CRLT Annual Report 2017-2018 1 E X E C U T I V E S U M M a R Y 2 As Theypursueteachingexcellence

Table of Contents

Executive Summary 2 Letter from Executive Director Matthew Kaplan 2

CRLT Core Services 3

CRLT Year at a Glance 4

CRLT Community 6

New and Noteworthy 8 Foundational Course Initiative (FCI) Launches First Cohort 8 “Lucky 9” Learning Community Gears Up for Reaccreditation in 2020 8 Report Released on TLTC Impact 9 Inclusive Teaching @ Michigan Series 9 New Support for Race & Ethnicity (R&E) Course Instructors 9 Sketch About Student Climate Engages Audiences Across U-M and Beyond 9 A New Sketch Contributes to U-M’s Ongoing Efforts Against Sexual Misconduct 10 Expanded Collaboration for International Faculty Development 10 Two New Programs for Lecturers 10 Increased Demand Drives New CRLT Organizational Structure 11 Awards and Milestones 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

Foundational Course Initiative 28

Assessment and Research 30 Appendices 36 Appendix A: Grants and Awards 36 Appendix B: Disciplinary-Based, Customized Services for Schools, Colleges, and Other Units 44 Appendix C: Collaborations and Committee Work 58 Appendix D: External Colleges, Universities, and Organizations Served 60 Appendix E: Publications and Presentations 62 Appendix F: CRLT Regular Staff, 2017-2018 65 This report was compiled by Kelsey Adams, Matthew Kaplan, Ryan Hudson, and Amy Hamermesh.

University of Michigan l CRLT annual report 2017-2018 1 E x e c u t i v e s u m m a r y 2 as theypursueteachingexcellence. 2018-2019 withanenhancedcapacitytocollaborateand learnfrom faculty, graduatestudents,andpostdocs directors overseeing functional areas. Having laid so much groundwork in 2017-2018, we are excited to enter Expanding ourstafftomeetmultifacetedneeds required some internal reorganization, andCRLT7 now has the university’s strategicplantocombatsexualmisconduct. president’sof all-chairsmeetinginwinter2018. This sketchwillbe offered across campus in2018-2019as part against sexualharassment,theCRLT Players developed sketch,Moving anew theNeedle, whichpremiered atthe and CRLT ultimatelyprovided closeto60inclusive teachingprograms. In response toamajorU-Minitiative Throughout the year, academic units’ pursuit of objectives from their DEI strategic plans also drove demand, campus andacross thecountry. Ourworkshop new Teaching in Tumultuous Times ranmore than10times. requests decidehow forprograms thatcouldhelpinstructors torespond intheaftermathofbiasincidentson Finally, CRLT’s work oninclusive teachingandinstitutionalclimatecontinuedtogrow. We fieldednumerous disciplines. ethnicity across theliberalarts those needs,andcreating a community of practice for sharing ideas andapproaches to teachingaboutraceand focus wasonlearningmore developing resources abouttheneedsofR&Einstructors, andprogramming tomeet office invested inthehiringofaCRLT consultantwhoworks closelywiththedean’s the office. In2017-2018, core theyofferforsignificantlearning,the curriculum,aswellprovost’s astheuniquechallengesandopportunities that fulfill thecollege’s race andethnicity(R&E) requirement. Recognizing thekey role ofthesecoursesin LSA’s A separateinitiative intensifiedCRLT’s offacultyandGSIs withLSAinsupport partnership whoteachcourses recruiting asecondcohort. of6coursesacross 4schoolsandcollegesisdivingintothiswork,2018-2019, aninitialcohort andwe are actively data science,andtheinnovations toturntheircoursesintomodelsforteachingatscale.In theycanundertake with respect toboththequestionstheycanposeaboutstudentlearningthrough teamsto“dreamis enablingdepartmental big” whiletransformingtheircourses, ate students,postdocs,andundergraduatelearningassistants.Thislevel ofsupport multi-year teamsoffaculty, collaborationswithbroadly baseddepartmental gradu- novation Fund. talented group of consultantshas been hired A very forintensive, working toCRLT, thankstoaninfrastructure investment from thePresident’s In - diverseintroduce studentsto adisciplineormajor. very wayof FCIbringsanew Course Initiative (FCI),whichaimstomaximize learninginlargecoursesthat of an expanded staff. port Most ambitiouswasthe launchof the Foundational CRLT moved initiatives withsignificant new in2017-2018withthesup- forward Letter FromExecutiveDirectorMatthewKaplan

Executive Summary University ofMichigan l CRLTannualreport 2017-2018 Center forResearch onLearningand Teaching Matthew Kaplan,Executive Director

E x e c u t i v e s u m m a r y

3 Theatre - to seed reflec use theatre sessions Players CRLT impact inclusive tion about issues that negatively dialogue about strategies forclimate and to spark performPlayers for faculty, them. The addressing repertoire graduate students, and administrators. Their and institutional climate.focuses on both classroom of new sketch Moving 2017-2018 highlights: Creation focused on sexual misconduct; first perfor- the Needle the League by sponsored at a conference mance in Europe Universities. Research of European Assessment and Research that generate evidence focuses on projects CRLT useful to faculty and administrators for improving consulta- courses or curricula. Services range from methods to large-scale projectstions about effective data collection, analysis, and facilitation ofthat involve 2017-2018 highlights:faculty discussions about results. Disseminating tools for assessing engaged learning beyond re-accreditation. planning for 2020 HLC projects; TLTC Diversity and Inclusion that attends to a teaching culture advances CRLT climates for learning positive and fosters diversity students and instructors and of all backgrounds teaching highlights inclusive social identities. CRLT cus- offer and consultations, and we in our programs on diversity-related and resources workshops tomized departments. graduate students, and topics for faculty, health science schools Welcomed 2017-2018 highlights: for Inclusive Communities to the 4th cohort of Faculty programs created assistant director new CRLT Teaching; for instructors of R&E courses. University of Michigan l CRLT annual report 2017-2018 Foundational Course Initiative 5 of $5 million dollars over an investment With Excellence Academic the President’s from years (FCI) Course Initiative the Foundational Fund, 80% 30 courses, impacting over aims to transform FCI undergraduate students. CRLT’s of U-M’s partnershipsconsultants establish multi-year with intergenerational course teams made up of faculty, and undergraduate students. 2017-2018staff, GSIs, with teams from and partnered highlights: FCI recruited of 4 colleges, with a combined enrollment 6 courses across 3,400 students. over Support for Teaching Serving all members of the teaching community, Serving all members of the teaching community, pedagogical and offers consultations on CRLT - grants pro curricular issues, along with a range of also CRLT grams to fund instructional innovation. orientations and seminars for campuswidepresents tailored and retreats as workshops audiences, as well to the needs of academic units. 2017-2018 highlights: for Teaching (Inclusive two new programs Developed the to address Orientation) Lecturers and New Lecturers specific needs of U-M lecturers. The mission of the Center for Research on Learning and Teaching (CRLT) is to promote excellence 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 Core Services CRLT Mission Statement Digital Education web and consultations, workshops, Through help instructors we select and integrate resources, best meetinto their teaching the technologies that collaborate with We their goals for student learning. value of emerging technolo- other offices to assess the gies for teaching and learning and to disseminate 2017- practices for teaching with technology. effective faculty communities around2018 highlights: Convened gameful pedagogy using Gradecraft. E x e c u t i v e s u m m a r y Professor Associate U-M ClientProfiles Other oa Srie fr xenl Clients External for Services Total Total ServicesforU-MClients Total ServicesProvided SUMMARY ofCRLTSERVICES Faculty Staff Consultations andotherservices theatre performances Audience membersatexternal Presentation andworkshopparticipants student feedback(MSF)sessions Instructors receivingmidterm Consultations for departments,schools,&colleges Customized programs Campuswide programs (Some individualsreceivemultipleservices) 4 Professor DDC

Other University ofMichigan Professor Assistant & Postdocs Grads Lecturer Faculty byRank Individuals 5,021 Unique x x x x x x x x x x x x x x x x x x x x DDC (Deans, Directors, DDC (Deans,Directors, Other. Associate Professor Professor Lecturer. Assistant Professor. Graduate Students & Graduate Students& Staff Faculty Other

Department Chairs). Postdoctoral Scholars . l CRLTannualreport 2017-2018 . .

. 14,727 17,160 2,433 2,231 1,349 2,142 4,708 7,587 1,865 188 245 258 350 350 474 751 333 290 352 573 6 Services, UnitUnknown Individuals, UnitUnknown U-M Flint U-M Dearborn Other Libraries (U-M) Administration Social Work Rackham Public Policy Public Health Pharmacy Nursing Music, Theatre&Dance Medicine LSA Law Kinesiology Information Environment andSustainability Engineering Education Dentistry Business Art &Design Architecture andUrbanPlanning School orCollege SERVICES bySCHOOL/COLLEGE TOTAL: CRLT YearataGlance Individuals 5,021 14,727 1,700 4,949 1,101 2,746 118 195 135 691 224 120 282 574 1,258 32 47 54 84 32 91 230 63 63 160 30 93 89 234 94 99 253 49 120 90 253 38 85 8 1 4 - Services 1350 288 235 117 305 578 151 82 51 74 28 - E x e c u t i v e s u m m a r y 5

Graduate Student Instructional Consultants Audience members Preparing Future Faculty (PFF) programs Participants in PFF programs programs Teaching certificate New enrollees in certificate programs Performances at U-MPerformances at External performances performedDifferent sketches Schools and colleges using CRLT assessment services CRLT action research projects Publications and presentations

2 2 7 5 38 54 13 18 25 137 102 STUDENTS/POSTDOCS

CRLT PLAYERS 4,324 FOR GRADUATEPROGRAMS RESEARCH & PUBLICATIONS

University of Michigan l CRLT annual report 2017-2018

Countries Blog posts Twitter followers sessions (MSFs) conducted* CRLTCommittees with representatives Faculty recipients Consultations Midterm feedback student by MSFs Students served Grant & Award competitions Unique visitors to CRLT website U-M offices advised *Some courses have multiple instructors. Distributed by CRLT GRANTS & AWARDS

6 8 11 30

150 259 225 2,518 2,311 8,744

78 U.S. educational institutions 10 other U.S. organizations 23 foreign institutions 444,800

ONLINE $288,688 FACULTY CONSULTATION SERVICES CONSULTATION

GLOBAL REACH E x e c u t i v e s u m m a r y Erping Zhu Nicole Tuttle Whitney Peoples Fernando Mora Stephanie Moody Stephanie Kusano Grant Jackson Victoria Genetin Tazin Daniels Ronit Ajlen CRLT Consultants Tershia Pinder-Grover Deborah Meizlish Malinda Matney Brian Konz Michelle Getchell Theresa Braunschneider Meg Bakewell Sara Armstrong Matthew Kaplan Senior LeadershipTeam Engineering TeachingConsultants Graduate StudentInstructorConsultants CRLT Staff 6 Nichole Hentrich Merideth Garcia Anna Edmonds Julie Deeke Katherine Crocker Mara Bollard

