmulti- “I just wanted to compliment you once again “I justwantedtocomplimentyou onceagain tricky process of encouraging fairer reviews of tricky process ofencouragingfairer reviews of relevant background information, to the skits relevant background information,totheskits performance] was one of the most Differences wasoneofthemost performance] tenure review process. I feel very fortunate to tenure to fortunate review process. Ifeelvery appreciated the opportunity to be a part of it ofit appreciated tobeapart theopportunity have all of you as partners in working on the have inworking allofyou onthe aspartners work, and even more pleased that the actors work, andeven more pleasedthattheactors which were performed amazingly (truly), to which were to amazingly(truly), performed about teaching in the two decades I've been about teachinginthetwodecadesI've been in theCRLT mentalhealthsketches.I’m so on your excellent portrayals of the students on your excellent ofthestudents portrayals pleased thatCRLT isdoingthisimportant University ofMichigan the facilitation of the discussion...... I really the facilitationofdiscussion...... Ireally “Just a moment to pause in our very busy “Just busy amomenttopauseinourvery evenings working with our faculty on the evenings working withourfacultyonthe the way in which it was introduced with the wayinwhichitwasintroduced with key contentiousissuesincreative ways.” The entire event was outstanding, from The entire event wasoutstanding,from [The discussionfollowing theCritical What peopleare saying about theCRLT Players more tocome.Thank you!" these sessionsplease.” classroom setting.” our faculty.” l CRLT annualreport 2014-2015

conferences around thecountry. demand nationally, for campusesand performing mittees inthecollege.In addition,thePlayers are in onexecutivedean ofLSAforfacultyserving com- at specialevents, suchasadinnerorganized by the schools,andcolleges; for academicdepartments, New Faculty Orientation); atworkshops andretreats Players atlarge,campus-wideevents (suchas perform faculty, andadministratorsatU-Mnationally. The foundation ofresearch ontheexperiencesofstudents, process. All CRLT Players scriptsare basedonasolid ing, career advising,andthetenure decision-making with ADVANCE andcover topicssuchasfacultyhir- about facultyworklife are developed incollaboration ranging from classrooms tolabsandclinics.Sketches gogy, diversity, andinclusion inuniversity settings, worklife. The teachingsketchesaddress issuesofpeda- fall undertwomainheadings:teachingandfaculty vignettes, andtraditionaltheatre productions that Players present provocative andinteractive sketches, Using localprofessionals andstudentactors,theCRLT LSA, andtheU-MADVANCE Program. Provost, theCollegeofEngineering, theCollegeof the The program isfundedprimarily by theOfficeof diversity, andimprove institutionalclimateatU-M. practices, enhanceteachingandlearning,support canofferinsightsintopedagogical arts performance The CRLT Theatre Program explores waysthatthe CRLT p l ay e r s 27

Brown University Brown Rochester Institute of Technology Georgia Institute of Technology Kansas State University University of Oklahoma Health Sciences Center Oakland University William Beaumont School of Medicine • • • • • • university stakeholders, resulting in the creation of a in the creation stakeholders, resulting university aims to guide participantssession that in proactively with an awareness pedagogical practices shaping their positively concerns. Received of student mental health in a spring pilot performance for GSI Coordinators, and LSA in out in CoE will be rolled Signals Distress 2015-2016. change is as much cultural that positive Recognizing as starting conversations about deepening existing new of a principal piece also revised dialogues, the Players Fence has the past decade, The For their repertoire. and adminis- been used as a tool for engaging faculty in thetrators in a consideration of barriers to equity this time, audiences In process. and tenure promotion of of the problems awareness a greater developed have decision- implicit bias and the necessity of structured demanded a more in awareness making. This increase commu- sophisticated tool to meet the university extensive on their own needs. Drawing current nity’s this topic andexperience facilitating dialogue around team the theatre a faculty focus group, feedback from Fence that introduces a new of The version created of complexity to the consideration degree a greater and challenges that emerge in the tenure perennial process. promotion per- Players the CRLT the 2014-15 academic year, In 2,600 audienceformed 46 times on campus for over also continue to be a nationalPlayers members. The for their unique ability to spark recognized resource, and discussions about issues of classroom productive year they performedinstitutional climate. This at the six campuses: following CRLT annual report 2014-2015 annual report University of Michigan l CRLT Answering faculty’s faculty’s Answering call for skill-building studentaround mental health issues and building upon conductedresearch in 2013-14, the a developed Players series of vignettes to seed conversation about instructors’ toresponsibilities students facing mental health challenges. This new material in awas presented inseries of previews 2014-2015 to key ” Faculty Member Faculty Congratulations to you Players and the CRLT for the Distinguished Leaders Award! Diversity "uncomfortable"Having is the onlyconversations way to raise awareness biases, andof our own make thesethe Players more much conversations "comfortable" and I am change in lead to real sure understandingour own of bias and the hurdles face as an institutionwe a attempt to create as we and just society. diverse “ In Fall 2014, the CRLT Players Theatre Program Theatre Players 2014, the CRLT Fall In Leaders Diversity the U-M Distinguished received and sustained efforts for their serious in im- Award campus climate and institutional equity over proving aca- the 2014-2015 years. Throughout the past fifteen in these continued their work the Players demic year, supporting college and departmental a range of arenas, to meet the par- and customizing workshops programs also strategicallyticular needs of individual units. They needs to meet the identified expanded their repertoire of our campus population. A s s e s s m en t a n d r e s e a r c h 28 Transforming LearningandTeachingfora ment InitiativesandServices Campus-Wide andMultipleUnitAssess- schools andcolleges,aswell astheprovost’s office. CRLT worked onassessmentinitiatives forall19 their coursesorcurricula. be usedby facultyandcommitteestoimprove 3) Theyare actionoriented,generatingdatathatcan experiences oroutcomes. 2) Projects focusonimproving U-Mstudentlearning providing asnecessary. andexpertise support curriculum orthecoursesbeingassessed,withCRLT 1) Theyare initiated by faculty responsible forthe characteristics: All ofCRLT’s assessmentprojects have three defining provision offundsthrough CRLT’s grantsprograms. plans forgrants,facilitationoffacultydiscussions,and collection andanalysis,consultationsonevaluation innovations. includedassistancewithdata Services offerings, andassessthe results ofcourseandcurricular current coursesandcurricula,developcurricular new worked withfacultyandacademicunitstoreview their During the2014-2015 academicyear, CRLT staff www.crlt.umich.edu/assessment Learning Services forAssessmentofStudent

• • • • Assessment contributed substantiallytotheproposals ofsix: formation grantsfundedby May 2015,CRLT proposals orfundedgrants.Of thenine Trans- nearly 40teamsaboutassessmentfortheir TLTC Since 2013,CRLT staffhave consultedwith Third Century(TLTC) University ofMichigan laborative Care Interprofessional Health Education andCol - (GAME) Gameful AssessmentinMichigan Education Engaging theArchives The Citizen Interaction Design Program l CRLT annualreport 2014-2015 and Research • • • • colleges are listedbelow: Funded TLTC projects that spannedtwoormore infrastructure details). lege discipline-specificprojects (p. 31;see p. 9for school,andcol- appear inthelistofdepartment, Details for fundedprojects specifictoasingleunit drafting applicationsforexemption from IRB. conducting focusgroups, and ments orrubrics, - instru contributions includeddeveloping survey ing assessmentplans.For fundedprojects, CRLT measurement anddraftingrevis instruments, - resources, literature performing reviews, locating project designandassessment,toprovision of vided by CRLT rangedfrom consultationsabout At theproposal stage, thetypesofassistancepro- team forthe Team-Based ClinicalDecision CRLT staffalsoconsultedwiththeteaching assessment andprovided follow-up resources. health, socialwork): CRLT staffconsulted on siology, medicine,nursing,pharmacy, public Interprofessional Education (dentistry, kine- investigator (information, education,LSA):CRLT staffco- Gameful AssessmentinMichigan Education Practice Sessions (initiallytitledMaster Class) room Michigan Engaging CommunityintheClass- A s s e s s m en t a n d r e s e a r c h 29

In 2014-2015, U-M piloted the Canvas learn- 2014-2015, U-M piloted the Canvas In the by ing management system (LMS) adopted collaborated closely Consortium. CRLT Unizin the initial phases of the pilot to from with ITS for teaching and the utility of Canvas evaluate interviewed CRLT learning at U-M. Specifically, surveyed instructors and students, pilot faculty, with students andand conducted focus groups to identifyunit staff who support in order Canvas any shortcomings and to surface of Canvas early - 17). The evalua (see p. successes with Canvas information about the supporttion also gathered users and the timeline for Canvasneeds of Canvas adoption. A large majority of pilot faculty and to Canvas that they preferred students reported unique and that many of the features CTools and Modules, such as Speedgrader to Canvas, the efficiency of teaching workflows improved teaching ap- for innovative valuable and/or were that they appreciated reported Students proaches. notifica- mobile app and convenient Canvas’s teaching large courses identified tions. Faculty Additionally, the SLAM is housed which website, Additionally, andrecordings offers links to video and at CRLT 9,000 hits in over received slide presentations, - of “Educa 2014-2015. The SLAMrecording Mitchell by a presentation States,” Without tion more was viewed University), (Stanford Stevens for The evaluations YouTube. than 1,200 times on positive, extremely were Series the SLAM Speaker agreement strong with participants expressing about its usefulness. Digital Education Canvas CRLT annual report 2014-2015 annual report University of Michigan l CRLT Medical Device Sandbox (engineering, medi- Sandbox Device Medical staff drafted an assessment plan for cine): CRLT con- IRB approval, assisted with the proposal, and assisted with surveyducted a focus group, and analysis. development the Through Community Engaging Michigan and urban planning, (architecture Classroom health, public policy):engineering, public proposal staff consulted on the project CRLT was success- and assessment. After the proposal a detailed staff developed fully funded, CRLT stu- assessment plan and assisted with midterm the plan. dent feedbacks and implementation of and Learning for Play Technologies Tactile engineering): and urban planning, (architecture well as staff assisted with IRB approval, CRLT as survey development. and focus group Making course about collecting feedback on the collecting feedback course about Making the (including organizing students course from on the futureof student data) and collection of the teaching team. needs faculty development Michigan (SLAM) student learn- Learning analytics aim to improve collected the analysis of “big data” ing through data (e.g., registrar of sources a variety from a course or data from on student backgrounds Third management system). As part of U-M’s charged a Learning Century the provost Initiative, a program with “designing Force Task Analytics of activities to draw out, support, and execute the best ideas in learning analytics at Michigan.” collaborated with task CRLT year, a third For on a 13-session McKay Tim chair Professor force - to provid addition . In Series SLAM Speaker beinging examples of ongoing analytics work practitioners at U-M, the series hostedpursued by of the University Caltech, Stanford, speakers from 14 for a full list p. (See State. and Michigan Texas, of topics.) attendance at the SLAMoverall seminars wasThe participa- represents attendance year’s 450. This most (13) U-M schools and colleges,tion from including 22 LSA and 10 engineering units. • • • Student Learning and Analytics at at Student Learning and Analytics issues with gradebook and overall performance Investigating Student Learning (ISL) in Canvas, and these issues were brought to the CRLT coordinates this annual grant competi- attention of the vendor and ultimately resulted in tion, consults at least twice with project teams, improvements in Canvas to mitigate the issues. and works even more intensively with many. Overall, the pilot evaluations provided essential About 10 projects each year are led by teams of information from faculty, students and support faculty and graduate students or postdocs who are staff to inform decisions about next steps for Can- participating in the scholarship of teaching and vas at U-M. Complete reports for the Fall 2014 learning (SOTL). Projects adhere to the following and Winter 2015 pilot can be found on CRLT’s three criteria: 1) they are inquiry based, posing website, crlt.umich.edu/node/89707. questions about problems or issues in teaching In addition to the evaluation of the LMS platform and learning and exploring practices that pro- itself, CRLT convened faculty and staff to rapidly mote, deepen, or otherwise improve learning; 2) evaluate a tool for migrating CTools courses to they use methods appropriate to the discipline Canvas. This evaluation informed ITS’s develop- in order to find answers to the questions posed; ment of the Convert2Canvas services and com- and 3) they are designed to be made public so munications to instructors about how to move that results can inform the work of colleagues their CTools courses to Canvas. and the discipline more broadly. Among other DEI Academic Innovation Fund (formerly avenues, grantees share their results at a poster fair DEI Venture Fund) held in conjunction with the keynote address for Enriching Scholarship each May. CRLT provides CRLT conducted three student focus groups to significant assistance in the design of projects, inform the work of the Michigan Entrepreneur- presentation of findings and the design of posters. ship Greenhouse, sponsored by the Zell Lurie For titles of 2015 grant recipients’ projects, please Institute, the School for Public Health, the Center a r c h see p. 43. Descriptions of how CRLT worked e s for Entrepreneurship, and the Law School's with ISL grant winners can be found below. e

r ZEAL clinic with funding from the DEI Venture

Midterm Student Feedback and Course-

d Fund. The Greenhouse team intends to create a Level Assessment n set of online resources to support student entre- a CRLT provides confidential, course-level as- t preneurship and innovation at Michigan. The focus groups were designed to prompt student sessment through its midterm student feedback en reflection on the entrepreneurial process to inform (MSF) service, which allows faculty and GSIs s s m the design of the initial online modules. to receive data from students on the effective- e ness of their teaching during the term while they s s Digital Innovation Greenhouse

A still have time to implement changes to improve CRLT staff conducted a focus group with engi- their courses. In 2014-2015, CRLT conducted neering advisors regarding their use of Student MSFs for 408 instructors, allowing nearly 15,000 Explorer to shape future development of the tool. students to provide feedback on the effectiveness Michigan Education Through Learning of their courses. For more details, see p. 12. Objects (MELO) Evaluation Research for Education Grants CRLT staff developed an online toolkit to support CRLT staff consulted with faculty applying for evaluation of tools created by MELO initiative. internal and external grants in areas related to http://melo.lsa.umich.edu/assessment curricular and pedagogical innovation. Faculty sought external grants from organizations such

30 University of Michigan l CRLT annual report 2014-2015 as the Japan Foundation, the Mellon Founda- Dentistry tion, the National Science Foundation, and the TLTC project on Interprofessional Education National Institutes of Health. (see p. 28) CRLT’s director of assessment and other CRLT CRLT staff assisted with data analysis regarding consultants worked on grant design, implemen- the long-term impact of an introductory course tation, and evaluation issues with a variety of on critical thinking. The results were presented departments, administrators, faculty members, at a poster session at the 2015 American Den- and staff. (See units listed below.) tal Education Association Annual Session and Department, School, and College Exhibition. Assessment Projects CRLT staff consulted on instruments for evalua- Architecture & Urban Planning tion of faculty preparation to teach Motivational Interviewing curriculum. TLTC projects: • Cleveland Design Lab: CRLT staff conducted CRLT staff conducted focus groups with students several midterm student feedback sessions. on barriers to engaging in interprofessional educa- • Interactive Satellite Solar Lab: CRLT staff as- tion courses. Data informed revisions to elective sisted with survey development. offerings for interprofessional education. • Michigan Engaging Community Through the CRLT staff reviewed a survey to assess dental Classroom (see pp. 28-29) service learning activity. • Practice Sessions (formerly Master Class): CRLT staff provided feedback on student master's CRLT staff drafted an assessment plan for the

thesis survey and, separately, served on a disserta- A project proposal and assisted with IRB approval. tion committee. s s

After the proposal was successfully funded, e CRLT staff conducted observations and a focus Hsun-Liang Chan and Tae-Ju Oh received a m s s group to support project assessment. 2015-2016 Investigating Student Learning Grant N E • Tactile Technologies for Play and Learning to investigate the gap between dental students’ t

acquisition of knowledge about evidence-based

(see pp. 28-29) a

practice and their ability to deploy it in clinical n

Art & Design d scenarios. The faculty participated in the May

CRLT staff consulted on assessment of the r

2015 ISL Symposium and had individual con- e s

school’s social engagement requirement and, sultations with CRLT staff about their project. e separately, on curriculum design for new master’s Their work was presented at the June 2015 Health h c r a program in design. Professions Education Day. Business Education CRLT staff conducted a set of one-on-one inter- TLTC project Gameful Assessment in Michigan views with faculty to evaluate the instructional Education (GAME; see pp. 28-29) experience in the pilot BA200 course, Businesses Engineering and Leaders: The Positive Difference. The report helped frame the revision process for the fall 2015 TLTC projects (see pp. 28-29): offering of this important gateway course. • Medical Device Sandbox • Michigan Engaging Community Through the CRLT staff also conducted focus groups to inform Classroom the DEI-funded “Design Your Own Entrepre- • Tactile Technologies for Play and Learning neurship Adventure” project for which the Zell Lurie Institute is a co-sponsor (see p. 30).

University of Michigan l CRLT annual report 2014-2015 31 CRLT staff assisted with an assessment plan for assessed the impact of incorporating web-based NIH R25 grant, Clinical Immersion and Experi- class projects on the learning of civil and environ- ential Learning in Medical Product Innovation. mental engineering (CEE) students. Results were CRLT staff consulted on a student learning study presented at the 2015 ASEE Annual Conference. for a dissertation. Members of three projects funded through the CRLT staff also conducted focus groups to 2015-2016 Investigating Student Learning Grants inform the DEI-funded “Design Your Own En- competition participated in the May 2015 ISL trepreneurship Adventure” project for which the Symposium and had individual consultations Center for Entrepreneurship is a co-sponsor (see with CRLT staff about their projects. Robin p. 30 above). Fowler is analyzing relationships between team make-up and resulting team performance and CRLT staff consulted on six projects from the satisfaction. Joanna Millunchick is exploring 2014-2015 Investigating Student Learning Grants whether mechanical engineering students are cohort and highlighted them at the poster fair more likely to misinterpret computer-based analy- that opened U-M’s 2015 Enriching Scholar- ses than manual calculations. Michael Thouless is Amy Cohn Michelle Macy ship conference. and comparing the performance of students who take assessed the impact of cross-disciplinary, project- ME 211 Introduction to Solid Mechanics in a focused, action-based immersive learning experi- single semester against that of students who cover Matthew ences in healthcare and engineering. the material at half the pace (i.e., over the course Collette studied how naval architecture students of two semesters), with more time for reflection mentally synthesize multiple analysis methods and and absorption. data sources. CRLT staff assisted with inter-rater Information reliability statistics. Colette’s results were presented in a paper at the 2015 International Marine TLTC projects: a r c h e Aline Cotel s Design Conference. is assessing the • The Citizen Interaction Design Program: CRLT e

r impact of the international professional organiza- drafted an assessment plan for the Discovery

d tion, Society of Women Engineers, and how an Grant proposal. n international partnership of student organizations • Gameful Assessment in Michigan Education a

t can influence the experience and international (GAME) (see p. 28) perspective of U.S. and Liberian students. Cotel en CRLT staff also consulted on an assessment plan presented a paper on her project at the 2014 An- for study abroad experiences. s s m nual Meeting of the American Physical Society e Kinesiology Division of Fluid Dynamics. Brian Gilchrist, s s

A Gail Hohner, and Joy Adams investigated the CRLT staff evaluated curricular integration in impact of supplementing individualized, quantita- movement science. tive peer feedback with qualitative peer feedback TLTC projects: on the acquisition of technical and interpersonal • Hybrid Modular Courses: CRLT staff assisted skills. A paper on the project was presented at the with proposal writing and consulted about 2015 ASEE Annual Conference. Frank Marsik assessment, assisted with IRB approval, and evaluated the effectiveness of Engineering 290, conducted multiple midterm student feedback "Professional Skills for Engineers" on improving sessions. the technical communications proficiency, and • Interprofessional Education (see p. 28-29) overall self-efficacy, of first-term undergraduate engineering transfer students. Dimitrios Zekkos

32 University of Michigan l CRLT annual report 2014-2015 Law CRLT staff also conducted focus groups to CRLT continued an evaluation of the Michigan inform the DEI-funded “Design Your Own Access Program (designed to promote multi- Entrepreneurship Adventure” project for which cultural leadership skills among first-year law the Entrepreneurship Clinic is a co-sponsor (see students) by conducting a survey after the pre- p. 30). orientation session and preparing a final report. LSA: Asian Language & Cultures Assessments of three new curricular initiatives for A CRLT report was submitted to the Japan first-year students (lab modules, Unemployment Foundation regarding the Year 2 evaluation of the Insurance Clinic, and supplementary writing new master’s curriculum “Reimagining the Master instruction) were carried out by CRLT staff at of Arts in Japanese Studies,” based on interviews the request of the associate dean for experiential with MA fellows and midterm feedback from education. Over two semesters, CRLT surveyed students in new courses. students in four courses implementing new lab LSA: Astronomy modules (three sessions of practice-based writing and discussion), and interviewed faculty involved TLTC project Inquiry-Based Learning--Astron- in the project. Together with registrar data, the omy: CRLT staff consulted about the project’s analysis supported the curriculum committee’s assessment and followed up with resources. successful application for a TLTC Transforma- LSA: Comprehensive Studies Program tion grant, Reimagining Legal Education. CRLT (CSP) assisted with data analysis that will also be used by Cindee Giffen two instructors for a manuscript. received a 2015-2016 Investigat- ing Student Learning Grant to develop a concept A Evaluation of the Unemployment Insurance Clin- inventory to foster student success in Introduc- s s e

ic (UIC) entailed surveys of both participating tory Biology. She participated in the May 2015 m s s and non-participating students, two focus groups ISL Symposium and had individual consultations with students and student supervisors, instruc- with CRLT staff about the project. N E

tor interviews, and initial and final reports. Key t

findings about this successful attempt to frontload LSA: Dean’s Office a n

students’ clinical practice (“learning to be”) before CRLT staff made presentations about CRLT d

doctrine (“learning about”) will be shared with the r

assessment services or projects to LSA Under- e

broader campus via a CRLT blog post in fall 2015 s

graduate Education (institutional data available e (crlt.umich.edu/node/86663). to departments) and to LSA advisors (pathways h c r a To evaluate supplementary writing instruction, project). CRLT staff collected student perspectives about For a project to decrease class size in selected and writing outcomes from workshops that disciplines, CRLT staff summarized the literature focused on developing persuasive legal writing on the effect of class size for the associate dean, skills. The report drew on surveys of students at in addition to creating and submitting the IRB the completion of the workshops and compared protocol for the project. Evaluation of smaller the persuasive legal writing of participants and section sizes in Spanish and German in winter non-participants. Since the study, the Law School 2015 entailed analysis of data from 4 student has invested in new resources for developing law focus groups, 10 instructor focus groups, grades, students’ legal writing skills. registrar data, and end-of-term evaluation data. CRLT staff helped facilitate a focus group for optiMize Social Innovation.

University of Michigan l CRLT annual report 2014-2015 33 LSA: English LSA: Residential College A climate survey for undergraduate majors was CRLT staff collaborated with LSA on a workshop designed by CRLT staff, and the resulting report related to writing and assessing learning objec- informed future planning. tives. LSA: History LSA: Romance Languages

TLTC Project Engaging the Archives: CRLT CRLT staff assessed Spanish 232 students’ staff drafted an assessment plan for the proposal, satisfaction with newly adopted workbook and assisted with IRB approval, and helped with inter- classroom activities. view protocol development. LSA: Sociology

LSA: Mathematics CRLT staff are conducting the evaluation of the NIH R25 grant, Dynamic Systems Science Mod- CRLT staff consulted with Nina White and eling for Public Health. Daniel Visscher, recipients of a 2014-2015 Inves- LSA: Statistics tigating Student Learning Grant, on their project comparing oral and traditional assessments in CRLT staff consulted with Brenda Gunderson, recipient of a 2014-2015 Investigating Student Learning Grant, on her students’ expansion of the current Problem Roulette database. CRLT highlighted this project at the poster fair that opened U-M’s 2015 Enriching Scholarship conference. Jackie Miller received an Investigating Student Learning Grant to examine a flexible blended a r c h

e model of instruction in a large enrollment under- s

e graduate statistics course. She participated in the r

May 2015 ISL Symposium and had individual d consultations with CRLT staff about her project. n

a math content courses for pre-service elementary

CRLT staff also conducted two focus groups for t teachers. CRLT highlighted this project at the the project. en poster fair that opened U-M’s 2015 Enriching Medicine Scholarship conference. s s m e LSA: Molecular, Cellular, and TLTC projects (see pp. 28-29): s s Developmental Biology (MCDB) • Interprofessional Education

A • Medical Device Sandbox Laura Olsen and Cynthia Giffen received a 2015- Mary Blazek 2016 Investigating Student Learning Grant to CRLT staff consulted with , recipient develop a tool assessing undergraduates’ readiness of a 2014-2015 Investigating Student Learning for Introductory Biology. They participated in the Grant, on a project which intermittently emailed May 2015 ISL Symposium and had individual third-year medical students to remind them to consultations with CRLT staff about their project. apply key psychiatric concepts during non-psychiatric clerkships. In addition to conducting two LSA: Political Science focus groups, CRLT highlighted this project at TLTC project Gameful Assessment in Michigan the poster fair that opened U-M’s 2015 Enriching Education (GAME; see p. 28) Scholarship conference, and also assisted with a manuscript for Medical Teacher.

34 University of Michigan l CRLT annual report 2014-2015 Members of two projects funded through the CRLT staff consulted on evaluation of the Clini- 2015-2016 Investigating Student Learning Grants cal Learning Center. competition participated in the May 2015 ISL An assessment plan for the school’s PhD program Symposium and had individual consultations was created by CRLT in collaboration with the Adrianne with CRLT staff about their projects. director of the program. Haggins and Helen Morgan received a 2015- 2016 Investigating Student Learning Grant to Norma Sarkar, Judith Policicchio, and Nancy explore factors affecting underrepresented minor- (Amby) Gallagher received an Investigating ity undergraduates’ persistence in pre-med career Student Learning Grant to compare the effects of paths. CRLT staff assisted with development of three different global immersion strategies on stu- focus group and interview protocols. Anne Sales dents’ cultural care competencies through changes is identifying factors that affect student engage- to and development of their knowledge, skills, ment and learning outcomes as a blended course attitudes, and behaviors. They participated in the scales from 25 to 100 participants. May 2015 ISL Symposium and had individual consultations with CRLT staff about their project. CRLT staff conducted two separate evaluation Pharmacy projects: two focus groups with pediatric residents about current and future curricula for Pediatric TLTC project Interprofessional Education (see Community Health rotation, and a pilot project pp. 28-29) for peer observers of clinical teaching. For the lat- CRLT staff consulted with Barry Bleske, recipient ter project, CRLT staff created a training work- of a 2014-2015 Investigating Student Learn- shop on using a particular instrument for peer ing Grant, on his project comparing learning observations; collected and analyzed data about A

outcomes from lecture and team-based learning s s the utility of the instrument, the training, and the (TBL) in a randomized crossover study. CRLT e experience of observing/being observed. highlighted this project at the poster fair that m s s Music, Theatre & Dance opened U-M’s 2015 Enriching Scholarship N E conference. TLTC project ArtsLab: CRLT staff drafted an t

assessment plan for the project. Members of two projects funded through the a n

CRLT staff consulted with Mark Clague, recipi- 2015-2016 Investigating Student Learning d

Grants competition participated in the May 2015 r

ent of an Investigating Student Learning Grant, e

ISL Symposium and had individual consulta- s on his project which compared students’ use and e perceptions of traditional paper textbooks and tions with CRLT staff about their projects. Sarah h c r a optional e-text modules. CRLT highlighted this Kelling is studying whether virtual medication project at the poster fair that opened U-M’s 2015 dispensing simulation software can keep all Enriching Scholarship conference. students engaged, despite differing amounts of background professional experience that they Natural Resources and Environment bring to a required first-year course. Gundy CRLT staff assisted with an NSF proposal on Sweet is assessing the impact of an interprofes- evaluation of undergraduate research experiences sional team-based course on students’ knowledge by providing an evaluation plan and resources. of health care professionals’ roles. Nursing CRLT staff also helped facilitate a retreat for all TLTC project Interprofessional Education (see team-based learning (TBL) faculty after gathering pp. 28-29) student feedback from three current cohorts regarding the effectiveness of the teaching method.