Liam Casey Amos Cao Jonathan Beaumont Francisco Aldarondo University ofMichigan For biosketchesofCRLTRegularStaff,visitwww.crlt.umich.edu/about-crlt/staff-directory. l CRLTannualreport 2017-2018 Naitnaphit Limlama Caitlin Lawson Leigh Korey Jessica Joslin Lisa Jong Jallicia Jolly Carol Lagemann Emily Dahuron Audra Baleisis Grenmarie Agresar CRLT-Engin TJ Flynn Alex Douglass Mark Dong Colleen Crouch Seep.19foradescriptionoftheETCprogram. Seep.19foradescriptionoftheGSICprogram. Courtney Riddle Kathryn Pamula Motoko Maegawa Theatre Program Mary Renda Benjamin Plummer Becca Pickus Ebony Perouse-Harvey Ryan McCarty Erin Lynch Raghav Reddy Jeff Lowe Ryan Kitson Kevin Hughes CRLT Community Lisa Tune Melinda Thompson Hitomi Katsumi Ryan Hudson Jeri Hollister Laura Gonzalez-Garcia Sierra Gillie Admin/ ProjectStaff Heather Rypkema LaVonne Maxwell Kairos Marquardt Karishma Collette Course Initiative Foundational Esther Witte Lisa Walsh Jeff Shi Marian Schmidt Phillip Yang Tianlin Wang Kathleen Ropella Maggie Reuter E x e c u t i v e s u m m a r y 7 Debi Khasnabis Clinical Associate Professor of Education Colleen Van Lent Lecturer IV in Information Philip Richards Clinical Professor of Periodontics and Oral Medicine Lisa Young Lecturer IV in Anthropology John Foster Professor of Nuclear Engineering and Radiological Sciences University of Michigan l CRLT annual report 2017-2018 Laraine Washer Associate Professor of Internal Medicine Jennifer Ogilvie Professor of Physics and Biophysics Professor of Political Science and Professor of Political Science and Public Policy Charles Shipan Charles Shipan J. Tim Dvonch Associate Professor of Environmental Health Sciences Paul Walker Clinical Professor of Pharmacy Victor Li Professor of Civil Engineering Trina Shanks Associate Professor of Social Work Evan Chambers Professor of Music (Composition) CRLT Faculty Advisory Board Advisory CRLT Faculty Important issues to fulfill its mission. CRLT activities that enable on policies and director advises the executive The board procurement priorities, grants competitions, resource and objectives research and not limited to, program include, but are as liaisons a key role members play Board participation, relations. project and allocation, national and intra-university The advisory the typically meets 4-5 times during board community. of the university the rest the center and between academic year. N e w a n d n o t e w o r t h y 8 Maxwell drawson17years ofadministrative support consultant foranalyticsandassessment. Ms.LaVonne andengineeringtoherrole astheFCI chemistry developed through research faculty positionsin and Dr. Heather Rypkema bringsquantitative skills is theteam’s consultantonpedagogyanddesign; applied research anddesign,Dr. Kairos Marquardt with abackground inethnographyandexperience Advising Center, andtheScienceLearningCenter; informedby pastworksupport, atCRLT, theNewnan programs; Dr. KarishmaCollettefocusesonstudent and deepexperiencesuccessfullyleadingCRLT longstanding relationships withfacultyacross campus Meg Bakewell bringstoherrole asFCIDirector as well toFCI:Dr. asspecialized skillsetsimportant all ofwhomhave extensive background inteaching, FCI launchedin2018withthehiringofcore staff, for highereducation. innovating, assessingsuccess,andsettingthestandard courses thebestinnation,continuously design promises tomakeMichigan's foundational in thecourses.Thismodelofcollaborative course andtheimpactofchangesimplemented performance in highereducation,aswell asdataaboutstudent of thecourseteamsandinformedby bestpractices planning andimplementationisdriven by thevision staff, GSIs, andundergraduatestudents. Course intergenerational courseteamsmadeupoffaculty, with FCI consultantsestablishmulti-year partnerships students, andmaintainingacademicrigor. CRLT’s discipline -willfocusonequity, thesuccessofall courses thatintroduce studentstoamajoror foundational courses-thoselarge,undergraduate undergraduate students.FCI’s work withthese transform 30courses,impactingover 80%ofU-M’s the Foundational CourseInitiative (FCI)aimsto from thePresident’s Academic Excellence Fund, With aninvestment of$5milliondollarsover 5years (FCI) LaunchesFirstCohort Foundational CourseInitiative

New andNoteworthy University ofMichigan l CRLTannualreport 2017-2018 information abouttheprogram, seep. 28. convened three timesduringfall2017.For more from abroad-based FCIFaculty Design Group that well asthe overall program, wasdeveloped withinput from across campus.Theshapeoftheinstitute,as community inashowcase attended by 80colleagues the results oftheirwork withthebroader university vision andinitialplansfortheircourses.Theyshared Design Institute in,May 2018,todevelop acommon inathree-day tookpart Course inaugural cohort 236, Physics 140,andPublic Health 200.The 101, Engineering 110,Film Television andMedia including Business Administration 200,Economics combined enrollment ofover 3,400students, teams from 6coursesacross 4colleges,witha In itsfirst year, FCI andpartnered with recruited (LSA-ISS),andtheU-MLibrary.Services Technology (ITS), Services LSAInstructional Support from Information technologyexperts instructional and of assistant. FCIalsobenefitsfrom theexpertise experience inherrole astheteam’s administrative re-accreditation in2020. college andcontributetoU-M’s preparation for assessment resources inthe forotherdepartments structures from aslearning theLucky 9willserve being met.Thetemplatesandcurricular review could beregularly usedtoassesswhethergoalsare achieve learningoutcomes,andidentifieddatathat major), mappedhow theircurriculumhelpsstudents learning goals(whatstudentsshouldgainthrough a CRLT drafted assessmentstaff.Eachdepartment sociology) met3timesin2017-2018withLSAand science, romance languagesandliteratures, and biology,ecology andevolutionary history, political chemistry, classicalstudies,communication Community, (astronomy, facultyfrom 9departments More formallytitledtheLSAAssessmentLearning 2020 Gears UpforReaccreditationin “Lucky 9”LearningCommunity N e w a n d n o t e w o r t h y 9 The CRLT consultant was forexcellent The CRLT analysis a power courses that incorporate privilegedwith students where framework facingand dominant identities are (and may or to course content resistance may not be speaking this discomfort). She this, to address strategies on hands offered for my existing skillset. and validation Sketch About Student Climate Sketch About Student Climate U-M & Engages Audiences Across Beyond to Student Responding in 2016-2017, Cuts: Introduced per- Climate Concerns became the most frequently formed material of the 2017-2018 season, accounting - Play of 67 performances the CRLT by for a full third support of their In ers both on campus and beyond. U-M departmentsDEI strategic plans, 12 different sessions, allowing spanning four schools hosted Cuts experiences of margin- students’ participants to explore respond their ability to or refine alization and develop and compassionately. productively Ann Ar- far beyond stretched The impact of this work Leader - was included in the Academic Cuts First, bor. Alliance, Academic Ten of the Big (ALP) ship Program fulfill the college’s race and ethnicity requirement. and ethnicity race college’s fulfill the Office for a new Provost’s the funding from Thanks to Dr. hired R&E courses, CRLT position focused on of teaching and who brings 15 years Whitney Peoples, and social race, gender, experience around research collaborated closely with the LSA Peoples justice. Dr. R&E instrucprograms for Office on a set of - Dean’s two lunches designed to buildtors. These included R&E instructors,community among which brought together 50 instructors 13 departments, spanning 4 IGR (the Program living and learning communities, Center and the Sweetland Relations), on Intergroup as two new workshops, in LSA; as well Writing for seminarsone for faculty of color who teach graduate Race & Ethnicity About Teaching and another on that ran threeWhite Classrooms in Predominantly times in winter 2018 for a total audience of nearly 100 instructors. University of Michigan l CRLT annual report 2017-2018 CRLT launched a new collaboration with LSA to CRLT who teach courses thatsupport faculty and GSIs New Support for Race & Ethnicity New Support for Race & Ethnicity (R&E) Course Instructors Inclusive Teaching @ Michigan Inclusive Teaching @ Michigan Series series piloted two 2018 the May year, in its third Now trained under- new that enlisted the help of workshops Consulting Ask an Undergrad: graduate students. In faculty Course Materials, Your about with Students the inclusivity of their syl- feedback about received both undergraduates andlabi and assignments from hosted the in Engineering consultants. CRLT CRLT Events: Tumultuous to Responding second program, Although designed particularly for Teaching. Practice disciplinesSTEM instructors, faculty across it gave - an opportunity to practice making choices in address thating incidents of bias and other types of events feedback and to receive can come up in the classroom undergraduate students on their approaches real from to navigating such issues in the moment. Report Released on TLTC Impact Released on Report As part of the run-up bicentennial, the university to its Initiative” launched a major “Third-Century million grant competitionthat included a $25 Century Learning for a Third Transforming for ended in 2015, and as That competition (TLTC). an coordinated CRLT TLTC, part on of its work impact in of the project’s institutional evaluation Authored Office. Provost’s collaboration with the associates, Engaged postdoctoral two CRLT by the Impact Understanding Learning at Michigan: Century Learninga Third for Transforming of the and 128 projects documents the initiative’s Initiative, aroundassesses changes in the institutional culture and projects those from engaged learning resulting findings include as a whole. Key the initiative from understanding of engaged of a shared the creation an university; a large, decentralized learning across in interdisciplinary collaboration supportedincrease in the changes and positive central infrastructure; a by 31 in also p. ways that students experience U-M. (See Assessment.) N e w a n d n o t e w o r t h y 10 ongoing efforts tocombatallformsofsexualmiscon- ongoing efforts and isontracktobecomeakey resource inU-M’s well was received, very monologues. Theperformance ence ofsexualharassment,isinterleaved withthe presentation ofresearch ontheincidenceandexperi- experience atU-M.Facilitated dialogue,paired witha sexual harassmentontheirwork ortheireducational the academiccommunitydiscussingimpactof sketch’s three monologuesdepictmembers of short mance attheMarch 2018all-chairsmeeting.The to arequest from thePresident’s- Officeforaperfor Prevent Sexual Harassment wasdeveloped inresponse Moving theNeedle: Promoting Culture Changeto Sexual Misconduct U-M’s OngoingEffortsAgainst A NewSketchContributesto behaviors. onattendees’impact oftheperformance attitudesand See ofcompellingdataaboutthe p. 27forasummary gramming oninclusive teachingonthosecampuses. of Technology asakeycontributiontopro - (RIT) Cuts atSkidmore CollegeandtheRochester Institute Finally, over of 400peopleattendedperformances from throughout North Americaandbeyond. 600+ audienceincludedcenterleadersandconsultants session ofthe2017conference heldinMontreal. The teaching centerstaff(POD)featured Cuts ataspecial professionalSecond, organizationfor theprimary from 14campusesattendedtheperformance. hosted atU-Mthisyear. More than70ALPFellows