University of Michigan l CRLT annual report 2014-2015 35 Provost’s Office CRLT staff also conducted focus groups to inform CRLT’s support of the Transforming Learning the DEI-funded “Design Your Own Entrepre- for a Third Century (TLTC) Initiative focused on neurship Adventure” project for which the school developing campus capacity around assessment of is a co-sponsor (see p. 30). engaged learning. CRLT staff consulted with ap- Public Policy plicants and grantees about their assessment plans TLTC project (see pp. 28-29): and provided feedback on approaches to data col- • Michigan Engaging Community Through The lection assistance with IRB applications. Further, Classroom TLTC assessment postdocs initiated an ambitious Rackham a r c h project to situate U-M’s engaged learning goals in e s research and provide high-quality recommenda- CRLT staff consulted on an evaluation plan for e r tions for assessment tools using local examples as the Mellon Public Humanities Fellowship.

d well as established models. A project to develop an Social Work n

a online and print “assessment toolkit” is underway. TLTC project Interprofessional Education (see t Throughout the year, CRLT staff coordinated pp. 28-29) en with other campus stakeholders and organized multiple events with the goal of convening faculty CRLT staff consulted on an assessment plan for s s m

e and staff to share innovative approaches to en- study abroad experiences. s s gaged learning practice and assessment. CRLT staff consulted on options and tools for A To inform future planning of U-M’s Provost’s assessing cultural competence in a new course for Campus Leadership Program (PCLP), CRLT undergraduate dental hygiene students as part of a staff researched chair and associate dean training Faculty Development Fund grant. offered at other CIC and Ivy League institutions Other Units and interviewed current U-M chairs and associate deans about potential PCLP topics. English Language Institute Public Health CRLT staff conducted focus groups and analyzed survey results for a report about classroom climate TLTC projects (see pp. 28-29): for international GSIs. • Interprofessional Education • Michigan Engaging Community Through the Erb Institute Classroom CRLT staff provided feedback on an alumni survey. 36 University of Michigan l CRLT annual report 2014-2015 Information and Technology Services (ITS) study provided a resource-efficient approach, and CRLT staff designed and carried out evaluations it contributed to limited, but growing, research of the Canvas pilot projects (see pp. 28-29). on effective ways of assessing the impact of our programs which we can use to advocate for their Sweetland Writing Center value. CRLT staff consulted on a peer tutor survey. Better Than Expected: Using Learning UMS Mellon Faculty Institute Analytics (LA) to Promote Student CRLT staff made a presentation about assessment Success in Gateway Science strategies and CRLT services. CRLT staff jointly published with faculty in CRLT Research Change: The Magazine of Higher Learning a description of the development and implementa- CRLT staff members (including associate and assistant tion of a large-scale LA initiative at U-M. Learn- research scientists and a research associate professor) ing analytics is a top technology trend in higher are pursuing several research projects on teaching and education that uses datasets generated through learning topics of particular relevance to faculty and normal administrative, teaching, or learning graduate students at U-M. activities to enhance student learning, academic progress, and teaching practice. Despite the prom- ise of the approach, a key challenge is linking the large data analyses to actionable and effective interventions. To develop a rich, student-centered picture of effective strategies in introductory phys- A

ics, the team analyzed 14 years of introductory s s

physics course records, conducted exploratory e interviews to better understand the performance m s s

of students who performed either far better or N E far worse than their pre-physics GPAs predicted, t

collected successful strategies from a diverse array a of former students, and developed a personal- n Robert J. Menges Award for Outstanding d

ized learning tool E2Coach (an Expert Electronic Research in Educational Development r Coach). Current students can thus receive advice e s

CRLT staff were recognized at the annual e

derived from former students who resemble them h c r a meeting of the Professional and Organizational in salient ways, including preparation for phys- Development Network (POD) for “Leveraging ics, sense of self-efficacy, gender, and career plans. Institutional Data to Demonstrate Our Impact: The article concludes with four strategies for more An Evaluation of a New Faculty Program.” This fully realizing LA’s potential to improve college- multi-method study utilized existing institutional level learning by using large-scale data analyses to data to evaluate the impact of a year-long, new- change the student experience. faculty program in relation to a naturally occur- ring control group. Data spanned a six-year range Available: http://goo.gl/xlXIHT – pre and post the new program launch. The re- Assessment for Improvement: Two Models searchers found that participants in the year-long for Assessing a Large Quantitative program demonstrated statistically better results Reasoning (QR) Requirement than non-participants, feeling better prepared CRLT staff published in the journal Numeracy to teach, engaging in more educational develop- two models for assessing a large and diverse QR ment activities after their first year, and receiving requirement at U-M. The models address two key higher student ratings. By using existing data, the University of Michigan l CRLT annual report 2014-2015 37 challenges: (1) dissemination of findings for cur- student success and support a diverse student ricular improvement and (2) resource constraints body in engineering. Work on the project in associated with measurement of large programs. 2014-2015 included the collection of data from Data collection approaches used include conver- faculty participating in Teaching Circles for Large gent validation of self-report surveys, as well as Engineering Classes (see p. 17) by means of mixed methods and learning analytics. Strategies interviews with faculty, as well as structured class for disseminating findings included meetings observations that took place before and after the with instructors to share data and best practices, program. sharing of results through social media, and use of Do Faculty Learn More from One-Off easily accessible dashboards. These assessment ap- Workshops or Four-Session Learning proaches may be of particular interest to universi- Communities? ties with large numbers of students engaging in a QR experience, projects that involve multiple Leveraging direct and indirect assessment tech- courses with diverse instructional goals, or those niques, researchers at CRLT and Carnegie Mellon who wish to promote evidence-based curricular University investigated relative impacts on in- improvement. structors’ learning and subsequent teaching prac- Available at: http://scholarcommons.usf.edu/nu- tices regarding “flipped classroom” pedagogies. meracy/vol8/iss1/art6 Both institutions used two faculty development program formats, with some faculty participating Active Learning, Student Resistance, and in a one-off workshop while others participated Faculty Change in a four-session learning community. About A three-year grant from the National Science 120 faculty members participated overall, with Foundation’s Widening Implementation and roughly equal participation across format types at Demonstration of Evidence-Based Reports each institution. Survey results indicated that the a r c h e

s (WIDER) program is funding a study of the ways format did not affect the rate of change in faculty e

r that engineering students’ expectations regarding teaching practices, which was high for both types.

d classroom pedagogy may be violated by innovative Ideally, a center for teaching and learning (CTL) n teaching approaches. The multi-institution team should offer a variety of formats because the needs a

t (Virginia Tech, Western Michigan University, and relative time constraints of faculty vary so Bucknell University, and North Carolina Agricul- broadly. Results will be presented at the 2015 en tural and Technical State University) developed a national conference of faculty developers. s s m series of student and faculty survey instruments e Impact of Rackham-CRLT Preparing Future that were piloted in four classes. Data will be col- s s Faculty (PFF) Seminar

A lected from a national sample of 20 courses. The end goal of the work is a set of best practices to Using aggregated job placement data from aid instructors in aligning their own expectations Rackham Graduate School and survey data, this with those of their students, thereby lowering research looked at the career trajectories and at- student resistance. titudes of two groups of U-M graduate students and postdocs. Responses from 199 graduate Faculty Teaching Practices That Support students who participated (56% response rate) Student Success in an intensive, 10-session PFF seminar offered In its fifth year, this NSF-funded project is each year between 2007 and 2013 were compared designed to promote substantive and sustained to 58 applicants who were not accepted to the changes in teaching practices in order to improve program (31% response rate).

38 University of Michigan l CRLT annual report 2014-2015 Initial placements in tenure-track positions were In 2014-2015, qualitative, thematic analysis roughly equivalent for applicants and participants was conducted focusing on reflections writ- (approximately one-quarter of both groups had ten by GSIs after attending an eligible seminar. tenure-track placements). However, the PFF Sem- GSIs were asked to compare and contrast the inar participants were more likely than applicants teaching-related strategies that were presented at to have initial placements in either non-tenure- the seminar and comment on their effectiveness track faculty or academic administrative positions, for helping their students learn the content, skills, although this difference was not statistically sig- and mindsets within engineering. In addition, nificant. It does, however, correspond to feedback they were asked to select one strategy and explain from the participants about what they particularly how they could use it in their current or future valued from the seminar. Participants in the PFF teaching. We found that applied pedagogy seminar reported that exposure to a variety of seminars resonated more readily with the first- institutional types led to a greater understanding time engineering GSIs than did seminars raising of worklife at diverse institutional types and that awareness of topics like student mental health. It’s exposure to faculty from different institutional also important to recognize that there are a variety contexts was useful to them in determining fit as of factors that may not have appeared in the writ- they went on their academic job search. ten reflections that influence how GSIs are able to adopt strategies, including the nature of their GSI Perceptions of Ongoing Professional assignment, their disciplinary backgrounds, and Development Among Engineering their reasons for choosing particular workshops. Graduate Student Instructors (GSIs) Results were presented at the CRLT in Engineer- This study looks at the impact of three different ing Ninth Annual Research and Scholarship in A types of pedagogical professional development op- Engineering Poster Session and will be presented s s e

portunities on new engineering GSIs’ satisfaction at the American Society for Engineering Educa- m s s with their required training and confidence in tion Conference in June 2015. their teaching abilities. After an initial orientation N E Additionally, in collaboration with faculty devel- that provides training on best practices for learn- t

ing and teaching and creates awareness of class- opers from UT-Austin, CRLT staff conducted a a quantitative analysis comparing the differential n room climate issues, new GSIs have three choices d impacts of a teaching orientation coupled with for ongoing professional development training r one of four instructional development programs. e during the ensuing semester: 1) participating in s e

micro teaching sessions; 2) attending an eligible Results indicated that the MSF with written h c r a seminar offered by CRLT-Engin or CRLT and reflection had a comparable increase in a GSI's ef- submitting a written reflection; or 3) scheduling a ficacy for reflection and beliefs about teaching as a midterm student feedback (MSF) and submitting stand alone pedagogy course that included MSFs. a written reflection. Results were presented at the 2015 American Education Research Association conference and will be revised for submission to a journal.

University of Michigan l CRLT annual report 2014-2015 39 Appendix A: Grants and Awards

u Provost's Teaching Innovation Prize (TIP) The Provost’s Teaching Innovation Prize was created and funded jointly by the provost’s office, the university library, and CRLT. TIP recognizes faculty who have developed innovative approaches to teaching that incorporate creative pedagogies, and it encourages the dissemination of best practices by sharing promising innovations with faculty more broadly. In 2015, five teaching innovations were chosen from among 57 faculty nominees. Win- ning faculty received a $5,000 award for their original approaches to teaching and creativity in the classroom. Provost’s Teaching Innovation Prize Recipients, Winter 2015 1. Jill Halpern, Mathematics and Comprehensive Studies Program Calculus in the Commons: Bringing Math to Life 2. Zachary London, Neurology Teaching Medical Reasoning With EMG Whiz 3. Richard Norton and Paul Fontaine, Architecture and Urban Planning; Elisabeth Gerber, Public Policy; Gail Hohner, College of Engineering Undergraduate Education; Patricia Koman, Public Health; and Jim Kosteva, Office Of Government Relations Generating Multidisciplinary Synergies Across Community-Engaged Courses 4. Burgunda Sweet, Pharmacy; Mark Fitzgerald and Domenica Sweier, Dentistry; Joseph House, Joseph Hornyak, and Jennifer Stojan, Medicine; Michelle Pardee and Cynthia Arslanian-Engoren, Nursing; Bruce Mueller, Pharmacy; Bradley Zebrack and Debra Mattison, Social Work; and Anica Madeo, Center for Interprofessional Education Teaching Teamwork and Interprofessional Practice in Healthcare 5. Lisa C. Young, Anthropology Re-Connecting Hopi Seeds: Creating Virtual Dialogues With a Source Community

u Faculty Development Fund This fund provides grants for innovative projects that enhance teaching and learning. CRLT awards up to $6,000 to individual faculty members or small groups of faculty who propose innovative revisions to courses or innovative course development (e.g., interdisciplinary courses) or who initiate other projects that improve the learning of a relatively small number of students. Grant awards up to $10,000 are available to departments, programs, and other large faculty groups who want to collaborate on more extensive projects, such as curriculum development and evaluation, inclusive classrooms, novel applications and evaluations of instructional technology, non- traditional approaches to teaching, and GSI mentorship and training programs. Faculty Development Fund Recipients, Winter 2015 awa r d s

d 1. Rolf Bouma, Program in the Environment n

a Ecology & Religion: Sustaining Visions for Earth's Future

t s 2. Deborah Des Jardins, English Language Institute n A Service Learning-Based English Language Course for International Graduate Students at the r a University of Michigan G

40 University of Michigan l CRLT annual report 2014-2015 G r a n t s a n d awa r d s 41

Naomi Silver, Silver, and Naomi

CRLT annual report 2014-2015 annual report University of Michigan l CRLT ; Scholars Program Global routenberg, robbie

Screen Arts and Cultures Arts Screen Colin Gunckel, Nursing Development of Course Content Connectivity Resources for the Mechanical Engineering for the Mechanical Resources of Course Content Connectivity Development Curriculum Undergraduate Astronomy Ruszkowski, Mateusz Table-Top Live Through Introductory Astronomy Transforming to Earth: Down Astronomy Bringing Demonstrations Studies Educational Saunders, Shari of Practice Dimension and Emotional for the Social Interns Teaching to Prepare TeachLivE™ Using & Design Art Tharp, Bruce Blended Learning across Design-Related Disciplines Design-Related Learning across Blended Cultivating Diversity in the Screen Arts and Cultures Curriculum Arts and Cultures in the Screen Diversity Cultivating Engineering Mechanical Chinedum Okwudire, Sweetland Center for Writing for Center Sweetland and Faculty Tools of Dynamic Pedagogical Development Teaching: Inclusive in Innovations Communities of Practice Engineering and Environmental Civil El-Tawil, and Sherif McCormick Jason Courses Design Learning in Structural Student Enhancing Connecting the Pieces: and Candace Moore Adrienne Lapidos, Social Work Lapidos, Adrienne Supporting Course A Flipped Populations: with Diverse Care Family-Centered and for Patient- Skills Service-Learning ; Relations Intergroup Maxwell, Kelly Evaluating Information and Analyzing Media I & II and Analyzing Media Information Evaluating Medicine Seasholtz, Audrey in Scientific Development Professional Enhancing Curriculum: Program Graduate Neuroscience Communication and Evaluation Bigelow, April Students Nursing Practice for Advanced Clinical Readiness to Improve Technology Humanizing Communication Studies and Aswin Punathambekar, Pasek, Amanda Lotz, Josh 8. 9. 10. 7. 5. 6. of Teaching the Improvement Gilbert Whitaker Fund for 3. 4. 3. 1. 2.

The Office of the Provost finances the improvement of teaching through the Gilbert Whitaker Fund, which Whitaker is Gilbert through the of teaching improvement finances the Provost The Office of the Stage I funding,the competition entailed two stages. After securing Fall 2012, Through CRLT. by administered up toStage II competition for grants of The last II awards. to compete for Stage window grantees had a two-year grantees. I 2012 Stage for the Fall 2014, honoring the terms of competition $15,000 was held in Fall Faculty can apply of funding. two levels offering to a single-stage competition the transition 2014 marked Fall projects. or $10,000 for larger-scale, collaborative for up to $6,000 for smaller-scale projects Gilbert Whitaker Fund Recipients, Stage II, Fall 2014 u G r a n t s a n d awa r d s u Gilbert WhitakerFundRecipients,Fall2014 Internationalizing the Curriculum Grant Recipients, Winter 2015 the Curriculum GrantRecipients,Winter Internationalizing rate withaCRLT consultanttogather feedbackandassessthecourse. or curricular development. Funded courses must be taught in two sequential academic years. Grantees collabo- enrich internationalthemes.Grant awards upto$10,000are madetoindividualsorgroups offacultyforcourse provost foracademicaffairs, CRLT awards two-year grantsforcoursesandcurricularinitiatives thatexpandand from theofficesofvice this mission,andwithsupport provost forinternationalaffairsandtheseniorvice The University of Michigan prepares itsstudentsforlives ofsignificantinternationalengagement. Inlinewith

10. 9. 8. 7. 6. 5. 4. 3. 2. 1. 2. 1. Internationalizing theCurriculumGrant Internationalizing Using Online Applications Enhancing Undergraduate Student Engagement inGeotechnical Engineering Beyond theClassroom Dimitrios Zekkos, Civil andEnvironmental Engineering Introducing CommunicationSkills toReduce Disparities inDietetics Training Kendrin Sonneville, Environmental Health Sciences Knowledge andPerceptions ofLearningRelated toPreparation ofCompoundedSterile Products (CSP) Impact ofIncluding a2D Virtual USPChapter<797>Cleanroom Experience onPharmacy Student Kimberly Redic, Michael Kraft,andBruce Mueller, Pharmacy Sun &Shadows- AGuatemalan Tale Projected onNorth Campus Christianne Myers, Theatre andDrama Development, Implementation Degree andAssessmentofanew Program inAOSS Mark Moldwin, Atmospheric, Oceanic andSpace Sciences Ophthalmoscopy Simulation Novel Pedagogical Approach forOphthalmic Knowledge andSkills Development Through Direct and Shahzad Mian, Ophthalmology Visual Sciences Toward Flipping theClassroom: Developing anOnline LearningModule forIntroductoryBiology Comprehensive Studies Program Gyorgyi Csankovszki andDiane Spillane, Molecular, Cellular, Wood,Laury ; andDevelopmental Biology Level Writing Algorithms andQuality inCollaborative Writing: Extending MediaWiki Tools forAssessingUpper Paul Conway, Information Teaching Matters: Understanding theExperience ofInternational GSIs inLSA Pamela Bogart, Development Classes ofEnvironmental/Aqueous Laboratory Geochemistry Udo Becker and International andComparative Education: Globalization, Conflict,and Development Michelle Bellino, Practice in Technology andCommunitySustainable Development Jose Alfaro, Natural Resources English LanguageInstitute Rose Cory, Earth andEnvironmental Sciences Educational Studies

University ofMichigan lCRLT annualreport 2014-2015

42 G r a n t s a n d awa r d s 43

Periodontics and Oral Medicine and Oral Periodontics Oh, Tae-Ju Obstetrics and Gynecology Obstetrics Morgan, and Helen CRLT annual report 2014-2015 annual report University of Michigan l CRLT Nancy Gallagher, Nursing Gallagher, Nancy

Human Trafficking Clinic Trafficking Human Carr, Bridgette

and

Internationalizing the Law and Legal History Curriculum on Human Trafficking and Slavery and Trafficking on Human and Legal History Curriculum the Law Internationalizing Engineering and Environmental Civil Love, Nancy Countries in Developing Systems and Sanitation Water Sharon Haar, Architecture Haar, Sharon Studio the "Propositions" Internationalizing/Institutionalizing History Hoffnung-Garskof, Jesse Hsun-Liang Chan, Rachel Sheridan, and Hsun-Liang Chan, Rachel Sheridan, Dental Students Apply Evidence-Based Practice (EBP) to Clinical Scenarios: Developing, Enhancing, Scenarios: Developing, (EBP) to Clinical Practice Evidence-Based Apply Students Dental and Assessing Skills Communication Technical in Program Fowler, Robin Success with Project and Make-Up Size Team Engineering of Student the Relationships Investigating Satisfaction and Team ; Medicine Emergency Haggins, Adrianne Enhancing Student Learning in Mechanics Through the Development and Implementation of Implementation and Development the a Through Learning in Mechanics Student Enhancing Concept Guide Science Materials Millunchick, Joanna Virtual Software to Personalize Student Learning in a Required Pharmacy Course Pharmacy in a Required Learning Student to Personalize Software Virtual Engineering Allen Liu, Mechanical A Qualitative Study of Underrepresented Minority Students' Pre-Med Education and Experiences Education Pre-Med Students' Minority of Underrepresented Study A Qualitative Pharmacy Kelling, Sarah Materials Science andCritical Thinking in Manual Analyses on Versus of Computer-Aided Impact The Engineering Studies Biology Comprehensive and Developmental Giffen, and Cynthia Cellular, Molecular, Laura Olsen, Program Tool Assessment Preparation an Introductory Biology Developing Nursing Anne Sales, 527 Class, Nursing Web-Blended Cases in a Large, Learning From and Policicchio, Judith Sarkar, Norma Health Community in Undergraduate Strategies Clinical Immersion of Global the Impact Evaluating Education Nursing 5. Investigating Student LearningInvestigating Grant 3. 4. 1. 2. 3. 6. 5. 4. 7. 8. 9.

Now in its eighth year, this program provides grants to faculty who wish to investigate aspects of student learn- to investigate grants to faculty who wish provides this program in its eighth year, Now participantsISL symposium atspring one-day programs. a educational attend or courses, curricula, their in ing theirshare and learning, student on research educational conduct learning, and teaching about on research U-M faculty to individual available of $3,000 are awards forum. Grant insights with colleagues at a CRLT-sponsored to faculty member-graduate student/postdoc teams. available of $4,000 are members, and awards Investigating Student LearningWinter Grant Recipients, 2015 u G r a n t s a n d awa r d s 44 u Faculty CommunitiesforInclusiveTeaching, 2015 Winter semination plans. semination plans. twice: oncetodiscusstheirplansandagainattheendoffundingperiodshare keyinsightsanddis- faculty todiscussandlearntogetheraboutcampusdiversity andinclusive teachingpractices.Project leadsgather rooms, clinics,studios,orlabs.Funds ofupto$1,000are available forprojects thatassemblesmallgroups of aninclusiveThis initiative campusclimatethrough buildsfacultycapacityforsupporting theirteachinginclass-

10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Faculty CommunitiesforInclusiveTeaching 11. 10. University ofMichigan Native AmericanHigher Education Panel Michael Naylor, Comprehensive Studies Understanding the Tilted Playing Field Anne McNeil, Chemistry Why Are Some Fields So Male Dominated? Tim McKay, Physics, Race &Sexuality intheClassroom Sara McClelland, Women’s Studies LSA Undergraduate Education CommitteeonCampusClimate Kelly Maxwell, InterGroup Relations "Object Lessons" forJunior Faculty Madhumita Lahiri,English LanguageandLiterature Campus ClimateandDisability Petra Kuppers, English LanguageandLiterature Leveraging Diversity inSmaller Classes Stephanie Goetz, Romance Languages andLiteratures Religious Diversity attheUniversity of Michigan Cameron Gibelyou, University Courses Meaningful Interaction &Inclusivity intheClassroom Judy Dyer, English LanguageInstitute Smelling theRoses inME211 Michael Thouless,Mechanical Engineering Professional Roles Using Team-Based Interprofessional Education toEnhance Student Knowledge ofHealthcare Burgunda Sweet, Pharmacy and Ken Powell, Aerospace Engineering l CRLT annualreport 2014-2015

G r a n t s a n d awa r d s 45

CRLT annual report 2014-2015 annual report University of Michigan l CRLT

Architecture

Screen Arts and Cultures Arts Screen Classical Studies Internal Medicine Internal Internal Medicine Internal Urban and Regional Planning and Regional Urban Anthropology German 2015 AWP Writers Conference Panel Presentation and Bookfair Presentation Panel Conference Writers 2015 AWP Sciences Visual Ophthalmology and Fahim, Abigail Annual Meeting of Ophthalmology Professors at the Association of University Attendance German Federhofer, Karl-Georg Workshop Photopolymer Printmaking Frye, David Association Conference 2015 Latin American Studies Languages and Literatures Romance Garcia-Amaya, Lorenzo and Practice Language Research Second Abroad: and Internships Abroad Study Mary Gell, Burke, Patrick 2015 Meeting--December of Hematology Society 57th Annual American Language and Literature Chamberlin, English Jeremiah Curriculum German for the Goals New Soccer: College Residential Ana Fernandez, Barry with Lynda in a writing workshop Participation the Unthinkable." "Writing Hollison, Dawn Attend 2015 American Planning Association Conference 2015 American Planning Attend Architecture Kolb, Jaffer Gain Loss/Net Gross Markus, Donka Paper Presentation at a Professional Conference (SCS) Conference at a Professional Presentation Paper Pallares, Ana Morcillo Global Cinematography Institute Workshop Cinematography Institute Global Kahan, Jeffrey Detroit Bottom-Up Aki Morikawa, Enhancing Scholarship and Collaboration Through Attendance at a Scientific Meeting Attendance at a Scientific Scholarship and Collaboration Through Enhancing Lecturers’ Professional Development Fund Development Professional Lecturers’ 3. 4. 6. 7. 8. 1. 2. 5. 9. 11. 12. 13. 10. 14.