-Organizer oftheALPFellows Program about thesketchandissuesitraised. conversations, smallandlarge, meaningful The ALPfellows tohave valued theopportunity Thank you foraterrificsessionwiththe Players. University ofMichigan l CRLTannualreport 2017-2018 Zhongqin in May 2018. Zhongqin inMay 2018. signed by President Mark SchlisselandPresident Lin agreement partnership betweennew U-MandSJTU ing the program. The collaboration was included in the aswellrecruiting asevaluat andselectingparticipants, - tional contexts.BothCRLT andCTLDare involved faculty development practicesintodifferent institu- ing classrooms, anddiscussedhow totranslateeffective pedagogies usedinU-Mteaching,visitedactive learn- workshops inAnnArborthathighlightedinnovative and ZhejiangChineseMedical University attended the University ofScienceand Technology ofChina, ulty developers from SJTU,Xi’an Eurasian University, tations andfacilitatingothers.Thenin May, seven fac- programinaugurate thenew by delivering twopresen- of CRLT Chinaprograms traveled toSJTUhelp in China.CRLT’s executive director andthedirector one oftheearliestandnow oneofthelargestcenters Development (CTLD).Modeled onCRLT, CTLDis in April atSJTU’s Centerfor Teaching andLearning Tong University program began (SJTU),thistwo-part collaborations between U-MandtheShanghai Jiao for thefirsttimein May 2018. Building onmultiple velopment andInnovative Pedagogy Program thatran expanded thisyear withthecreation ofaFaculty De- CRLT’s collaborations withChineseteachingcenters International Faculty Development Expanded Collaborationfor Program. Applications fortheprogram were opento began pilotinganInclusive Teaching forLecturers Diversity, Equity, andInclusion, CRLT created and of Organization, andwithfundingfrom theOffice response toarequest from theLecturers Employee address thespecificneedsofU-Mlecturers. First, in In 2017CRLT developedprograms twonew to Two NewProgramsforLecturers focused ontheseissues. Moving theNeedle ofaseriesroundtables aspart ship Program forchairsandassociatedeanswillfeature the fall2018sessionsofProvost’s CampusLeader- mance requests across from campus,and departments duct. The Players have received more- than20perfor lecturers who wished to revise a course to be taught in fall 2018 with inclusive pedagogies and practices in mind. In April 2018, CRLT convened the initial meeting for 17 participants from five schools (architecture & urban planning, art & design, education, information, and social work) to review inclusive teaching goals and begin planning their course redesigns. In fall 2018, CRLT will facilitate a multi-session teaching circle for the group to share materials and insights, and participants will also seek feedback from departmental Awards and Milestones colleagues and/or CRLT consultants on their proposed For their robust contributions to furthering inclusive N changes. Upon completing the program in December e

teaching practices throughout the university, CRLT’s w

2018, the lecturers will receive $1,000 stipends. Diversity, Equity, and Inclusion team received a Dis- a

tinguished Diversity Leaders Award in 2017. Jointly n

Second, the LSA Dean’s Office asked CRLT to as- d

sponsored by the Office of the Provost and Univer- sess the needs of its lecturers. After conducting focus n

sity Human Resources, the award celebrates progress t o groups and scanning programs at peer universities, toward creating a welcoming, supportive, and diverse CRLT designed a New Lecturers Orientation (NLO) e environment that helps set U-M apart. This is the y h t r o w designed to help new lecturers in the college develop second time that a CRLT team has received the award; interdisciplinary peer connections and hit the ground the CRLT Players Theatre Program was similarly running. Organized by CRLT in coordination with recognized in 2014. LSA, NLO will be offered for the first time in August 2018, and it will include an overview of college policies and resources, advice for setting up Canvas sites, and exchanges with experienced lecturers about U-M culture and resources. Increased Demand Drives New CRLT Organizational Structure In March 2018, CRLT moved to a more distributed leadership model, with the help of Excelleration, Inc., an external consulting company familiar with U-M. The highest recognition of contributions to under- CRLT’s new Senior Leadership Team consists of the graduate education conferred by U-M is an Arthur F. executive director, 7 area directors, and a business Thurnau Professorship. In 2018, this faculty awards administrator. With area directors empowered to do program celebrated its 30th anniversary, and its 180th more day-to-day operational decision making, the recipient. To commemorate the special occasion, executive director can focus on talking to clients about CRLT hosted a reception and dinner in honor of all their needs and prioritizing CRLT’s efforts. Over the past Thurnau Professors still residing in Michigan. Vice next year, collection of baseline capacity data will en- Provost James Holloway gave opening remarks and able all directors to make better decisions about which recognized the 2018 awardees before a crowd of 115 requests CRLT can commit to without burning out its attendees. Former Senior Vice Provost Lester Monts staff. The longterm goal is for CRLT’s organizational drew special praise for his role in raising the profile of structure to be capable of supporting further growth in the Thurnau Professorship, for example making the the volume and complexity of services delivered to the award a permanent feature of a recipient’s career at campus. U-M, rather than a title held for three years.

University of Michigan l CRLT annual report 2017-2018 11 Support for Teaching

Consultations

CRLT professional staff and graduate teaching 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 about resources for teaching and learning. Topics for more inten- Consultations and sive consultations include curricular and instructional matters Midterm Student such as course design, integrating innovative approaches to teaching and learning, interpretation of student ratings, and Feedback improvement of teaching and learning in a class or discipline. CRLT staff conducted over 2,300 individual consultations, "The CRLT consultant’s insights some brief and some extensive, with U-M clients during the on how to address some of the 2017-2018 academic year. constructive criticism offered by the students were very Midterm Student Feedback illuminating, and I can't wait to put them into practice." CRLT collects student feedback for faculty and GSIs who wish to assess and improve their teaching during the term. “Thank you so much for the A CRLT consultant observes the class and then confers with g MSF. Your feedback is immensely n the students about what is going well and what changes useful, and your observation on would improve their learning. The consultant later meets the class dynamics sheds light

a c h i with the instructor to report findings and discuss strategies on things I almost never thought e t for change. Faculty in charge of large, multi-section courses about. They will help me adjust

also use this service to gain an overview of the course. Section for the remaining few weeks of the

f o r leaders receive confidential individual feedback and the su- class and improve on my future

pervising faculty member receives a report of overall trends in teaching.” the course that can be used to facilitate and inform curricular improvement. During the 2017-2018 academic year, CRLT “The processing provided me u p p o r t with more candid feedback

S staff conducted 290 midterm student feedback sessions for from students, which helped faculty and GSIs across campus. These sessions provided an me to dramatically improve my opportunity for 8,744 undergraduate and graduate students teaching. The advice also turned to share feedback in the middle of the term, a time when out to be very timely.” adjustments to teaching practices can directly benefit their learning experience.

12 University of Michigan l CRLT annual report 2017-2018 Orientations

New Faculty Orientation shops designed to address key issues. The fall orientation included the following workshops: In conjunction with the provost and executive vice president for academic affairs, CRLT organized and fa- xx Dealing with Controversy During Classroom Discussion cilitated the campuswide New Faculty Orientation. In xx Evaluating Student Writing August 2017, 176 faculty members attended this event. xx Facilitating Discussions in the Humanities and Social Sciences The president and vice president for research welcomed xx Facilitating Group Work in Discussions and Labs xx Grading in Quantitative Courses and the Sciences the new faculty, and the CRLT Players presented 7 into xx Identity and Authority in the Classroom 15: Welcome to Teaching at U-M, which focuses on is- xx Leading Problem-Solving Sessions sues of diversity, inclusion, and faculty worklife. Partici- xx One-to-One Teaching in Music, Art, Dance, and Architecture pants heard from the provost at lunch along with two xx Technology for the First Days of Class: Canvas and the Google experienced faculty who discussed what it’s like to work Education Suite at U-M. In addition, new faculty attended one of the xx Teaching in Race & Ethnicity Courses following five concurrent sessions focused on teaching:

xx Leveraging Group Work and Teams to Enhance Student Learning CRLT also organized a customized teaching orienta- xx Leveraging Student Diversities in Discussion tion program for 169 new GSIs in the college of en- xx Research-Based Practices for College Teaching gineering in fall 2017. After the initial day of training, xx Teaching Critical Thinking in the Clinic GSIs completed their ongoing professional develop- xx Using Digital Tools to Engage Students and Enhance Teaching ment by participating in an advanced practice teaching session or writing a reflection on either a seminar

focused on pedagogy or a classroom observation with S The New Faculty Orientation also included an infor- t r o p p u mid-semester student feedback (MSF). In addition, mation fair that featured exhibits and representatives CRLT offered a separate orientation for undergraduate from 44 U-M offices and programs. Instructional Aides (IAs) in engineering each semester,

GSI & IA Teaching Orientations serving a total of 271 attendees. r o f CRLT organized and facilitated university-wide Teach- ELI-CRLT Courses t ing Orientations for over 1,100 Graduate Student e

In collaboration with the English Language Institute i h c a Instructors and Instructional Aides at the beginning of (ELI), CRLT co-sponsors two intensive courses for the fall 2017 and winter 2018 terms. The fall program

graduate students whose undergraduate education was n was attended by 670 GSIs, 169 of whom were from in a language other than English and who plan to have g engineering. The winter program had a total of 161 GSI appointments in LSA. One course is offered in GSIs. During these orientations, GSIs saw a produc- August to incoming U-M graduate students who have tion of the CRLT Players sketch TBD: Welcome to recently arrived in the country; the other is a ten-week, Teaching, and attended a session of "Inclusive Teaching winter-term course for those who are already graduate During the First Week and Beyond" with GSIs from students. Both address language proficiency, pedagogi- related disciplines. In addition, each GSI was given the cal strategies, and cultural awareness. In August 2017, opportunity to practice a 5-minute lesson and receive 22 international graduate students participated in the feedback from peers and an experienced instructor course, and during winter 2018, 18 more students or CRLT staff member. New GSIs also engaged in participated. discussions about the role of GSIs at the University of Michigan, collected resources related to this role, consulted experienced GSIs, and participated in work-

University of Michigan l CRLT annual report 2017-2018 13 Seminars

Campuswide 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 2017-2018, 1,895 faculty, graduate students, and postdocs attended seminars, including the following programs:

• Blended Course Design: A Faculty Learning Community * (x4) • Teaching About Race & Ethnicity in Racially Homogeneous • Campus Climate in Your Classroom: Responding to Student Classrooms (x2) Microaggressions (x2) • Teaching at U-M as an International Lecturer * • Creating Accessible Learning Environments (x2) • Teaching in Teams: Working with Graduate and • Developing Your Teaching Philosophy ** (x2) Undergraduate Students as Instructors * • Developing Your Teaching Philosophy: An Online • Teaching in Tumultuous Times: Making Choices About How Workshop ** (x2) to Address the World Beyond Your Classroom (x2) • Diversity and Inclusive Teaching Seminar ** (x4) • Teaching the Whole Student: Integrating Heart, Mind, and • Evaluating Student Writing Spirit in Our Pedagogy • Facilitating Classroom Discussions in the Social Sciences and • Teaching with Technology: Incorporating Digital Media ** Humanities ** (x2) • The Power of Peer Review: Collaborative Learning in the • Gameful Learning Community of Practice * (x4) Classroom and in Canvas • Implementing Inclusive Teaching Principles in Your Courses (x5) • Understanding How Stereotype Threat and Growth Mindset • Managing Academic Identities in Digital Spaces ** Affect Student Learning (x2) • Mentoring Undergraduate and Graduate Student Research: • Using Digital Tools to Facilitate Student Collaboration ** g An Online Workshop • Using Technology to Check Student Understanding and n • Research-Based Practices for College Teaching: An Online Provide Feedback: An Online Workshop Workshop • Writing a Diversity Statement ** (x2) a c h i • Sharing Our Work: Insights from Faculty Communities for • Writing and Grading Exams: An Online Workshop e t