Lecturers with continuing teaching appointments on the Ann Arbor campus are eligible for grants of up to for grants of up eligible campus are on the Ann Arbor appointments with continuing teaching Lecturers endeavors. and/or creative research, teaching, that involve activities support$2,000 to development professional include participation of grant funding meetings, pedagogicalExamples professional at national or international travel or software, computer hardware student assistance, student or work-study graduate and projects, programs and editorial assistance. journals, subscriptions to professional at other institutions, resources to access required Lecturers’ Professional Development Fund Recipients, Fall 2014 Fund Recipients, Development Professional Lecturers’ u G r a n t s a n d awa r d s 46 u Instructional DevelopmentFundRecipients,2014-2015 ences directly related toteaching.Applications are acceptedonarolling basisthroughout the year. be usedforexpensessuchassuppliesandequipment,programming orresearch assistance,andfeesforconfer- innovativeAnn Arborcampus.Thesegrantssupport activitiestoimprove teachingandlearning.Thefundsmay Through its DevelopmentInstructional Fund (IDF),CRLT awards smallgrantsofupto$500facultyon the

4. 3. 2. 1. 19. 18. 17. 16. Instructional DevelopmentFund 21. 20. 15. 23. 22. University ofMichigan Electronic ChamberMusic inDetroit Concert Michael Gurevich,Arts Technology Performing HyFlex Statistics ComputerLabwithR Brenda Gunderson, Statistics Comics The Angoulême Festival -AnalysisoftheCollectionforCompetitionto Better Understand French Sabine Gabaron, Romance LanguagesandLiteratures Feedback Strategy Expanding Student inCalculusby LearningOpportunities Teaching GSIs aCulturally Responsive Stephen DeBacker andAngelaKubena, Mathematics Bradley Taylor, Teaching, Technology, andtheBuilding ofProfessional CommunitiesofSupport Jeff Stanzler, Speakers CourseContent Participation inIXICCEES World Congress inAugust 2015andRevision oftheRussian forHeritage Svitlana Rogovyk, Slavic Impact ofAgeandComorbidity onThyroid Cancer Decision Making Maria Papaleontiou, Internal Medicine Using Popular Culture intheSpanish asaSecond LanguageClassroom Martin Walsh, the Associationof Writers and Writing Program’s AnnualConference Locating Digital Storytelling intheUndergraduate Creative Writing Curriculum: Panel Presentation at Laura Thomas, Authenticity Reconsidered: Archival Research, ScholarlyPresentation, andPublication Andrew Noverr, Ancient CommunitySpace: APresentation attheSociety forAmericanArchaeology AnnualMeeting C. Young,Lisa 68th AmericanEpilepsy Society AnnualMeeting Yu Wang, Corsica Project, Residential College Neurology Educational Studies Residential College Anthropology History ofArt History Residential College Romance LanguagesandLiteratures l CRLT annualreport 2014-2015

G r a n t s a n d awa r d s 47

CRLT annual report 2014-2015 annual report University of Michigan l CRLT Periodontics and Oral Medicine Oral and Periodontics Korte, Dina

Anne Berg, HistoryAnne Berg, Field Trips for Hist/Environ 223: Trashed! A History of Garbage in the Modern World in the Modern A History of Garbage Trashed! 223: for Hist/Environ Trips Field Communication Technical in Program Burcon, Himsel Sarah Communication Technical in Work Audience Psychology Park, Nansook an Art Class Using Learning of Savoring Experiential and Literature Language English Porter, David Session Poster Quality Healthcare Languages and Literature Germanic Shubhangi, Dabak Rubik's Cubes in Mathematics 412 Mathematics in Cubes Rubik's Communication Technical in Program Rhonda McCaffery, Audience Work in Technical Communication Technical in Work Audience and Cultures Arts Screen Hollison, Dawn Cinematography Workshop Social Work Kosoudji, Sherrie Border and the U.S./Mexico Migration Undocumented Education Teacher Liz Kolb, Faire Maker App Kriz, Mathematics Igor Studies in Intercultural MA Program for an Accelerated Proposal a Revised Towards Research and Policy Management Health Ryan, Andrew for the "Ready German for Business Seminar Development for Professional to Germany Travelling World" Working Language and Literature English Silver, Sean of Literary Objects Catalogue of the Museum Exhibition Anne Gwozdek, Janet Kinney, and Kinney, Janet Anne Gwozdek, Apps Mobile Using Unit Care Intensive in the Cardiac Curriculum Teaching Innovative Policy Public Catherine Hausman, Enhancing Application of Health Behavior Change Throughout the Dental Hygiene Curriculum Hygiene Dental the Change Throughout Behavior of Health Application Enhancing Medicine Internal Hagan, Peter Methods Statistical and Policy-Relevant Inclusive and Hecht Gabrielle 9. 15. 16. 18. 14. 10. 11. 12. 13. 17. 19. 5. 7. 6. 8. D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 48 Business Art &Design Architecture andUrbanPlanning Disciplinary-Based Services for U-M Schools, Colleges, and Departments and colleges,aswell as17otherunits,includingthepresident’s andprovost’s offices. deans andchairsfocusingonunit-wideactivities.CRLT provided over forall19of U-M’s 4,000services schools (GSI) training, consultations offered toindividual faculty at the request of a specificunit, and consultations with sessment of student learning, customized seminars and retreats, for unit-wide graduate student instructor support CRLT foras- includesupport responds teaching andlearningneeds.Services tounitsbasedontheirparticular and OtherUnits Customized ServicesforSchools,Colleges, Appendix B:Disciplinary-Based,

* * * * * * * * * * * * * * * * University ofMichigan reunion meetinginthewinter term workshopconsultation with associate dean, including classroom on case-based teaching, and observations, Organization, implementation,andevaluation hired ofateachingacademyfornewly faculty, in Facilitation ofaworkshop forfacultyaboutflippedclassroom Facilitation ofapanelfor facultyaboutflippedclassroom Facilitation ofcurriculum planningmeetingforBBAJunior Year Integrative Semester Facilitation offocusgroups toinform DEI-funded“Design Your OwnEntrepreneurship Adventure” Grants forteachinginnovation received by Tharp Consultation withassociatedeanoncurriculumplanning master’sConsultation oncurriculumdesignfornew program inDesign provost’s seminaronengagedlearning(winter2015) Assistance withassessmentplanforStamps socialengagementrequirement; presentation of project at Grants forteachinginnovation received by Fontaine, Haar, Norton Grants forprofessional development received by Kahan,Kolb, Pallares Facilitation ofseveral midtermstudentfeedbacksessionsforCleveland Design Lab(TLTC Quick Wins) assessment Class; TLTC Transformation); project andfocusgroup tosupport oncefunded,conductedobservations Development ofassessmentplanandassistancewithIRBapproval forPractice Sessions (formerlyMaster with midtermstudentfeedbacksandplanimplementation Classroom (TLTC Transformation); oncefunded,development ofdetailedassessmentplanand assistance Consultation onproject proposal andassessmentforMichigan Engaging Community Through the development forInteractiveAssistance withsurvey Satellite Solar Lab(TLTC Quick Wins) Play andLearning (TLTC Quick Wins) Assistance withIRBapproval, andfocusgroup aswelldevelopment assurvey for Tactile Technologies for l CRLT annualreport 2014-2015 D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 49

CRLT annual report 2014-2015 annual report University of Michigan l CRLT Co-facilitation of Canvas demonstration for faculty from technical communication program demonstration for faculty from Co-facilitation of Canvas the Community Through Engaging for Michigan and assessment proposal Consultation on project of detailed assessment plan and assistance once funded, development Transformation); (TLTC Classroom implementation with midterm student feedbacks and plan for new day teaching orientation program engineering and facilitation of one-and-a-half Development faculty andClinical Immersion (formerly Sandbox Device of assessment plan for Medical Development assistance project; Wins/Discovery Quick TLTC Innovation) Product Learning in Medical Experiential and assistance with survey and analysis development conduction of focus group, with IRB approval, McCaffery Burcon, by received development for professional Grants McCormick, Liu, Love, Hohner, Fowler, El-Tawil, by received for teaching innovation Grants Zekkos Thouless, Powell, Okwudire, Moldwin, Millunchick, to students facing mental responsibilities for administrators on instructors’ preview theatre Interactive health challenges gender and faculty rank influence performance for casebook committee on how theatre Interactive committees of tenure dynamics and the decision-making process for faculty and graduate students (separately) on graduate climate in lab previews theatre Interactive with a particularenvironments focus on gender for faculty and GSIs initiatives consultation with associate deans about CRLT-Engin Ongoing in scholarship and research showcasing of an annual poster fair for faculty and GSIs Organization engineering education Collaboration on GradeCraft expansion, including presentation to the TLTC committee, documentation committee, TLTC to the expansion, including presentation Collaboration on GradeCraft users for new instructors, on gameful learning for future and workshops workshop Consultation on faculty diversity Stanzler Kolb, by received development for professional Grants Saunders Bellino, by received for teaching innovation Grants Service on dissertation committee Consultations on assessment and provision of follow-up resources, such as assistance with selection of such as assistance resources, of follow-up and provision on assessment Consultations planning (IPE); Education Interprofessional Project, Transformation TLTC tools, for faculty development retreats and summer kickoff and facilitation of IPE course, including collection Making Clinical Decision Team-Based teaching team for Consultations with needs faculty development and discussion of future of student feedback oral medicine for periodontics and Diversity” Through “Excellence of workshop Facilitation Korte Kinney, Gwozdek, by received development for professional Grants Sweier Sheridan, Oh, Fitzgerald, Chan, by received for teaching innovation Grants performance students for faculty and graduate students about mentoring graduate theatre Interactive Service on dissertation committee faculty in health science disciplines academy for newly hired Teaching * * * * * * * * * * * * * * * * * * * * * * * * Engineering Education Dentistry D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 50 Kinesiology Information GSI-related services

* * * * * * * * * * * * * * * * * * * * * * * University ofMichigan Jean-luc Doumont onteachingisnotlearning,effective classroom teaching the flippedclassroom teams, forengagedstudentlearning,turninggroups intohighperformance Workshops forfaculty:creating classroom environment toenableallstudentssucceed,lessonsfrom Organization oftwoiterationsateachingcircle onteachinglargecourses Evaluation ofcurricularintegration inmovement science faculty development tools,for TLTC Transformation Project, Interprofessional Education (IPE) Consultations onassessmentandprovision offollow-up resources, suchasassistancewithselectionof tools tomeetacourse’s learningobjectives forHybrid Modular Courses(TLTC Discovery grant) Collaboration withDEIinplanningandfacilitatingthree workshops oncoursedesignandusingdigital Based and Text-Based Activities onStudent LearningOutcomes” Collaboration onresearch by theEcho360 supported Active LearningGrants Program, “Effectsof Image- Workshop forGSIs, “Teaching Students toInteract Effectively Within Intercultural Teams” Grant forteachinginnovation received by Conway Consultation ontrainingplansforGSIs andlecturers, asfollow uptoaFaculty Development Fund grant Consultation onassessmentplanforstudyabroad experiences andworkshops ongamefullearningforfuture instructors, for new users Collaboration onGradeCraft expansion,including presentation tothe TLTC committee,documentation communication withstudents student learningduringofficehours, research-based principlesfor makinglearningwork, improving stakes waystoassessstudentlearning,strategiesforhandlingstickysituationswithstudents,maximizing Workshops forgraduatestudents andpostdoctoralscholars:implementingactive learningplans,low working with GSIs, consultingwithGSIs, andresearch inengineeringeducation Workshops forETCs classes,midtermstudentfeedback,practiceteaching,strategiesfor onobserving Workshop forNextProf onwritingteachingphilosophy statements Team teachingofENG580: Teaching Engineering in OversightEngineering of RackhamCertificate Education Research program including thenomination,selection,andpublicityprocesses Organization ofRichard andEleanor Towner Prize forOutstanding Graduate Student Instructors, 2014 andwinter2015terms Organization andfacilitationofacustomized aides(IAs)inthefall trainingprogram forinstructional sessions fall 2014term,includinginteractive theatre aboutclassroom climateandpracticeteaching performance Organization andfacilitationofacustomized ofclassesforthe GSItrainingprogram priortothestart Hiring, ofengineeringteachingconsultants(ETCs) training,andsupervision engineering graduatestudents Facilitation of“Backward CourseDesign: Planning for What Your Students Will Learn” forcivil Discussion withrespect ofgraduate studentteachingopportunities toEM-PACE project Collaboration indesigningMay 2015NextProf program forgradstudentsandpostdocs l CRLT annualreport 2014-2015 D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 51

CRLT annual report 2014-2015 annual report University of Michigan l CRLT Consultation about diversity workshop for faculty workshop diversity Consultation about educational climate committee Consultation about Learning initiative of Lab Experiential Evaluation 1Ls for incoming pre-orientation Program Access of Michigan Evaluation all 1Ls for required writing workshops of persuasive Evaluation experiential learning initiative Clinic Insurance of Unemployment Evaluation Carr by received for teaching innovation Grant Facilitation of “Teaching Inclusively in the Kinesiology Classroom” workshop for faculty workshop Classroom” in the Kinesiology Inclusively of “Teaching Facilitation retreats and summer kickoff facilitation of IPE and Planning and Unizin Canvas for faculty on Presentation Grants for professional development received by Frye, Young Frye, by received development for professional Grants Young by received for teaching innovation Grant and programs MA fellows studies of Japanese grant for creation Foundation of Japan Evaluation learning experiences undergraduate immersive Committee about teaching Program and faculty on the Graduate for GSIs of workshop Facilitation topics sensitive Ruszkowski by received for teaching innovation Grant McNeil by received for teaching innovation Grant postdoctoral scholars of luncheon for REBUILD Organization visioning meeting of REBUILD Planning Markus by received development for professional Grant Punathambekar and Lotz, Pasek, by received for teaching innovation Grant for faculty about the ways identity affects student engagement and experience preview theatre Interactive teach to on preparing for GSIs Workshop Wood Naylor, Halpern, Giffen, by received for teaching innovation Grants Innovation Social design for optiMize Assistance with focus group of CSP 100 Consultation on evaluation performances for 2015-2016 Consultation on theatre * * * * * * * * * * * * * * * * * * * * * * * * * * • Anthropology • Asian Languages and Cultures • Astronomy • Chemistry • Classical Studies • Communication Studies Literature • Comparative Program Studies • Comprehensive Office • Dean’s Literature, Science, and the Arts Law D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 52 GSI-related services