Inclusive Teaching f o r CRLT in Engineering Seminar Series During the fall 2017 and winter 2018 terms 475 faculty, graduate students, and postdocs attended the following programs and seminars offered by CRLT in Engineering: u p p o r t S

• Engaging Students in Learning ** • Motivating Engineering Students: Strategies to Increase • Engineering Education Research Day: 12th Annual Engagement Research and Scholarship in Education Poster Fair • Perspectives on Teaching: A Faculty Panel ** • Engineering Education Research Day: Engineering • Teaching a Great Lab Class ** Education Research Seminar • Teaching to Retain Students in Engineering: What Can GSIs • Engineering Education Research Day: Your Research and Do? ** the IRB: What You Need to Know • Understanding How Stereotype Threat and Growth Mindset • It’s Time for Action: Generating an Active Learning Plan ** Affect Student Learning • Making Teamwork Work **

* faculty only, ** graduate students and postdocs only

14 University of Michigan l CRLT annual report 2017-2018 Programs for Faculty

Programs for New Faculty LSA and Health Sciences Teaching Academies: New faculty in LSA and the health sciences schools and colleg- CRLT Teaching es (dentistry, kinesiology, medicine, nursing, pharmacy, public Academies health, and social work) are introduced to teaching at U-M through intensive, two-day orientations at the end of August. "This was an extremely useful Designed by CRLT in consultation with deans, the teaching program that was conducted academies include opportunities for participants to learn about efficiently and also made me methods for familiarizing themselves with course management excited to be part of LSA. and other instructional technologies and to deliver a practice Thank you!" lesson and receive feedback on their teaching from colleagues.

Additional topics at the LSA Teaching Academy address peda- "It was a great day today! gogies for teaching undergraduate students, issues of inclusion I found the presentations, and equity in the classroom, and testing and grading. The exercises, and most importantly the opportunity Health Sciences Teaching Academy focuses on teaching small to discuss real-life issues with groups and fostering critical thinking through clinical teach- peers all to be so helpful… ing, as well as in traditional classrooms. In their first term of Thanks so much!" teaching, members of both academies may work individually with a CRLT consultant who observes their teaching or con- "The CRLT consultant did a ducts a midterm student feedback session. (See p. 12 for more S

great job with presentations t r o p p u information about MSFs.) Follow-up gatherings throughout and discussions. I'm very the academic year further develop networks of support with- excited to implement the in each academy’s new cohort of faculty. In 2017-2018, 48 things I learned!"

assistant professors took part in the LSA Teaching Academy, r o f and the Health Sciences Teaching Academy served 30 faculty

on the tenure and clinical tracks. t e i h c a Ross Teaching Academy: Since 2013, CRLT has collaborated with the dean’s office on a teaching academy focused on the specific needs of new faculty in the Ross School of Business. In 2017-2018, 14 faculty participated n

in the Academy. The Academy includes a student panel with BBA and MBA students, conversations with admin- g istrators on common challenges and key school policies, and pedagogy sessions on inclusive teaching and active learning.

College of Engineering Programs: The day before the campuswide new faculty orientation (p. 13), CRLT in Engineering provided additional programming for 15 faculty new to the college. Participants engaged in a workshop about inclusive teaching, a panel discussion with U-M engineering undergraduate students, a presentation about research resources with a complementary panel discussion with experienced faculty about starting a research group, and a workshop on strategies for new faculty success. Subsequent programs covered applying for the first grant, preparing for the third year review, mentoring graduate students, teaching with technology, supporting students in distress, preparing for tenure and promotion, and enhancing leadership skills.

University of Michigan l CRLT annual report 2017-2018 15 S u p p o r t f o r t e a c h i n g 16 we Represent Student Accomplishment, whichprovoked conversations on-campus abouthow to represent learning to theentire campus.In November 2017,115faculty, administrators, andstaffattendedBeyond Grades: How do The seminarspromote lively andsubstantive dialoguesaboutawiderangeofteachingandlearningissues relevant Since 1996,CRLT hasworked withtheOfficeof Provost toorganize semi-annual Provost’s Seminarson Teaching. Provost’s SeminarsonTeaching the Year.of award aninternalcompetitiontoselectitsnominee,the Michigan forwhichU-Mruns Distinguished Professor Professorship, theuniversity’s highestaward forcontributionstoundergraduateeducation,aswell asoneexternal CRLT alsocoordinated twoadditionalteachingcompetitionsfortheprovost’sArthur office:the F.Thurnau Teaching Innovation Prize, apanelofaward-winning facultyselectedrecipients. Development Fund. CRLT staff selected grant recipients for the DevelopmentInstructional Fund. For the Provost’s panel ofexperiencedlecturers maderecommendations totheprovost onproposals fortheLecturers’ Professional recommended awardees totheprovost fortheGilbert Whitaker Fund fortheImprovement of Teaching. A members selectedgranteesfortheFaculty Development Fund and After reviewing CRLT staffcomments,CRLT’s board facultyadvisory of over $288,600(See Appendix A forlistsofgrantees.) Development Fund (IDF).Atotalof150facultyreceived grantsorawards competitions: theFaculty Development Fund (FDF)andtheInstructional Lecturers’ Professional Development Fund. CRLT directly fundedtwo Faculty CommunitiesforInclusive Teaching initiative, andthe (FCIT) the Gilbert Whitaker Fund fortheImprovement of Teaching, the Executive Vice President forAcademic Affairsfundedthree competitions: learning attheUniversity ofMichigan. TheOfficeoftheand Provost as well assixgrantscompetitionsforfacultytoimprove teachingand Prize designedtorecognize (TIP), outstandingpedagogicalpractices, In 2017-2018,CRLT administered theProvost’s Teaching Innovation Faculty GrantsandAwards Supporting Students Facing Mental Health Challenges. PCLP alsoincludedinteractive CRLT Players theatre ofManaging Staff performances Relations and for Change,Conversation withtheProvost, andBring What’s On Your Plate: Discussing Real-Time Dilemmas. deans withperiodicroundtable sessions.Roundtable topicsin2017-2018includedSetting andEnacting A Vision chairsandassociatedeans ongoingprofessional development department forallchairsand associate for new On behalfoftheprovost, CRLT coordinates aday-longorientation anacademicleadershipprogram withtwoparts: Provost’s CampusLeadershipProgram(PCLP)

University ofMichigan l CRLTannualreport 2017-2018 on campus(theIPE Health ScienceInitiative, LawSchool brought togetherfacultyfrom interprofessional programs that Encourage Interprofessional Education. Thisevent 2018, 52facultymembersattendedBuilding Structures futures andapproaches todocumentinglearning.In March faculty. Over 50postersfrom thisseriesillustratedpossible lightning talksfeaturingstudents,alumni,employers, and grades. Faculty engaged indiscussionsandlistenedto in undergraduatemajorswithoutusingconventional Distress Signals: S u p p o r t f o r t e a c h i n g 17 University of Michigan l CRLT annual report 2017-2018 CRLT sponsored a learning community for faculty who teach large enrollment sponsored CRLT Large Course Initiative (LCI): Faculty Learning Communities (FLCs) Faculty Learning in interest with a strong professionals brings together health science this program 2016, Launched in January It is funded efforts education and practice for interprofessional becoming change agents on campus and beyond. Learning Transforming with support the provost’s Education from Center for Interprofessional the Michigan by cohort included 21 faculty schools. The third deans of the health science and from Century Initiative for the Third Health Taubman and public health, and social work, medicine, nursing, pharmacy, kinesiology, dentistry, from attend an off-site, Fellows program, the 18-month During Sciences Library as U-M Flint. (Ann Arbor), as well - grant. Fel Foundation Jr. Macy, a 2014 Josiah through created program faculty development “Train-the-Trainer” during which CRLT, also take part by in monthly gatherings of a faculty learning community organized lows efforts, and IPE to nationwide related discuss literature for change, learn about frameworks projects, they develop chronic around simulation centered include a patient care cohorts. Projects to become mentors for future prepare fortools assessment qualitative of review literature a experience, teamwork foundational a management, disease autism. competencies, and a simulation based learning experience for a child with IPE evaluating Problem Solving Initiative, Engineering Multidisciplinary Design Program, and the Michigan Engaged Learning Engaged the Michigan and Program, Design Multidisciplinary Engineering Initiative, Solving Problem The program to common problems. and brainstorm solutions insights to exchange Initiative) in the Classroom opportunities and participants programs for four the of leaders the among discussion to"fishbowl" a included conversations. specific small-group and program in both mixed connect with one another courses in LSA. Ten faculty participated during winter term. Over the course of four meetings, faculty read and faculty participated the course of four meetings, faculty read during winter term. Over Ten courses in LSA. a range of instructionalin large courses. In useful approaches on student learning and explored discussed research to engage students in their large approaches use innovative of colleagues who addition, they visited the classrooms LSA to small grants from support implementation of the lessons learned, four of the faculty received To courses. their courses.revise S u p p o r t f o r t e a c h i n g Preparing FutureFaculty(PFF)Programs 18 The 10-sessionseminarcovered three majorareas: programs. Theapplicants as participants. represented and atleast8schoolsandcolleges,including14LSAdepartments in May 2018,withfundingprovided by theprovost’s officeandRackham.CRLT accepted58graduatestudents The nineteenthannualRackham-CRLT Seminar onCollege Teaching: Preparing Future Faculty tookplace of teachingphilosophythattheycanusewhenapplyingfor facultypositions. designedasyllabusforcoursetobetaughtinthefutureand 4inperson.Eachparticipant andwrote astatement doctoral scholars.Thecoursewastaughtforthefirsttimeinahybridformat,with4sessionsheldsynchronously toral Short-Course on College Teaching inScience and Engineering In 2017-2018,CRLT offered twoprograms incollaborationwithRackham.ThetenthiterationofthePostdoc- requirements. Since theprogram’s inception,CRLT andRackhamhave awarded atotalof564certificates. students enrolled, bringingthetotalnumberofenrollees to1,614.This year 78studentscompletedthecertificate Participation continuedtoincrease duringthe2017-2018academicyear. Specifically, 137more graduate classroom teachingexperience,amentorship, andthesubmissionof astatementofteachingphilosophy. CRLT. Program requirements inateachingorientationandongoingseminarsonteaching, includeparticipation documents andtracktheirprogress toward completionoftheprogram designedby onaweb-based interface preparation fortheirjuniorfacultyteachingroles. Graduate submitrequired studentswhowishtoparticipate program alsooffersgraduatestudentsanadvantage intheacademicjobmarket by helpingthemdocumenttheir Program designedtopromote theprofessional development This ofgraduatestudentsascollege-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 particular needsofhumanitiesgraduatestudentsinmind, enrollment isopentoallgraduatestudents. particular and participants’ reflections on their work integrating digital media into their teaching. Although designed with related toteachingwithdigitalmedia.AnePortfolio ofteachingpractice, houses coursedesignprojects, artifacts

• • University ofMichigan Information abouthighereducation(e.g.,institutional types,thenature oftoday’s students,tenure, andfac- philosophy andasyllabus Preparation fortheacademicjobsearch, includingassistance withthecreation ofastatementteaching or digital media. They then organize or take part in two networking experiences intwonetworkingor digitalmedia.Theythenorganize experiences ortakepart which mustgobeyond technicaltrainingtopedagogicalapplicationsoftechnologies completefive workshops, onlinemodule,participants threetaking anintroductory of tools anddigitalenvironments andthewaystheyshapeteachinglearning.After to think critically about technology by offering structuredCertificate opportunities Institute fortheHumanities) buildsontheRackham-CRLT Graduate Teacher Launched inMay 2014,theGTC+ program (co-sponsored by Rackhamandthe GTC+Digital MediaTeacherCertificateProgram l CRLTannualreport 2017-2018 was conductedinwinter2018for44post-

S u p p o r t f o r t e a c h i n g 19 I too want express my appreciation and my appreciation I too want express did, you for the good work gratitude off to such getting our GSI training set a positive, start.an excellent You constructive tone for the discussions we having in our department about are teaching and learning (at every level!). University of Michigan l CRLT annual report 2017-2018 Discussions of effective and reflective teaching, including teaching, reflective and of effective Discussions teaching and inclusive about diversity conversations ulty worklife), including panels or roundtable conversations roundtable including panels or ulty worklife), - administra academic tenured U-M faculty, junior U-M with and track appointments, non-tenure tors, U-M faculty with colleges community faculty from • Individual departments are responsible for training their responsible departments are Individual help departments staff members and CRLT new GSIs, their and evaluate improve, to develop, the university across 2018, summer and fall 2017 and winter During programs. sessions to help and conducted several developed CRLT and graduate student men- faculty and staff coordinators for their GSI training roles prepare tors (experienced GSIs) topics included running Workshop resources. and exchange practice teaching sessions, observing train- classes and conducting midterm student feedback sessions, strategies for lunch for faculty and a networking organized CRLT December, In and consulting with GSIs. ing new GSIs, April, CRLT In resources. ideas and of GSI training and graduate student mentors to exchange staff coordinators for supportingresources faculty-GSI to meet and discuss strategies and invited faculty and staff GSI coordinators as part workshops multiple discipline-specific of departmental GSI training programs. also provided teams. CRLT Departmental GSI Training and Development Departmental GSI Training and Development Engineering Teaching Consultants Program Engineering Teaching Consultants - (CRLT-En in Engineering CRLT by recruited experienced GSIs are Consultants (ETCs) Teaching Engineering instructionalundergraduate and aides GSIs with consult to CRLT-Engin by prepared and semester, each gin) undergraduate hundred several and IAs to collect midterm student feedback from consult with GSIs (IAs). ETCs at the engineering GSI and IA teaching orientations, as also plan and conduct sessions engineering students. ETCs 6. listed on p. for 2017-2018 are ETCs Series. Seminar in the CRLT-Engin as workshops well Graduate Student Instructor Consultants Program Graduate Student Instructor - pre selected in a campuswide competition. CRLT graduate student instructor consultants (GSICs) are CRLT’s GSICs draw on their teaching during the upcoming academic year. about the GSICs to consult with GSIs pares about teaching and learn- themselves more while learning and experience to help support GSIs, their knowledge observing training in ing. All GSICs receive classes, giving constructive and videotaping feedback on teaching, GSICs collaborate philosophy. statements of teaching and evaluating collecting student feedback about teaching, in graduate student teaching instructional excellence consultants on activities designed to promote CRLT with teaching orientationsfall and winter the sessions at and conduct plan GSICs instance, For the university. across The 6. A subset of GSICs focus on instructional technology. listed on p. GSICs for 2017-2018 are for new GSIs. on workshops and deliver uses of technology at fall GSI orientations and develop demonstrate effective IT-GSICs instructional the year. throughout technology The seminar's introduction to different types of institutions includ- institutions types of to different seminar's introduction The campuses: Albion College, Eastern Michiganed a trip to one of four Those Toledo. of College, or the University Kalamazoo University, received of the seminar all requirements who successfully completed a certificate. S u p p o r t f o r t e a c h i n g 20 top 5results. through many keyword searches, thefollowing are the search. In 2017-2018 visitors reached CRLT's website search results are basedonanaudience'skeyword cur through theuseofsearch engines,suchasGoogle; searches Organic or non-paidadvertising. searches oc- CRLT visitorsaccessedthewebsite through organic According toGoogle Analytics,322,121(70.25%)of CRLT SocialMedia (3.39%) ofallwebsite visitors. States, withtheCityofAnnArbormakingup14,959 about halfofthewebsite visitorsare from theUnited 444,800 uniquevisitorsfrom 225countries.Similarly, 2017- May 31,2018, theCRLT website received over obtain resources onteachingandlearning.In June 1, out theU.S.andworldvisitCRLT website to at U-Mandinhighereducationinstitutionsthrough- Faculty, consultants,andadministrators instructional tors whoare searching fortimelyteachingguidance. CRLT's- website isintendedprimarilyforU-Minstruc Web Resources the advice of our faculty advisory board) contain timely board) containtimely the adviceofourfacultyadvisory posts announce events the majority (following or news, is read by audiencesaround theworld. While some The homepage(crlt.umich.edu)features ablogwhich • • • • • Lesson Plan Teaching Statement Search Teaching Philosophy Active Learning

University ofMichigan l CRLTannualreport 2017-2018 posts addressing thetopicslistedbelow. lowers. In the2017-2018year, CRLT produced 6blog blog entriesare tweeted outtoour2,518 Twitter fol- content asitisreleased. Afteruploadingtothewebsite, signing upontheCRLT website toreceive blog new Visitors canjoinour570otherblogsubscribersby discussions ofteachingstrategiesforU-Minstructors. • • • • • • Partners Engaging Undergraduates as Teaching-Learning Inclusive teaching@Michigan series2018: My ‘preparing future faculty’ experience in andoutofU-Mclassrooms Understanding 'nontraditionalstudentexperiences Violence Starting terminthewakeofCharlottesville anew CRLT inSummer Services CRLT Resources onActive Learning

D i g i t a l e d u c a t i o n the 21st Annual Enriching Scholarship Conference, the 21stAnnualEnriching Scholarship Conference, nology Collaborative (TTC),CRLT co-sponsored memberofU-M’sAs acharter Teaching and Tech- coordinated by theOfficeof Registrar. Teaching Evaluation System Replacement Project Learning Committee.CRLT on the staff alsoserved Communications Committeeandthe Teaching and on twoUnizin committees:the CRLT staff represented U-M deep learning. student motivation andpromote gameful pedagogytoincrease Gradecraft, anappthatleverages more thanadozen coursesusing students, faculty, andGSIs in staff abouttheexperiencesof program drew ondatapreviously collectedby CRLT gameful pedagogyinfall2017andwinter2018.The ing Labfacilitatedacommunityofpracticearound campus. To thisend,CRLT andtheGameful Learn- to thosealready using,gamefulpedagogyacross the expand theuseof, andprovide andresources support at U-M.Akeygoalin2017-2018wascontinuingto ing learninganalyticsdatatopersonalize education Academic Innovation onprojects focusedonleverag- CRLTof continuedtocollaboratewiththeOffice key role inuniversity-wide initiatives around IT. experience withprogram evaluation, CRLTa staffplay With theirfocusonbestteachingpracticesand Initiatives Campus-Wide Committeesand the 2017-2018academicyear are highlightedbelow. Several technology(IT). programsinstructional from demic unitsexplore, integrate,andevaluate theuseof committees, CRLT staffhelpindividualsandaca- onuniversity- andunit-level programs, andservice facultydevelopment Through consultationservices, 22 Digital Education

University ofMichigan l CRLTannualreport 2017-2018 IT projects. and awards involved of thefundedgrants In 2017-2018 25% conference (seep. 57). ofthe sessions onteachingwithtechnologyaspart In addition,CRLT sponsored orco-sponsored eight workshop on “Creating Effective Online Activities”. Learn inanAgeofDigital Distraction” andakeynote a keynoteaddress onthetopicof“Helping Students State University Ecampus Research Unit, delivered projects. Dr. Katie Linder, director oftheOregon Investigating Student LearningGrants and TTC Provost’s Teaching Innovation Prizes orofCRLT’s by recipients oftheU-M including aposterfairofwork organized theopeningevent, learning. CRLT staffco- technologies forteachingand and demonstrationsabout comprised ofworkshops a week-long conference example, theMay PFFSeminar includespresentations mayuseintheir ownparticipants future teaching. For technologyandfocusonITthat use ofinstructional for graduatestudentsandpostdocsmodeleffective CRLT’s Preparing Future Faculty (PFF)programs A forafulllistofgrants.) projects, andmultimediaproduction. (See Appendix plore- andlearnaboutITwithinprograms forinstruc CRLT toex- forinstructors incorporatesopportunities Incorporating IT CRLT ProgramsandResources and instructors, online student onlinestudent and instructors, digital resources forstudents apps, blendedorflippedcourses, involved ITprojects suchas the fundedgrantsandawards faculty. In 2017-201825%of of ITprojects proposed by CRLT grantsfundawide-range tors atallstagesoftheircareers. D i g i t a l e d u c a t i o n 23 University of Michigan l CRLT annual report 2017-2018 Gameful Learning Community of Practice Learning Community Gameful Community Learning Faculty Hybrid Spaces in Digital Identities Academic Managing Review: Learning in the Classroom Collaborative Peer of Power The and in Canvas Media Digital Incorporating Technology: with Teaching Collaboration Student to Facilitate Tools Digital Using and Provide Understanding to Check Student Technology Using Workshop An Online Feedback: Mentoring Undergraduate and Graduate Student Research Student and Graduate Undergraduate Mentoring Teaching for College Practices Research-Based Exams and Grading Writing Developing Your Teaching Philosophy Teaching Developing Your • • • • • • • • • • • by faculty whose innovative pedagogies incorporate technology, and the Postdoc Short Course (PSC), a hybrid Course Short and the Postdoc incorporate technology, pedagogies innovative faculty whose by half in person. place online and half of the series takes experience: opportuni students with structured graduate - provides Program Teacher Certificate Media Digital The GTC+ shape our thinking and about the ways digital environments scholarly conversations ties to engage with current 18.) information, see p. more learners. (For practice as teachers and programs several features Series Seminar term, CRLT’s Each fall and winter for example, the series included: year, on IT topics. This CRLT also continues to identify faculty development topics that can be engaged with in a fully online setting. also continues to identify faculty development CRLT with about than 120 registrants, more drew student research on mentoring in a new workshop interest Strong complete slate of online Our spring break. the course of the winter 2018 half completing all online activities over seminar series topics follows: For new faculty and GSIs, CRLT organizes orientation programs and teaching academies that feature sessions and teaching academies that feature orientation programs organizes CRLT new GSIs, faculty and For on getting started experienced instructors, allow with IT at U-M. Co-facilitated by these mini-workshops depth. in more they wish to explore participants the specific technologies (e.g., clickers, screencasting) to choose on orientations and academies.) 13 and 15 for more pp. (See n Diversity and Inclusion

c l u s i o the provost’s office. n i • Consulted with individual schools, colleges, depart-