* * * * * * * * * * * * * * * * * University ofMichigan Support forREBUILD included assessment Presentation toLSAundergraduateeducationgroup for oninstitutionaldataavailable todepartments Presentation toLSAadvisorsonCRLT pathwaysprojects Interactive theatre preview ofrevised tenure andpromotion LSAdean,ADVANCE sessionfornew health challenges Interactive theatre preview foradministratorson instructors’ responsibilities tostudentsfacingmental making process oftenure committees Interactive theatre onhow performances genderandfacultyrankinfluencedynamicsthedecision- gender forfemaleSTEMfaculty, aswell asforfacultyandgraduatestudentsacross theuniversity Interactive theatre focuson ongraduateclimateinlabenvironments withaparticular performances across the university Interactive politicsforfaculty theatre aboutwaysidentitycharacteristicsaffectsdepartment performance for LSADiversity Institute Facilitation ofsessionsonclassroom practiceanddiscussion,aswell asontestingandassessmentissues, Expansion Project) Evaluation ofsmallersectionpilotsinGerman andSpanish, includingdatacollectionandreport (Faculty and afinalprogram onteachingissuesarising inthefirst yearofteaching ofseniorcolleagues,aninteractive theatre aboutmentoringgraduatestudents observation performance including atwo-dayorientation,facilitationofmidtermstudentfeedbacksessions,peer Development assistantprofessors andfacilitation ofateachingacademyforallnew inthecollege, Incivility intheClassroom” fortheLSASeminar Series Development andfacilitation, incollaborationwithADVANCE andIGR,of“Preventing andAddressing Writing, andwomen’s studies. organizational studies,philosophy, romance languagesandliteratures, sociology, Sweetland Centerfor communication studies,English languageandliterature, history, LatinAmerican andCaribbeanstudies, includedAfroamericanfor facultyinLSA.This andAfricanstudies,Americanculture, year's departments Design andpresentation ofafacultyinstituteondialogueandskillsincollaborationwithIGR Coordination andfacilitationoftheLSALargeCourseInitiative third-year review process Consultation withassociatedeanforundergraduateeducationonworkshop forjuniorfacultyregarding Consultation withassociatedeanaboutdiversity teachinginitiatives gender climateissuesintheclassroom English whoplantohave GSIappointmentsinLSA, includinginteractive theatre about performances August 2014andawinter2015courseforgraduatestudentseducatedabroad inlanguagesotherthan Collaboration withEnglish LanguageInstitute todevelop andfacilitateathree-week intensive coursein x x x x x x x x x x planning visioningmeeting organization ofamonthlypostdocmeeting attending twomeetingspermonth assistance planningandfacilitatingDecember retreat at Michigan” (fall2014) planning andimplementationofaProvost’s Seminar on Teaching, “REBUILDing STEMEducation l CRLT annualreport 2014-2015 D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 53

CRLT annual report 2014-2015 annual report University of Michigan l CRLT Interactive theatre performance on instructors’ responsibilities to students facing mental health challenges facing mental to students responsibilities performance on instructors’ theatre Interactive the university across for GSI coordinators 2015fall 2014 and winter prior to programs orientation training and facilitation of GSI Organization performances teaching practices on inclusive terms, including theatre strategies on GSI training and GSMs to share for faculty GSI coordinators Session performances theatre interactive about sexual harassment, using for all incoming GSIs Training orientations teaching facilitators for GSI teaching training practice Workshop about observingGSI coordinators for GSMs and practice classes, midterm student feedback, Workshops and consulting with GSIs with GSIs, working teaching, strategies for and Cory Becker by received for teaching innovation Grant Silver Chamberlin, Porter, by received development for professional Grants Lahiri Kuppers, by received for teaching innovation Grants teaching on identity/authority and inclusive for GSIs and facilitation of workshop Planning experience for GSIs, about the ways identity affects student engagement and preview theatre Interactive Program Writing in the and lecturers faculty, majors climate for English on classroom and reporting Survey climate for international GSIs of classroom Evaluation Dyer Bogart, Jardins, by Des received for teaching innovation Grants performance climate for international graduate students about classroom theatre Interactive Bouma by received for teaching innovation Grant of smaller section initiative Evaluation Shubhangi Gell, Federhofer, by received development for professional Grants routenberg by received for teaching innovation Grant the Archives Engaging Grant: Transformation TLTC of assessment plan for History/Bentley Design and Berg Hecht by received for teaching innovation Grant Hoffnung-Garskof by received for teaching innovation Grant in midterm check-in meeting with History 195 instructors Participation on teaching introductory courses for History 195 GSIs Workshop Taylor by received development for professional Grant Maxwell by received for teaching innovation Grants * * * * * * * * * * * * * * * * * * * * * * * * * * • Earth and Environmental Sciences and Environmental • Earth Language and Literature • English Institute Language • English in the (PiTE) Program • Environment, and Literatures Languages • Germanic Program Scholars • Global • History • History of Art (IGR) Relations • Intergroup D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 54 • Slavic LanguagesandLiteratures • Screen Arts andCultures • Romance LanguagesandLiteratures • Residential College • Psychology • Political Science • Physics • Molecular, Cellular, (MCDB) andDevelopmental Biology • Mathematics

* * * * * * * * * * * * * * * * * * * * * * * * * * * University ofMichigan Grant forprofessional development received by Rogovyk Grant forteachinginnovation received by Moore andGunckel Grants forprofessional development received by Hollison inclusive teaching,alongwithconsultationprogram director aboutfollow up Planning andfacilitationofworkshop forlecturers andcoordinators aboutclassroom climateand Grant forteachinginnovation received by Goetz Grants forprofessional development received by Gabaron, Garcia-Amaya, Noverr Evaluation ofsmallersectioninitiative Assessment ofSpanish 232students’ adoptedworkbook satisfactionwithnewly andclassroom activities Grants forprofessional development received by Fernandez, Thomas, Walsh Co-facilitation ofsessiononwritingandassessinglearningobjectives Workshop forGSIs onwritingteachingphilosophystatements Workshop forGSIs oncreating multiplechoicequestionsforProject learning course Outreach service Presentation aboutCRLT graduatestudentorientation atdepartmental services Planning and facilitationofworkshop forGSIs oninclusive teaching Grant forprofessional development received by Park Google forms Collaboration withLargeCourseInitiative todevelop videoresource facultyparticipant oneffective useof GSItraining,includingrole-playing aboutsyllabuspolicies Assistance withdepartmental Planning and facilitationofworkshopGSIs fornew oninclusive teachingandhotmoments andworkshops ongamefullearningforfuture instructors, for new users Collaboration onGradeCraft expansion,includingpresentation tothe TLTC committee,documentation Grant forteachinginnovation received by McKay Grants forteachinginnovation received by Csankovzski andSpillane, Olsen Discussion ofteaching issuesandCRLT resources withjuniorfacultygroup Interactive theatre forGSISaboutproductively performance managingteachingchallenges Interactive GSIs theatre fornew performance &postdocsaboutclassroom climate Planning forassessmentofsmallersectioninitiative Grant forteachinginnovation received by Halpern Grants forprofessional development received by De Backer andKubena, Kriz l CRLT annualreport 2014-2015 D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 55

CRLT annual report 2014-2015 annual report University of Michigan l CRLT Assistance with design of educational development component of anesthesiology faculty retreat component of anesthesiology faculty Assistance with design of educational development for peer observation of pilot project of clinical teaching Assistance with and evaluation in American and Difference “Race, Ethnicity, seminar, TASS plays for role Consultation on creating and Medicine” Society such as assistance with selection of resources, of follow-up Consultations on assessment and provision planning(IPE); Education Interprofessional Project, Transformation TLTC tools, for faculty development retreats kickoff and summer and facilitation of IPE collection course, including Making Clinical Decision Team-Based Consultations with teaching team for needs faculty development of student feedback and discussion of future andClinical Immersion (formerly Sandbox Device of assessment plan for Medical Development assistance project; Wins/Discovery Quick TLTC Innovation) Product Learning in Medical Experiential survey and assistance with and analysis development group, conduction of focus with IRB approval, for Pediatric curricula and future about current with pediatrics residents of focus groups Facilitation rotation Community Health Wang, Papaleontiou, Morikawa, Hagan, Fahim, Burke, by received development for professional Grants London, Mian, House, Hornyak, Morgan, Haggins, by received for teaching innovation Grants Stojan Seasholtz, medical students bad news performances for third-year on breaking theatre Interactive medical students year for rising third performance about medical culture theatre Interactive learning of medical student and resident to address design for two projects to discuss research Meeting planning and application of guidelines treatment Development, Faculty as on clinical teaching scripts for Office of and facilitation of workshop Planning as oncology and hematology well Dinner Seminar at Anesthesiology Education Presentation Consultation about GSI training Consultation performance students mentoring graduate for faculty about theatre Interactive engagement and experience about the ways identity affects student for faculty preview theatre Interactive Gunderson by received development for professional Grant tutor surveyConsultation on peer Silver by received for teaching innovation Grant Gibelyou by received for teaching innovation Grant on feminist pedagogies their workshop regarding Consultation with GSIs Interactivities” Consultation on design of and participation in panel on “Feminist McClelland by received for teaching innovation Grant * * * * * * * * * * * * * * * * * * * * * * * * Medicine • Statistics Writing for Center • Sweetland Courses • University Studies • Women’s • Sociology D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 56 Pharmacy Nursing Natural ResourcesandEnvironment Music, Theatre&Dance

* * * * * * * * * * * * * * * * * * * * * * * * * University ofMichigan Presentation forMUSED595studentsonGoogle toolsforteaching Presentation forDMAstudentsondeveloping theirteachingphilosophiesandCRLT services Grant forteachinginnovation received by Myers Grant forprofessional development received by Gurevich Consultation withmusicaltheatre facultyaboutattendance/participation discussion Co-facilitation offacultyretreat focusedonclimateforstudents,alongwithfollow upfacultymeeting Teaching hired academyfornewly facultyinhealthsciencedisciplines Provision ofresources onCRLT atfacultyorientation programs andservices in Programs inBiomedical Sciences Presentations aboutCRLT andmentorshipprogram forgraduatestudentsinneuroscience certificate and Presentation onOne-Minute Preceptor foranesthesiology Workshop onfacilitatingdiscussionsforresidents Teaching hired academyfornewly facultyinhealthsciencedisciplines Grants forteachinginnovation received by Kelling, Kraft,Mueller, Redic, Sweet of studentfeedbackanddiscussionfuture facultydevelopment needs Consultations withteachingteamfor Team-Based ClinicalDecision Making course,includingcollection and facilitationofIPE kickoffandsummer retreats faculty development tools,for TLTC Transformation Project, Interprofessional Education (IPE); planning Consultations onassessmentandprovision offollow-up resources, suchasassistancewithselectionof Collaboration onthedesignandfacilitationofannualretreat fortherapeuticsfaculty Teaching hired academyfornewly facultyinhealthsciencedisciplines Presentation onCRLT resources forfaculty Sales, Sarkar Grants forteachinginnovation received by Aslanian-Engoren, Bigelow, Gallagher, Pardee, Policicchio, Evaluation ofPhD program of studentfeedbackanddiscussionfuture facultydevelopment needs Consultations withteachingteamfor Team-Based ClinicalDecision Making course,includingcollection and facilitationofIPE kickoffandsummer retreats faculty development tools,for TLTC Transformation Project, Interprofessional Education (IPE); planning Consultations onassessmentandprovision offollow-up resources, suchasassistancewithselectionof Consultation aboutClinicalLearningCenterevaluation Grant forteachinginnovation received by Alfaro Assistance withNSFproposal l CRLT annualreport 2014-2015 D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 57

CRLT annual report 2014-2015 annual report University of Michigan l CRLT Collaborative development of online postdoc short of online development course Collaborative Fellowship Humanities Public plan for Mellon Consultation on evaluation on the use of digital media of a certificate and evaluation for GSIs Coordination reviewing including Program, Certificate Teacher of the U-M Graduate and evaluation Coordination certificates;portfolios leadership of advisory and awarding committee in different highlighting faculty worklife series and website Like?” a three-session It of “What’s Facilitation institutional contexts performance the about mentoring graduate students for graduate students across theatre Interactive university performance with a particular on graduate climate in lab environments focus on theatre Interactive the university gender for faculty and graduate students across on College Seminar of month-long Rackham-CRLT implementation, and evaluation Organization, doctoral students and postdocs, including interactive for advanced Faculty Future Preparing Teaching: conflict while attending to student diversity classroom addressing performance on productively theatre Conference Faculty Future of one-day Preparing implementation, and evaluation Organization, Consultation on project proposal and assessment for Michigan Engaging Community Through the Community Through Engaging for Michigan and assessment proposal Consultation on project of detailed assessment plan and assistance once funded, development Transformation); (TLTC Classroom implementation with midterm student feedbacks and plan activities on climate for future of retreat/planning Debrief Hausman by received development for professional Grant Gerber by received for teaching innovation Grant climate, for including some with questions on classroom of models of midcourse feedback, Provision for facultydistribution as resource Consultation on project proposal and assessment for Michigan Engaging Community Through the Through Community Engaging assessment for Michigan and proposal on project Consultation assistance plan and of detailed assessment funded, development once Transformation); (TLTC Classroom feedbacks and plan implementation with midterm student assistance with selection of such as resources, follow-up of and provision Consultations on assessment (IPE) Education Interprofessional Project, Transformation TLTC for tools, faculty development course, including collection Making Clinical Decision Team-Based teaching team for Consultations with needs faculty development and discussion of future of student feedback Ryan by received development for professional Grant Sonneville Koman, by received for teaching innovation Grants faculty in health science disciplines academy for newly hired Teaching Tank Think Health E-Learning Public in the Office of Participation retreats kickoff and summer and facilitation of IPE Planning teaching on inclusive for GSIs and facilitation of workshop Planning 200 GSIs learning for PUBHLTH on active and facilitation of workshop Planning * * * * * * * * * * * * * * * * * * * * * * * * Rackham Graduate School Public Policy Public Health D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 58 Career Center Bentley Library Association forWomeninScienceGradStudents&Postdocs ADVANCE Customized ServicesforOtherUnitsatU-M Social Work

* * * * * * * * * * * * * * * * * * * University ofMichigan Workshop forpostdocsonwritingteachingphilosophystatements Participation inspeedmentoringevent aboutnon-academiccareers of theprogram Participation inselectionofU-Mpostdoctoralfellows atOberlin andKalamazoo Collegesandevaluation Participation inRackhamNew Graduate Student Orientation Resource Fair, fallandwinterterms Participation inprogram onalternative careers forgraduatestudents Participation inOutstanding GSIAwards selectionprocess andpresentation ofawards atceremony the Classroom forGSIs, withThe Program on Intergroup Relations Organization, implementation,andevaluation ofthesix-sessionprogram onMulticultural Facilitation for Science andEngineering, includinginteractive theatre aboutclassroom climate performance Organization, implementation,andevaluation ofthePostdoctoral Short-Course onCollege Teaching in Collaboration toplan,implement,andevaluate aone-dayconference onpreparing future faculty Design ofassessmentplanforHistory/Bentley TLTC Transformation Grant: Engaging theArchives Participation inpanelaboutalt-accareers facultyteams session planningandco-facilitationofworkshops fordepartmental Participation inStrategies Toward Excellent Practices (STEP)programming for2014-2015,including Interactive theatre role playsessionforfacultyaboutengagingindifficultconversations (LIFT) university (LIFT-LeadershipandIntegration inFaculty Transitions) Interactive politicsandleadershipstrategiesforfacultyacross theatre the ondepartment performance Grants forteachinginnovation received by Lapidos,Mattison, Zebrack Grant forprofessional development received by Kosoudji of studentfeedbackanddiscussionfuture facultydevelopment needs Consultations withteachingteamfor Team-Based ClinicalDecision Making course,includingcollection and facilitationofIPE kickoffandsummer retreats faculty development tools,for TLTC Transformation Project, Interprofessional Education (IPE); planning Consultations onassessmentandprovision offollow-up resources, suchasassistancewithselectionof Consultation onassessmentplanforstudyabroad experiences l CRLT annualreport 2014-2015 D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 59

CRLT annual report 2014-2015 annual report University of Michigan l CRLT Collaboration in planning “Engaging the World From Your Classroom” event Classroom” Your From World the Collaboration in planning “Engaging Collaboration on implementation of a certificate for graduate student instructors on the use of digital with humanities graduate students media, including focus groups event Classroom” Your From World the Collaboration in planning “Engaging for ELI 994 Consultation about recordings Design and implementation of Canvas pilot project evaluations, including hosting a faculty learning evaluations, pilot project and implementation of Canvas Design xx in Assessment). (see p. and presentations reports, community, Feedback on alumni survey Feedback Collaboration on the Digital Innovation Greenhouse, including participation and in hiring of developers Greenhouse, Innovation Digital Collaboration on the in the 21st Century” and Registration Selection Course participation Jam: in “Design committee, documentation TLTC to the including presentation expansion, Collaboration on GradeCraft users for new instructors, for future on gameful learning and workshops on course design and using digital workshops facilitating three Collaboration with DEI in planning and Discovery TLTC Courses (kinesiology Modular for Hybrid learning objectives tools to meet a course’s grant) postdoc short of online development course Collaborative of E2Coach learning community and facilitation development Collaborative Explorer engineering advisors about Student with of focus group Facilitation badging for co-curricular learning on digital and facilitation of workshop Planning and faculty development for and participationPlanning research in discussion about learning analytics with Coursera visitors grant Transformation (GAME) Education in Michigan Assessment about Gameful TLTC to Presentation Assistance with selection of faculty development tools for TLTC Transformation grant Transformation TLTC for tools development with selection of faculty Assistance including collection course, Making Decision Clinical Team-Based for with teaching team Consultations needs faculty development and discussion of future of student feedback Committee meetings in Executive Participation retreats kickoff and summer of IPE and facilitation Planning * * * * * * * * * * * * * * * * * * * Language Resource Center Instructional Support Services Information Technology Services Institute for the Humanities Erb Institute Digital Education & Innovation Digital Education Center for Interprofessional Education Interprofessional Center for D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 60 Office oftheProvostandExecutiveVicePresidentforAcademicAffairs Office ofthePresident Libraries

* * * * * * * * * * * * * * * * * * * University ofMichigan prior toPresident Schlissel’s firstU-MtriptoChina Summary of2006-2012Michigan-China andfacultydevelopment programs leadershipforums shared four Chineseuniversities: CentralChinaNormal, Nanjing, Renmin andShanghai Jiao Tong Organization andfacilitationofthree-week CRLT Fellows program fordirectors ofteachingcentersat Planning andfacilitationofaworkshop onteachinginclusively withtechnology Consultation onpilotinternshipprogram formentoringundergraduateresearch Support forteachingaward andgrantcompetitionsincluded Presentation andreport onGlobal Teaching with Videoconferencing Experiences forU-MStudents” (winter2015) Planning andimplementationofaProvost’s Seminar on Teaching, “Unscripted: Engaged Learning Provost forEquity, Inclusion andAcademic Affairs Participation on Task Force onFaculty Professional Development inInclusive Teaching, chargedby Vice Participation in Vice Provost andAssociateDean Group Analytics Fellows Program forProvost’s LearningAnalytics Task Force Organization ofStudent LearningandAnalyticsat Michigan Seminar (SLAM) Series andLearning Organization ofcampus-widedinnerforinternationalfaculty goodmeetingsandworkingtheatre successfullywithstaff onrunning performances strategies fordealingwithdifficultconversations, timemanagementandprioritysetting,interactive monthly roundtables) forchairsandassociatedeans,includingeffective practicesforfaculty recruitment, Organization, facilitation,andevaluation ofProvost’s CampusLeadershipProgram (bothorientationand inclusive teaching practices Organization andfacilitationofNew Faculty Orientation, includinginteractive theatre on performance the university Interactive theatre onresistance performance toorganizational changeforADVANCE andfacultyacross university Interactive politicsandleadershipstrategiesforfacultyacross theatre the ondepartment performance Interactive theatre fortheU-Mcommunityandpublicaboutstudentswithdisabilities performance Design and implementationofFaculty CommunitiesforInclusive Teaching Initiative committee(Provost’sConsultations withthestudentlearningadvisory Third-Century Initiative) presentations Scholarship Conference, auniversity-wide, one-week program ofworkshops, demonstrations,and technologyunitstoorganize andfacilitatetheEnriching Collaboration withotherinstructional x x x x x x x x and thedeanoflibraries Coordination ofcampus-wideProvost’s Teaching Innovation Prize incollaborationwithviceprovost Coordination ofLPDFgrantsprograms forLEOlecturers Consultations onupdatingaward materialsgiven toThurnau Professors Consultation andreview offacultyInternationalizing theCurriculum grantprogram applications l CRLT annualreport 2014-2015 D i s c i p l i n a ry - b a s e d , c u s t o m i z e d s e rv i c e s 61

CRLT annual report 2014-2015 annual report University of Michigan l CRLT Consultations with 32 teams about TLTC proposals TLTC 32 teams about Consultations with Grants Transformation and Discovery TLTC for Consultations on assessment and supervision of two postdocs Hiring reception, including grant winners and TLTC convening symposium Big” of “Thinking Organization of video materials development collaborative engaged learning assessment lunch 2015 creativity of May Organization Organization of competition to select Thurnau Professorships Thurnau of competition to select Organization Year of the Professor Distinguished Michigan U-M faculty for of competition to select Organization Award Award Year of the to select U-M faculty for U.S. Professors of competition Organization Professors honoring 2015 Thurnau of dinner Organization Learning poster session Student and Investigating Prize Innovation Teaching of Provost’s Organization Scholarship) (for Enriching x x x x x x x x x x x x x x x x x x x x Facilitation of workshop for UMS Mellon Faculty Institute about assessment strategies about assessment Institute Faculty Mellon for UMS of workshop Facilitation Planning blog post for sexual assault awareness month blog post for sexual assault awareness Planning Collaboration with other instructional and facilitate the Enriching technology units to organize and demonstrations, of workshops, program one-week a university-wide, Scholarship Conference, presentations, Learning poster session Student and Investigating Prize Innovation Teaching of Provost’s Organization Scholarship) (for Enriching eMerge TeachTech at report progress evaluation of Canvas Presentation on technology and teaching and workshops Seminars Support for the Third Century Initiative and TLTC included TLTC and CenturyInitiative for the Third Support * * * * * * * University Musical Society Sexual Assault Prevention and Awareness Center (SAPAC) Sexual Assault Prevention and Awareness Teaching and Technology Collaborative Appendix C: Collaborations and Committee Work

Collaboration with Other Units Collaboration with other U-M offices is a key component of CRLT services. During 2014-2015, CRLT worked with all schools and colleges on teaching improvement projects. Additionally, CRLT collaborated with:

* Arts at Michigan * The Career Center * Center for Engaged Academic Learning * Center for Interprofessional Education

d * Center for Statistical Consultation and Research (CSCAR) n

a * English Language Institute (ELI)

s * Ginsberg Center for Community Service and Learning n w o r k

* Information Technology Services

ee * InterGroup Relations (IGR) * Language Resource Center * LSA Instructional Support Services (ISS) * LSA Student Academic Affairs

c o m m i t t * Michigan Education through Learning Objects (MELO) Community ollaboratio * News Service C * Office of Digital Education and Innovation * Office of the Vice President for Student Life * Sweetland Center for Writing * Teaching and Technology Collaborative * University Library

Committee Work As part of their collaborative efforts, CRLT staff served on a large number of committees within U-M and nationally:

* Academic Reporting Toolkit (ART) 2.0 Steering Committee * Academic Services Board (ASB) * Academy of Medical Educators Advisory Committee * ART 2.0 User Experience Subcommittee * Association of U-M Chinese Professors * Center for Interprofessional Education Executive Committee (ad hoc) * College of Engineering Information Technology Faculty Council * College of Engineering Towner Prize for Outstanding GSIs * College of Engineering Undergraduate Education Team * CRLT Executive Director Search Committee * Digital Innovation Advisory Group (DIAG)

62 University of Michigan l CRLT annual report 2014-2015 * DIAG Developing a Tools and Technology Innovation Pipeline Subcommittee (DTTIP) * DIAG Digital Ecosystem Subcommittee * Digital Innovation Greenhouse (DIG) Project Leadership Team * DIG software developer search committee * Dissertation committee (School of Education) * Dissertation committee (School of Nursing) * Enriching Scholarship Keynote Committee, Chair * Faculty Leading Change Planning Committee (ADVANCE) * Learning Analytics Architecture Group * NextProf Planning Committee * Provost’s Teaching Innovation Prize Selection Advisory Committee * Rackham Outstanding Graduate Student Instructor Awards Committee C

* REBUILD o i at r o b a l l o * School of Education Research Advisory Council t t i m m o c * Task Force on Faculty Professional Development in Inclusive Teaching * Teaching and Technology Collaborative Committee * Thurnau Selection Advisory Committee * Vice Provost and Associate Dean Group (VPADG) E E

k r o w n s

External Committee Participation a n d

* Committee on Institutional Cooperation (CIC) Assessment Group - * Committee on Institutional Cooperation (CIC) Teaching Center Directors Group * Consultation with NSF ADVANCE program officers about proposed changes in evaluation structure * Ivy Plus Consortium on Teaching * POD Board of Directors * POD Electronic Communications and Resource Committee * POD Executive Committee * POD Finance Committee, Chair * POD Graduate and Professional Development Subcommittee on Assessment and Evidence-Based Practice * POD Menges Award Subcommittee, Chair * Unizin Teaching and Learning Advisory Group

University of Michigan l CRLT annual report 2014-2015 63 E x t e r n a l c o l l e g e s , u n i v e r s i t i e s , a n d o r g a n i z at i o n s 64 Madonna University Kettering University Kansas State University Kalamazoo College Jackson College Iowa State University Indiana University–Purdue University Indianapolis Indiana University Hunter College Georgia Institute of Technology Elon University Duke University Dension University Cornell University Columbia University Colorado State University Clemson University City University ofNew York Carnegie Mellon University California Polytechnic State University California Institute of Technology* Bucknell University Brown University Berkeley CollegeofMusic Baker College Ashford University Appalachian State University Colleges andUniversities withintheU.S. * indicatesthatindividualsfrom thatinstitutionororganizationvisitedCRLT inAnnArbor frominstitutions andorganizationsthatreceived CRLT. services oftheCRLTindividuals from outsideU-Mattendedperformances Theatre Program. Following are listsofthe into thework ofateachingcenter, andrequests touseCRLT publicationsandweb resources. Additionally, 741 its programs, how to work with faculty at a research university, how to embed multicultural teaching and learning frequently, CRLT staffprovided informationontopicssuchashow todevelopteachingcenterandevaluate anew sities, 17associations,foundations,andotherorganizationsintheUnited States andabroad (seebelow). Most mation. In 2014-2015, CRLT provided toexternalclientswhorepresent 1,193services 101collegesanduniver- Because of its national reputation, representatives of many other institutions contact CRLT for advice and infor- Servedand Organizations Colleges,Universities,Appendix D:External

University ofMichigan l CRLT annualreport 2014-2015 Stony Brook University Stanford University* Southern Methodist University Scripps College* Rutgers University Rochester Institute of Technology Rhode Island SchoolofDesign Purdue University North Central Purdue University Princeton University Pomona College* Penn State Oregon State University Olin CollegeofEngineering Oklahoma State University The Ohio State University Occidental College Oberlin College &Conservatory Oakland University Notre Dame University Northwestern University North Carolina State University Montana State University Michigan TechnologicalUniversity Michigan State University* Miami Dade College Massachusetts Institute of Technology

E x t e r n a l c o l l e g e s , u n i v e r s i t i e s , a n d o r g a n i z at i o n s 65