d ments, and other groups about instructor profes- n sional development in cultivating equitable, inclu- a sive learning environments. • Developed and facilitated 34 customized workshops r s i t y and retreats for faculty at 9 schools and colleges, in- e

i v cluding sessions for 21 individual departments and

D programs. These workshops and retreats focused on faculty and GSI skills in attending to social inequities in the classroom, cultivating inclusive learning environments, or handling difficult moments. CRLT uses the term “inclusive teaching” to define a • Facilitated examination of inclusive teaching topics complex network of pedagogical issues and strategies by more than 2,500 faculty, GSI, and staff through supported by a large body of research, much of it performances by the CRLT Players of sketches foundational scholarship on teaching and learning. about supporting students facing mental health Through the coordinated efforts of CRLT and challenges, addressing student climate concerns, CRLT-Engin, we seek to advance a culture of inclusive mentoring in a diverse community, and moving the teaching where instructors in all disciplines and at needle with respect to sexual misconduct. all levels have the resources and commitment to: • In 2017-2018, CRLT continued its work with (1) attend to student differences, (2) understand the Office of Diversity, Equity, & Inclusion on how systemic inequities initiatives designed to can shape dynamics in Facilitated examination of promote inclusive teaching teaching-learning spaces, practices across the (3) deliberately cultivate inclusive teaching topics by university. At the request learning environments of Chief Diversity Officer that seek to rectify those more than 2,500 faculty, Robert Sellers, CRLT inequities, and (4) use staff regularly convened, equitable assessment GSI, and staff... trained, and disseminated practices to gauge student information and resources learning outcomes and address any patterns of to Faculty Liaisons for Inclusive Teaching from all differential outcomes for students across social identity U-M schools and colleges. groups. • CRLT again offered the Faculty Communities for Inclusive Teaching (FCIT) grants program (also The following list describes, specific ways in which funded by the Chief Diversity Officer). Three new CRLT staff promoted inclusive teaching and learning schools and colleges (public health, pharmacy, and at U-M during the 2017-2018 academic year: U-M libraries) participated in the November poster • Conducted a national search and hired a new fair, which showcases the completed grant projects consultant based at CRLT in support of LSA Race from 2017. In 2018, the FCIT grant provided & Ethnicity course instructors, with funding from support for the completion of 11 projects spanning

24 University of Michigan l CRLT annual report 2017-2018 nine colleges and departments in the third cohort of undergraduate consultants provided feedback to D grantees, which included, for the first time, teams instructors on their course materials and their v i

from medicine, architecture and urban planning, practice teaching during the May 2018 Inclusive e nursing, mechanical engineering, and social work. Teaching @ Michigan Series. y t i s r (see p. 39). Funding for the program has been

committed through 2018-2019. a

• Developed several inclusive teaching programs for Thank you so much for leading our n workshop on inclusive teaching this week…. d lecturers: a campus-wide seminar for international i

The workshop was everything I'd hoped it n lecturers, customized workshops for language de- would be – an open conversation, sharing o i s u l c partments, a year-long course revision program (in of best practices and challenges, and enough collaboration with the Lecturers Employment Or- formality that it caused people to really ganization), and a new half-day orientation program reflect on their practice. n for new lecturers in LSA to be offered fall 2018. • Presented 23 pedagogical workshops as part of CRLT’s seminar series, a 64% increase from 2017- • Participated as a judge in Rackham’s Munger Case 2018. Competition that invited graduate and professional • Disseminated information and resources about student teams to create action plans using a fictional inclusive teaching during teaching academies, New $100,000 of seed money to effectively advance Faculty Orientation, and GSI teaching orientations, U-M’s diversity, equity, and inclusion strategic plan including a required workshop on inclusive teach- goals and objective by the year 2020. ing for all participants attending the GSI teaching orientations. • Promoted the use of inclusive teaching practices in classrooms and piloted programs whereby trained

University of Michigan l CRLT annual report 2017-2018 25 CRLT p l a y e r s 26 nationally. The atlarge,campuswide Players perform of students,faculty, andadministrators atU-Mand on asolidfoundationofresearch onthe experiences making process. AllCRLT Players scriptsare based faculty hiring,career advising,andthetenure decision- laboration withADVANCE andcover topicssuchas Sketches aboutfacultyworklife are developed incol- classrooms tolabsandclinics. university settings,rangingfrom gogy, diversity, andinclusionin sketches address issuesofpeda- faculty worklife. Theteaching main headings:teachingand productions thatfallundertwo vignettes, andtraditionaltheatre Players present provocative andinteractive sketches, Using localprofessionals andstudentactors,theCRLT LSA, andtheU-MADVANCE Program. Provost, theCollege of Engineering, theCollegeof the The program isfundedprimarily by theOfficeof diversity, andimprove institutional climateatU-M. practices, enhanceteachingandlearning,support canofferinsightsintopedagogical arts performance The CRLT Theatre Program explores waysthatthe CRLT PlayersTheatreProgram

• • • • • • • 2,850 U-M audiencemembers 13 externalperformancesat: University ofMichigan University ofVirginia University ofDelaware Skidmore College Rochester InstituteofTechnology University ofZurich,Switzerland Universities (LERU)GenderConference, League ofEuropeanResearch Carnegie MellonUniversity 2017 PODNetworkConference - performances U-M 54 2017-2018 l CRLTannualreport 2017-2018 -RIT Audience Member this. experience entire RITcommunity ableto the best,period.I'dliketosee on race/bystander issues.Thiswas I have attendedmanyworkshops

the “Carter” vignettesgive voice toanAfrican-Amer- bias incidentsencountered by aMuslim student, while the “Mariam” vignettesshow thecumulative impactof viduals. Two variations ofthe sketchCuts were used: foratotalaudienceof214uniqueindi- performances address studentclimateconcernsby meansoffour multiple unitscollaboratedwithADVANCERIT to holds thepromise ofenablingcross-institutional and the Rochester Institute of Technology which (RIT) hand-side ofthepageisapreview ofdatacollected at New &Noteworthy section(pp. 10-11).On theright Moving theNeedle have already beendiscussedinthe put over thepriorseason.The receptions ofCuts across atotalof67sessions,20%increase inout- 18differentand variety ofperformances: sketches The 2017-2018seasondelivered anincreased number debriefs centered onaunit’s specificstrategicgoals. pre-performance planningdialoguesandpostevent and facilitationofaudiencediscussions,butalso ofsketches ment encompassesnotonlyperformances members oftheircommunities.Thescopeinvolve- ordeepen such conversations among nation tostart able unitsacross U-M,aswell ascampusesacross the diversity, equity, andinclusion(DEI)issues.Theyen- facilitate strategy-focuseddialoguesaboutarangeof The CRLT Players encouragecritical reflection and puses andconferences around thecountry. Players are indemandnationally, forcam- performing executive committeesinthecollege.In addition,the on organized by thedean ofLSAforfacultyserving and colleges;atspecialevents, suchasameetings shops andretreats schools, foracademicdepartments, events (suchasNew Faculty Orientation); atwork- Rochester campus.This year, the CRLT Players visitedthe For year inarow, thefourth first venture to Europe. ofthePlayers’by asummary impact ofCuts. It isfollowed longitudinal analysisofthe and and CRLT p l a y e r s 1% 1% 27 4% 35% 61% Strongly Disagree Strongly 64% Disagree 34% I have thought more about thought more I have the ways that marginalizing behaviors can affect a student and/or physically, mentally, their impacting emotionally, learning experience and/or their educational outcomes. Follow-up I have felt more comfortable more felt I have engaging in conversations across identity, about in identity. differences Follow-up Neutral Agree

Practice during the workshops led to increased Mariam Carter Carter Mariam Agree Strongly How marginalizing behaviors can affect a student How marginalizing behaviors can affect The internal that there were indicate results conceptual shifts, and expanded conceptions ofawareness, increased role the that staff a more inclusive in creating can play and faculty climate. responses since learnings, to attendees’ There “stickiness” was largein percentagesrarely saw decreases agreed/stronglythat more stringent. was wording agreed,question the though even Some of arc of developmental as people develop that the such attendees, results ofmore complex understandings are may they issues, these reflective actually feel less comfortable taking action. of the expected comfort engaging in conversations, for most people Initial The workshop enabled me enabled The workshop in engaging practice to in identity about conversations in identity. differences across Initial assessment scenarios, the CRLT Players in a lively and in a lively Players scenarios, the CRLT assessment of bias inconstructive workings illustrated the manner e.g. qualifica- all experience and make sense of we how tions, potential etc.” Follow-up Survey Summary • • • The workshop effectivelyThe workshop demonstrated the ways that marginalizing behaviors can affect and/ physically, a student mentally, their impacting or emotionally, learning experience and/or their educational outcomes. University of Michigan l CRLT annual report 2017-2018 and to Women’s Careers -- and what to do about it.” what to do about it.” -- and Careers Women’s and to sketches, the Players several on material from Drawing and recruitment and promotion, evaluation explored an internationalhiring, and faculty climate before sketch each 100 people. Between audience of over facilitated audience discussion about thethe Players material and the potential applications of the informa- the a team from by to the trip report tion. According inspir- “Particularly Denmark, of Southern University CRLT group the theatre by ing was the presentation on the second of Michigan the University from Players startedby leadinggroup The the day day. conference interactive a more attendees through the conference - to seeing, feeling and interruptingapproach bias. Act and evaluation ing out scenes demonstrating various ican student’s concerns when an instructor ignores ra- instructorconcerns when an ignores ican student’s other students. by comments made cially problematic Science Foundation, the National funding from With & for Evaluation the Center hired ADVANCERIT - Washing of (University for STEM Equity Research of these sessions. Surveys the impact ton) to evaluate after the Players’ immediately administered were rates Response later. performances, as 4 weeks as well the day-of surveys 70% for over quite strong: were As the graphic on the up. and 52% for the follow page attests, the performancesright hand-side of the of the harms associated with awareness increased shifted themarginalizing behaviors and dramatically willingness of participants to engage in conversations in identity. differences across and capping the 2017-2018 season, the Finally, (LERU) Universities Research League of European Con- Gender at the second LERU the Players featured Bias which spotlighted the topic of “Implicit ference, Principle A challenge to the Meritocratic in Academia: Foundational Course Initiative

Under the umbrella of CRLT, FCI was launched in 2018 with the recruitment of its core staff. Current personnel consist of a director, 3 consultants (student support, instructional design, assessment/analytics), and an administrative assistant/event planner. (See p. 8 for more details). As part of its integration into the wider university community, FCI also partners with instructional technology experts from Information and Technology Services (ITS), LSA Instructional Support Services (LSA-ISS), and the U-M Library. Additional The Foundational Course Initiative (FCI) at the Uni- consultants will join the FCI team over the 2018-2019 versity of Michigan aims to revolutionize the quality academic year. and effectiveness of teaching at scale. With a focus In its inaugural year, the FCI team at CRLT has part- on large enrollment foundational courses (those that nered with 6 courses across 4 colleges with a combined introduce students to a major or discipline), CRLT’s enrollment of over 3,400 students annually. This FCI consultants establish long term partnerships with e first cohort consists of Business Administration 200, instructional teams to plan and execute comprehen- Engineering 110, Film Television and Media 236, sive course design changes informed by best practices Physics 140, and Public Health 200 and one section of

i t i a t i v in higher education. Consultants work closely with Economics 101. In order to explore, plan, and imple- n

I all members of the teaching team to learn about the

ment changes, each of these courses has a dedicated e course as it is currently implemented, study its his- Collaborative Course Design (CCD) team, which tory, and understand the future goals and vision the includes FCI consultants, course instructional staff instructional team imagines and is working towards. In (both faculty and graduate students), student support c o u r s this intensely collaborative model, FCI consultants pro- professionals, and undergraduates who have recently vide the team with the additional time, resources and a l taken the course. By including this breadth of voices, n infrastructure to make course transformation feasible. the CCD teams are better equipped to make sure that FCI efforts are committed to ensuring that students in changes are pedagogically sound, student-centered, large courses are treated equitably, supported in their d a t i o inclusive, and informed

n educational aspirations, by institutional data. FCI and understand that they o u the FCI team will enable the has committed to working

F are integral members of with each of these teams the inclusive community transformation of 30 courses, over three years in order we aspire to for our third to ensure that changes are century. impacting up to 80% of both effective and sustain- As part of the President's undergraduate students... able for the long-term. Academic Innovation During each of the five years spanning the initiative, a Initiative, which committed $5 million dollars over 5 new cohort of 6 courses will be added, so that the FCI years, FCI will be instrumental in making the Uni- team will enable the transformation of 30 courses, im- versity of Michigan nationally recognized as a leading pacting up to 80% of undergraduate students at U-M. model for teaching and learning at scale.