Nanjing University, China* University, Nanjing of China University Open India of Management, PSG Institute of China* University Renmin China* University, Tong Jiao Shanghai of China University Shanxi China University, Yat-sen Sun College, Ireland Trinity Chile* de los Andes, Universidad Malaysia Teknologi Universiti Canada Columbia, of British University Arabia Saudi of Dammam, University Canada Ontario, Western of University Sweden University, Uppsala Education Teacher of Advanced Academy National Science Foundation National Inc. NovoEd, Piazza POD Network Hospital Mercy Joseph St. Administration and Drug U.S. Food Unizin System Health VA University of Oklahoma Health Sciences Center Health of Oklahoma University America - Pan Texas of University at Austin* Texas of University Utah of University The of Washington University Claire Wisconsin-Eau of University of Wisconsin-Madison University of Wisconsin-Stout University University Vassar University and State Institute Polytechnic Virginia University Kentucky Western CRLT annual report 2014-2015 annual report University of Michigan l CRLT Beijing, China Beijing, China Other Organizations and Associations Educators Association of College and University Universities and Land-Grant Association of Public Education of Higher Chronicle Coursera AdvisoryEducation Board of Botswana of the Republic Embassy Ministry of Health Ethiopian Inc. and Masters, Modjeski Colleges and Universities outside the U.S. Colleges and Universities outside China* University, Normal Beijing Germany Sciences, of Applied University Bielefeld University* Central China Normal of Sciences Chinese Academy Africa South Technology, of University Durban Institute, Research Information Technology Electronic China University, Fudan China University, Technology and Zhong Science Hua of Republic Ministry of the People's of Education College, Pakistan* Namal China University, Agricultural Nanjing U.S. (cont.) within the and Universities Colleges A&M University Texas University Tech Texas of Arizona University The of Chicago University The Urbana-Champaign of Illinois University of Iowa University of Kentucky University of Maryland University Amherst of Massachusetts University of Minnesota University of Nebraska University Appendix E: Publications and Presentations

In the 2014-2015 academic year, CRLT again distributed two publications for GSI development: A Guidebook for University of Michigan Graduate Student Instructors: Strategies and Resources for New and Experienced GSIs and De- partmental GSI Development: A Handbook for Faculty and GSMs Who Work with GSIs. The guidebook, handbook, and a series of Occasional Papers are available on CRLT’s website. http://crlt.umich.edu/resources/publications

In addition, CRLT distributed regular blog posts on topics of interest to campus. For example, “Building pathways to your courses” offered faculty concrete suggestions for recruiting students based on research conducted by CRLT into how U-M undergraduates choose their courses and majors. (See p. 21 for more blog details.) Publications by CRLT Staff • Blazek, M. C., Dantz, B., Wright, M. C., & Fiedorowicz, J. G. (forthcoming). Spaced learning using emails to integrate psychiatry into general medical curriculum: Keep Psychiatry in Mind. Medical Teacher. • Gonzalez-Cabezas, C., Anderson, O. S., Wright, M. C., & Fontana, M. (forthcoming). Exam questions developed by students lead to higher cognitive level of learning. Journal of Dental Education. • Pinder-Grover, T. (forthcoming). Discovering the possibilities: Initiatives to explore the higher education landscape. In M. Hatcher & J. Gilmore (Eds.), Studies in Graduate and Professional Student Development. • Remington, T., Hershock, C., Klein, K., Niemer, R., & Bleske, B. (2015). Lessons from the trenches: Implementing team-based learning across several courses. Currents in Pharmacy Teaching and Learning, 7(1), 121-130. • Shekhar, P., DeMonbrun, M., Borrego, M., Finelli, C. J., Prince, M. J., Henderson, C., & Waters, C. K. (2015). Development of an observation protocol to study undergraduate engineering student resistance to active learning. International Journal of Engineering Education, 31(2), 597-609. • Wright, M. C. (2014). Evaluating the effectiveness of teaching centers. Peking University Education Review. (2), 13-26. • Wright, M. C., & Howard, J. (2015). Assessment for improvement: Two models for assessing a large quantitative reasoning requirement. Numeracy, 8(1). Available:http://scholarcommons.usf.edu/numeracy/vol8/iss1/ • Wright, M.C., McKay, T., Hershock, C., Miller, K., & Tritz, J. (2014). Better than expected: Using learning analytics to promote student success in gateway physics. Change 46(1), 28-34. Available:http://www. changemag.org/Archives/Back%20Issues/2014/January-February%202014/better_abstract.html • Wright, M. C., Schram, L. N., & Gorman, K. (forthcoming). Developmental stages of new instructional consultants: Implications for professional growth. To Improve the Academy. Presentations

d • Anderson, O. S., & Finelli, C. J. (2014, June). A faculty learning community to improve teaching practices in s n n a large engineering courses: Lasting impacts. Presented at 121st ASEE Annual Conference & Exposition, India-

s napolis, IN. n

tat i o • Bates, R. A., Cheville, R. A., Karlin, J. N., Benson, L. C., Finelli, C. J., & Lord, S. M. (2014, October). Agents for STEM change – Articulating the goals of our community. Special session at the 44th IEEE/ASEE en s

e Frontiers in Education Conference, Madrid, Spain. DOI: 10.1109/FIE.2014.7044308. Winner of the Helen Plants Award – IEEE/ASEE Frontiers in Education Steering Committee. p r u b l i c at i o P

66 University of Michigan l CRLT annual report 2014-2015 • Borrego, M. J., Prince, M. J., Nellis, C. E., Shekhar, P., Waters, C. & Finelli, C. J. (2014, June). Student perceptions of instructional change in engineering courses: A pilot study. Presented at 121st ASEE Annual Confer- ence & Exposition, Indianapolis, IN. • DeZure, D., Kalish, A., Kaplan, M., & Ouellett, M. (2014, November). Leveraging our collective experience: Reflections from long-time faculty developers. Anchor session at the 39th Annual POD Conference, Dallas, TX. • Everett, A., Wright, M., Anderson, A., & Fontana, M. (2015, March). Long-lasting learning of critical thinking skills in a dental curriculum. Poster presented at American Dental Education Association Annual Session and Exhibition. Boston, MA. • Finelli, C. J. (2015, March). Promoting institutional change and improving teaching practices. Keynote address at Annual Scholarship of Learning and Teaching Conference for Faculty of Science and Technology, Uppsala University, Stockholm, Sweden. • Finelli, C. J. (2015, March). Perspectives and priorities in STEM higher education research. Invited plenary discussion, Centre for Discipline Based Education Research, Uppsala University, Uppsala, Sweden. • Finelli, C. J. (2015, March). Promoting faculty adoption of effective teaching practices. Invited presentation at the School of Engineering Education Seminar, Purdue University, West Lafayette, IN. • Finelli, C. J., & Borrego, M. J. (2014, June). An inclusive process for developing a taxonomy of keywords for engineering education research. Poster presented at 121st ASEE Annual Conference & Exposition, Indianapolis, IN. • Finelli, C. J., DeMonbrun, M., Borrego, M., Shekhar, P., Henderson, C., Prince, M. J., & Waters, C. K. (2014, October). A classroom observation instrument for assessing student reaction to active learning. Presented at 44th IEEE/ASEE Frontiers in Education Conference, Madrid, Spain. DOI: 10.1109/FIE.2014.7044084 • Finelli, C. J., & Rasoulifar, G. (2014, October). Using and disseminating a taxonomy for engineering education research. Mini-workshop at the 44th IEEE/ASEE Frontiers in Education Conference, Madrid, Spain. DOI: 10.1109/FIE.2014.7043989 • Fong, C., Gilmore, J., Pinder-Grover, T., & Hatcher, M. (2015, April). Teaching assistant instructional development in engineering: A test of four programs. Presented at the 2015 American Education Research Association Conference. Chicago, IL. • Haynes, M. T., & Pinder-Grover, T. (2015, March). Leveraging reflection to deepen engineering graduate student instructor professional development. Poster presented at the CRLT in Engineering Ninth Annual Research and Scholarship in Engineering Poster Session. Ann Arbor, MI. • Meizlish, D., Wright, M., Howard, J. & Kaplan, M. (2014, November). Leveraging institutional data to demonstrate our impact: An evaluation of a new faculty program. Poster presented at the 39th Annual POD Conference, Dallas, TX. Winner of the Robert J. Menges Award for Outstanding Research in Educational Development. P

• Niemer, R., Turner, N., & Greer, J. (2014, November). Leveraging learning analytics: How big data inform our o i at c i l b u

multi-faceted work. Presented at the 39th Annual POD Conference, Dallas, TX. r p e

• Niemer, R., & Wright, M. C. (2015, January). Advances in engineering and business teaching methodologies. s N E Workshop at Universidad de los Andes, Santiago, Chile. a o i tat

• Niemer, R., & Wright, M. C. (2015, January). Advances in health sciences teaching and assessment methodolo- n

gies. Workshop at Universidad de los Andes, Santiago, Chile. s

a n n • Niemer, R., & Wright, M. C. (2015, January). New directions in teaching and learning. Presented at Universi- s dad de los Andes, Santiago, Chile. d

University of Michigan l CRLT annual report 2014-2015 67 • Niemer, R., & Wright, M. C. (2015, January). Presentation on learning analytics. Presented at Universidad de los Andes, Santiago, Chile. • Pinder-Grover, T., Brown, M., & Ellis, J. (2014, November). Virtual writing communities to foster accountabil- ity and enhance scholarly productivity. Presented at the 39th Annual POD Conference, Dallas, TX. • Richards, L. G., Rowland, J. R., Lord, S. M., Froyd, J. E., Finelli, C. J., Meier, R., Atman, C. J., Jones, E., & Anderson-Rowland, M. R. (2014, October). Pursuing the frontiers: The history and future of the Frontiers in Education Conference. Panel presentation at the 44th IEEE/ASEE Frontiers in Education Conference, Madrid, Spain. DOI: 10.1109/FIE.2014.7044187 • Smith, K. A., & Finelli, C. J. (2014, June). Preparing facilitators for virtual faculty development programs. Spe- cial session at 121st ASEE Annual Conference & Exposition, Indianapolis, IN. • Schram, L., & Pinder-Grover, T. (2014, November). Ongoing professional development for educational developers. Roundtable facilitated at the 39th Annual POD Conference, Dallas, TX. • Wright, M. C., & Niemer, R. (2015, January). Advances in humanities and social science teaching methodologies. Workshop at Universidad de los Andes, Santiago, Chile. • Wright, M. C., & Niemer, R. (2015, January). New directions in assessment. Presented at Universidad de los Andes, Santiago, Chile. • Zhu, E. (2014, November) Using technology to enhance teaching and improve student learning. Presented at Shanghai Jiao Tong University, Shanghai, China. • Zhu, E. (2014, November) Useful services and strategies for faculty development. Presented at Shanghai Jiao Tong University, Shanghai, China. • Zhu, E. (2014, November) Design for student engagement and learning. Presented at Renmin University, Beijing, China. • Zhu, E., & Turcic, S. (2014, November). Prizing innovative teaching: Small awards, big impact. Presented at the 39th Annual POD Conference, Dallas, TX. Review and Editorial Work • Canadian Journal of Higher Education (M. Wright) • The Elementary School Journal (R. Greenberg) • IEEE Transactions on Education (C. Finelli) • International Journal for the Scholarship of Teaching and Learning (M. Kaplan) • International Journal for Sustainability in Higher Education (R. Niemer) • International Journal of STEM Education (T. Pinder-Grover)

• Journal of Dental Education (M. Wright) d s n • Journal of Education Technology and Society (E. Zhu) n a

• Journal of Engineering Education (C. Finelli, T. Pinder-Grover) s n • Journal of Faculty Development (M. Kaplan; D. Meizlish, Editorial Board) tat i o • New Media & Society (E. Zhu) en

s • Professional and Organizational Development Network in Higher Education Conference (POD) (T. Braun- e schneider, D. Meizlish, R. Niemer, T. Pinder-Grover, A. Smith, M. Wright) p r u b l i c at i o • Studies in Graduate and Professional Student Development (M. Wright) P • To Improve the Academy (M. Wright)

68 University of Michigan l CRLT annual report 2014-2015 C r lt r e g u l a r s ta f f 69

CRLT annual report 2014-2015 annual report University of Michigan l CRLT Matthew Kaplan Deborah Meizlish, Senior Assistant Director and Associate Research Scientist Mary Wright, Director of Assessment Professor) Cynthia Finelli (also Research Associate Meg Bakewell, Assistant Director Co-coordinator for Diversity Assistant Director and Theresa Braunschneider, Initiatives Rachel Niemer, Assistant Director for DiversityTershia Pinder-Grover, Assistant Director and Co-coordinator Initiatives Laura Schram, Assistant Director Amber Smith, Instructional Consultant Erping Zhu, Assistant Director Sara Armstrong, Artistic Director Courtney Riddle, Company Manager Jessica Von Hertsenberg, Performance Coordinator Lori Dickie, Budget Administrator Ryan Hudson, Administrative and Publications Specialist Carolyn Parker, Assistant to the Interim Director Pam Fisher, Events Coordinator and Multimedia Designer Laura Gonzalez-Garcia, Events Coordinator and Grants Assistant Jeri Hollister, Events Coordinator and Graphic Designer Kathryn Pamula, Events Coordinator Melinda Thompson, Administrative Assistant Shanna Daly, Instructional Consultant and Assistant Research Scientist Carol Lagemann, Financial Specialist and Event Planner William Lloyd, Instructional Consultant Steve McKenzie, Graphic Designer and Event Planner graduate teaching consultants, graduate research assistants, graduate research consultants, associates, graduate teaching postdoctoral research Interim Director Administrative Team Director of CRLT in Engineering Assistant Directors and Instructional Consultants CRLT Theatre Program Administrative Staff Project Staff Staff in CRLT in Engineering List does not include actors, or student assistants. Appendix F: CRLT Regular Staff, Regular 2014-2015 CRLT F: Appendix Notes

70 University of Michigan l CRLT annual report 2014-2015