28 University of Michigan l CRLT annual report 2017-2018 In May 2018, the first cohort of CCD teams convened at CRLT for the first annual Course Design Institute (CDI), a 4-day forum for brainstorming and team-building as each course launched its 3 year transformation process. CDI FCI Proposals encompasses a cumulative series of scaffolded activities, consultations, and working sessions designed to facilitate the Instructors and departments inter- development of a collective vision and plan for the course ested in proposing foundational redesign. CRLT consultants worked with the teams to strat- courses for inclusion in the second egize and prioritize their goals, and propose pedagogical and cohort of FCI can find more logistical approaches to facilitate a more inclusive and effective information at the CRLT website learning experience for their students. The Course Design http://crlt.umich.edu/fci. Institute culminated in a showcase that included a wider U-M audience. The 6 course teams gave 15 minute presentations sharing what they learned during CDI, reflections on the course redesign experience, and their plans going forward.

The Foundational Course Initiative Seminar Series features speakers with experience participating in leading or studying the transformation of foundational courses. Listed below are the 2017-2018 seminars. F

• Beyond Multiple Choice: Using Open-Ended Questions and Student Behavior Data to Promote Engagement and u o Understand Learning n

• Creativity and Imagination are Foundational: EECS 183 and PoliSci 101 o i t a d • Focus on the “How”, not the “What": Using Research to Inform Teaching • MWrite: Writing-to-Learn in Foundational Courses

• Student Commitment to STEM Education Reforms: Results from Evaluation of the Summer Institutes on Scientific Teaching n l a

s r u o c e

I n v i t a i t i e

University of Michigan l CRLT annual report 2017-2018 29 A s s e s s m en t a n d r e s e a r c h 30 and colleges,aswell astheprovost's office. CRLT worked onassessmentinitiatives for7schools their coursesorcurricula. be usedby facultyandcommitteestoimprove 3) Theyare actionoriented,generatingdatathatcan experiences oroutcomes. 2) Theyfocusonimproving U-Mstudentlearning providing asnecessary. andexpertise support curriculum orthecoursesbeingassessed,withCRLT 1) Projects are initiatedby facultyresponsible forthe characteristics: All ofCRLT’s assessmentprojects have three defining provision offundsthrough CRLT’s grantprograms. plans forgrants,facilitationoffacultydiscussions,and collection andanalysis,consultationsonevaluation innovations. includedassistancewithdata Services offerings, andassessthe results ofcourseandcurricular current coursesandcurricula,developcurricular new worked withfacultyandacademicunitstoreview their During the2017-2018 academicyear, CRLT staff crlt.umich.edu/assessment Student Learning Services forAssessmentof Assessment andResearch

University ofMichigan l CRLTannualreport 2017-2018

Accreditation 2020 ment InitiativesandServices Campus-Wide andMultipleUnitAssess- ment of their grant proposals. ment oftheirgrantproposals. ment. CRLT alsoassistedfacultyinthedevelop- their own sustainableprocesses forprogram assess - inestablishing to assisttheseLSAdepartments ter 2018,LSAprovided grantsofupto$10,000 templates andcurricularreview structures. In win- as theydraftedtheirassessmentplansandcreated romance languagesandliteratures, andsociology) biology,evolutionary history, politicalscience, cal studies,communicationecologyand (astronomy,LSA departments chemistry, classi- collaborated withtheDean’s Officetoassistnine 9,” establishedby theLSADean’s Office.CRLT LSA AssessmentLearningCommunityor“Lucky Another facetoftheaccreditation process isthe to finalsubmissiontheHLC inlate2019. schools, colleges,andotheruniversity leaders prior accreditation. Thisnarrative willbe reviewed by iteration oftheuniversity's narrative forthe2020 grams. Additionally, CRLT staffdraftedthefirst students are learningacross varied degree pro - colleges toidentifydatathatcommunicateshow ued re-accreditation work withall19schoolsand their own settings.In 2017-2018,CRLT contin- submitted evidenceavailable (orobtainable) in or collegeandStudent Lifehave identifiedand Accreditation Evidence Leadsfrom eachschool began layinggroundwork forthe2020sitevisit. team from theviceprovost’s officeandCRLT Commission (HLC). In 2016,acoordinating creditation process ledby theHigher Learning Every inare-ac 10years, U-Mparticipates - A s s e s s m en t a n d r e s e a r c h 31 The Michigan Institutional Research and Aca- and Research Institutional Michigan The (IRACDA) Awards Development demic Career NIH supported thatis one of several programs and teach- for research trains post-doctoral fellows facilitates inter- in academia. CRLT ing careers andviews for fellows and pedagogy workshops withmentors and conducts annual consultations CRLT about their teaching pedagogy. the fellows the assessment data to put into anthen analyzes annual debrief about the teaching components program.within the IRACDA supports graduate program The MACRO field of polymer in the interdisciplinary research the unique have science and engineering. Students to fit in- ability to tailor their academic program a diverse while being trained by dividual interests the impact of an is assessing CRLT faculty body. - rota that would add research track “Innovation” and industrial development, tions, professional and entrepreneurship placements that emphasize consultants designed 2018, CRLT In innovation. with MACRO and facilitated focus groups students about their experiences in the program, manager and the program collected data from and office about student achievement, registrar’s about the all data to include in a report analyzed program. Level Assessment as- confidential, course-level provides CRLT student feedback its midterm sessment through (MSF) service, faculty and GSIs which allows - students on the effective data from to receive during the term while theyness of their teaching changes to improve time to implement still have conducted 2017-2018, CRLT their courses. In nearly 8,800MSFs for 290 instructors, allowing feedback on the effectiveness students to provide 12. details, see p. more of their courses. For other CRLT consultants worked on grant design, on grant worked consultants other CRLT topics with a and evaluation implementation, of departments,variety administrators, faculty members, and staff. MACRO Graduate Program Midterm Student Feedback and Course- Midterm Student IRACDA Program University of Michigan l CRLT annual report 2017-2018 CRLT staff consulted with faculty applying for CRLT to related internal and external grants in areas Faculty curricular and pedagogical innovation. organizations suchsought external grants from the National Fund, Wellcome as the Burroughs Institutes and the National Science Foundation, of assessment and director CRLT’s of Health. Education Grants Third Century with consulted staff have 2013, CRLT Since TLTC nearly 50 teams about assessment for their 2017-2018, the or funded grants. In proposals focus was on two goals: 1) supporting the sustain- efforts that and the other projects ability of teams’ initiative, TLTC because of the developed have institu- and 2) completing an assessment of the which was complet- tional impact of the initiative, information). for more ed in winter 2018 (see p.9, were report the institutional from Summaries of Higher in an article the Chronicle by captured Education. Project Project key faculty associate deans, collaboration with In has been office, CRLT leaders, and the provost’s used of the process on the improvement working of a process As a result for student evaluations. a evaluations, for student to select a new vendor the more to transition challenge surfaced in how questions that had beenthan 1600 additional or departments individual faculty added by over a faculty com- co-chaired CRLT the last 25 years. changes to the Provost mittee that recommended manageable, includingto make the system more mustlimits on the number of questions students the by approved were Recommendations answer. and will Group Dean’s and Associate Provost Vice be implemented in fall 2018. Inclusive Teaching Evaluation Research for Inclusive Teaching Evaluation Research for Transforming Learning and Teaching for a for a Transforming Learning and Teaching Teaching Evaluation System Replacement Replacement Evaluation System Teaching Department, School, and College to find out if participants increased their aware- Assessment Projects ness about inclusive teaching methods and gained the ability to use inclusive teaching practices. The In addition to the projects listed on the previous CoE customized workshop assessment is develop- page, individual schools, colleges, and depart- ing benchmarks for inclusive teaching efforts, and ments worked with CRLT on the projects that the seminar series assessment is evaluating all ses- follow. sions, even those that are not specifically DEI relat- Education ed. In 2018-2019 CRLT-Engin plans to debrief CRLT consulted on strategies and resources for the assessment data with the college and CRLT evaluating reliability of assessment tools used for and implement changes to their programming. specialized accreditation for the teacher education Engineering: Biomedical engineering program. CRLT consulted on pedagogical practices that Engineering can be shared with instructors participating in CRLT staff consulted on and suggested resources the instructional incubator project and provided for the assessment of student learning outcomes assessment strategies and resources for evaluating in the Global Health Design Initiative. the instructional incubator. CRLT-Engin has also been assessing the inclusive Environment and Sustainability teaching components of their DEI initiatives in CRLT collaborated on a study of SEAS to sup- orientations, the CRLT-Engin seminar series, port the new curriculum as the school opens un- and customized workshops for engineering der its new brand. CRLT interviewed alumni and departments. To assess the effectiveness of the employers about the previous curriculum; these GSI and IA teaching orientations CRLT-Engin groups discussed their experiences and provided staff surveyed present and former GSIs/IAs and

a r c h feedback for curriculum revisions. e s conducted focus groups during the summer and Law e

r fall of 2017 to evaluate what changes need to be

CRLT had follow-up meetings about a TLTC

d made in order to help GSI/IAs teach more in- transformation project to share assessment find- n clusively. Data gathered from this assessment will a ings that offer information about accomplish-

t be scaffolded into the fall 2018 orientation cycle, ments to date and challenges that remain. The integrated into the STEM DEI website, and en project, Reimagining Legal Education, is an included in revisions to the Canvas website for experiential learning opportunity for hundreds of s s m engineering GSIs. In 2018-2019, CRLT-Engin e law students to provide over 15,000 hours of free will survey groups again to monitor whether the s s legal services each year to low-income community

A changes were effective. members in Washtenaw County and beyond. From 2016-2018, CRLT collaborated with the associate dean on the CRLT-Engin collected school’s new Problem Solving Initiative. Assess- data about their seminar ment work included two components: collecting series and customized midterm student feedback for instructors of each workshops through of the three courses in the project, and surveying program evaluation students across the initiative about their experi- data. Although treated ences to inform future directions for the program. as separate assessments, Findings about student preparation and disci- both analyzed inclusive plinary diversity have informed the pedagogy of teaching. These assess- problem solving being applied to this initiative. ments are gathering data

32 University of Michigan l CRLT annual report 2017-2018 CRLT designed, implemented, and debriefed an assessment on the impact of the new Writing Support Program (WSP) co-curriculum within the Law School, including surveys of students and interviews of Law School faculty. This program was a new initiative focused on helping students adapt writing from academic writing to styles more useful for legal settings and client advocacy. Literature, Science, and the Arts (LSA)

LSA: Anthropology CRLT consulted, implemented, and debriefed an assessment for engaged learning practices in Anthro 458, including an MSF and a report on engaged learning practices from education research literature and the implications for this particular course. Living-Learning Program studies commissioned by both the LSA Associate Dean for Undergradu- LSA: Instructional Support Services ate Affairs and the Lloyd Hall Scholars Program. CRLT collaborated with ISS to plan and improve LSA: Romance Languages and Literatures services in Chemistry A859 and Weiser Hall’s Active Learning Classrooms (ALCs). CRLT CRLT consulted with two Whitaker grantees on A consultants surveyed students and interviewed the development and assessment of an innovative addition to the Spanish 231 curriculum called s s

faculty regarding their experiences in, as well as e the advantages and disadvantages of, these unique “Miniconferencias,” designed to show students m s s learning spaces. the diversity within Spanish and Hispanic culture. The assessment included pre- and post-surveys N E LSA: Japanese Studies t

with students, including a small control group. CRLT consulted on the assessment plans for Japa- a LSA: Women in Science and Engineering n nese Immersion courses using 360-VR videos. (WISE) d

LSA: Lecturer Needs Assessment r CRLT designed and implemented an assessment e s

In winter 2018, CRLT reviewed LSA’s efforts about WISE class sizes. This assessment asked e h c r a to support the success and professional develop- students about their experiences with faculty and ment of new lecturers. Twenty-five individuals peer interaction as part of an MSF survey. The participated in focus groups representing a variety assessment is part of an extended series of LSA of disciplines in the humanities, social sciences, Living-Learning Program studies commissioned and natural sciences. The data collected led to the by the LSA Associate Dean for Undergraduate development of two new programs: the Inclusive Affairs and the WISE program. Teaching for Lecturers Program and the LSA New Medicine Lecturer Orientation. (See pp. 10-11 for more CRLT designed and facilitated a set of retreats for information.) faculty to discuss the Clinical Veterinary Resi- LSA: Lloyd Hall Scholars Program dency curriculum revision, based on an assessment CRLT designed and implemented a survey about done in 2016-2017. faculty’s experiences as members of the program. This assessment was part of a larger series of LSA

University of Michigan l CRLT annual report 2017-2018 33 Public Health Commissioned by the SPH Office of Under- graduate Education, CRLT designed and facilitated seven focus groups with faculty, GSIs, BA and BS students to assess the first year of the new Public Health undergraduate degree curriculum. CRLT staff, as part of a Faculty Development Fund grant, provided support for a school-wide curricular development and assessment project to prepare for 2019 accreditation by the Council on Education for Public Health (CEPH). stronger student evaluations on two global items, Other Units and demonstrated significantly more connections Health Infrastructures and Learning with the teaching center in their early careers. Systems (HILS) Assessing the Long-Term Impact of the Preparing Future Faculty Seminar. In fall 2016, this new Rackham graduate program admitted its first cohort of students. CRLT, at the An article by CRLT staff appeared in To Improve request of HILS, gathered assessment data from the Academy in June 2017. The Preparing Future both faculty and students about their experi- Faculty (PFF) initiative for graduate students ences in the program and how to improve it for was launched in the United States in 1993 as a future cohorts. In 2017, CRLT debriefed the partnership between the Council of Graduate focus group and interview data from faculty and Schools and the Association of American Colleges students with HILS program administrators. and Universities to prepare graduate students for faculty careers at different institutional types and a r c h e

s to provide them with teaching‐related professional

e CRLT Research

r development. PFF programs have proliferated at CRLT staff members are pursuing several research d U.S. universities over the last two decades, but n projects on teaching and learning topics of particular there has been limited research on the long‐term a

relevance to faculty and graduate students at U-M.

t impact of these programs. This study at the Uni- versity of Michigan examines the career paths and en Measuring the impact of the LSA Teaching attitudes of graduate students who participated Academy s s m in an annual, intensive, five‐week PFF seminar e This paper published in International Journal for between 2007 and 2013. The descriptive study s s Academic Development presents a quasi-experi- A explores the following research questions: (a) mental evaluation of a required, teaching-focused, What are the career outcomes for PFF seminar new faculty program at a large research univer- participants compared with nonparticipants? (b) sity. The study makes use of institutional data, Does the exposure to a variety of institutional including student evaluations of teaching and types in the PFF seminar lead to a greater ap- faculty participation in educational development preciation of and openness to job opportunities at activities, which are available on many campuses diverse institutions? and (c) Does the PFF seminar yet rarely used in program evaluation. Results assist graduate students in their job searches and show positive impacts. Faculty found the program their chosen career paths? The results of this study valuable and reported increases in their prepara- contribute to our understanding of what universi- tion for a range of teaching tasks. In comparison ties can do to effectively prepare graduate students to earlier cohorts, program participants received for their future careers.

34 University of Michigan l CRLT annual report 2017-2018 Advancing Diversity Through Strategic how instructors change their pedagogical prac- Multilevel Leadership tice when they teach in large- versus small-class Calls to advance diversity and inclusion on our settings. In this study, we examine alignment be- campuses often stem from different constituen- tween intended and enacted teaching strategies, or cies, including presidents, faculty, and students. initial plans and specific ways in which instructors Advancing diversity and inclusion involves work- reported altering their teaching in the context of a ing at multiple levels, from the individual faculty university policy shift to smaller classes. Further- member to the entire institution. Bridging these more, we examine instructional challenges in this levels of work requires managing complexity. shift to call attention to professional development Published in a Liberal Education special issue, this needs of small-class teaching and to best leverage article describes how five campuses (including the benefits of such activities for student perfor- U-M) have employed the dynamic relationship mance and retention. between university-wide leadership efforts (the macro level); interactions and initiatives within the school, college, or department (the meso level); and efforts by individual instructors and activists (the micro level) to create change at their institutions. The Four Rs: Guiding CTLs with Responsiveness, Relationships, Resources, and Research

Findings were published in To Improve the Acade- A s s my: A Journal of Educational Development in 2018. e

We offer a framework for guiding an effective m s s Center for Teaching and Learning: Responsive- N E ness, Relationships, Resources, and Research. Our t

intention is to fill a gap in the literature on guid- a

ance for CTL leadership. These four principles n d

are grounded in both scholarly and experiential r

evidence, drawing from multiple CTL directors e s

with a range of experience levels at different center e and institutional types. h c r a Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes This article appeared in the October 2017 issue of Active Learning in Higher Education. Small class size is often used as an indicator of quality in higher education, and some research suggests that instructors in smaller classes more often use activities that are learner-centered and that involve physical and mental activity on the part of learners, such as group work, simulations, and case studies. However, we have little information on

University of Michigan l CRLT annual report 2017-2018 35 Appendix A: Grants and Awards (see also p. 16)

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 2018, five teaching innovations were chosen from among 49 nominations. 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 2018 1. Barry Belmont, Biomedical Engineering Telling Human Stories, Creating Human Engineers 2. Shahnaz Broucek, Business Peer Coaching of First-Year Students at Scale 3. Jesse Hoffnung-Garskof, History, LSA Designing "Problem Sets" and Flipping Humanities Courses 4. Colleen Seifert, Psychology, LSA Creative Challenges: Contributing Real-World Solutions from Classroom Learning 5. Megan Tompkins-Stange, Public Policy Bringing Philanthropy to Life Through Critical Pedagogy

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 new courses or revisions to existing courses or who initiate other projects that improve student learning. 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, Fall 2017

1. Angela Beck, Public Health a w a r d s MPH Core Curriculum Design and Evaluation d n 2. Anil Camci, Music, Theatre, & Dance a

t s Applications of Immersive Media Technologies in Performing Arts n r a G

36 University of Michigan l CRLT annual report 2017-2018 3. Cindy Lustig, Taraz Lee, Bennet Fauber, Psychology, LSA Neuroimaging Data, Concepts, and Computer Skills 4. Anita Malone and Brittany Allen, Medicine Development of an Interprofessional Education Curriculum to Prepare Medical Students for Residency 5. Joi-Lynn Mondisa and Okwudire Chinedum, Engineering Designing a Curriculum for Discipline-Based Student-Faculty Mentoring Programs in Engineering 6. Priyanka Rao, Elizabeth Hill, Melissa Cousino, Medicine Innovations in Communication with Patients and Families: Communication Coach Curriculum 7. Kazuhiro Saitou, Mechanical Engineering Eng401: Engineering Programming for (Respectfully) “Dummies” 8. Stephen Sterlitz and Dennis Fasbinder, Dentistry Enhancing Student Learning of Dental Anatomy with 3D Computer-Aided-Design Software 9. Matthew Thompson, Music, Theatre, & Dance Teaching Private Piano Lessons Using Video Game Piano Transcriptions 10. Nina White and Fernando Carreon, Mathematics, LSA Engaged Mathematics Teaching: Building a Video Library for Instructor Training Across Programs

Gilbert Whitaker Fund for the Improvement of Teaching The Office of the Provost finances the improvement of teaching through the Gilbert Whitaker Fund, which is administered by CRLT. 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 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, nontraditional approaches to teaching, and GSI mentorship and training programs. Gilbert Whitaker Fund Recipients, Winter 2018 1. B. Kathleen Alsup and Glenn Fox, Medicine Layering Film Into Anatomy Curricula G a r 2. Eric Bell and Michael LoPresto, Astronomy, LSA n Understanding Student Learning in Introductory Astronomy Classes s t

3. Chris Chapman, Charisse Loder, Joanne Bailey, Medicine, Lee Roosevelt, Nursing n d

Reproductive Justice Education: Collaborating With Reproductive Justice Advocates to Create a Video- s d r a w a Based Teaching

University of Michigan l CRLT annual report 2017-2018 37 4. Jeremy Edwards, Paul Dooley, Christopher Burns, Music, Theatre, & Dance Technology-Driven Curricular Innovation for Performing Arts Technology 200/201/2024. 5. Bonnie Hagerty, Nursing Evaluating a New Undergraduate Curriculum 6. P. Sol Hart, Communication Studies, LSA The Design and Implementation of Case Studies for Marketing for Social Change 7. Mar Freire Hermida, Romance Languages and Literatures, LSA Standardizing Language Instruction in Spanish 280 8. Aileen Huang-Saad, Biomedical Engineering Improvement of Teaching: Fostering Graduate and Faculty Development Through an Instructional Incubator and Teaching Apprenticeship Model 9. Shanna Kattari, Lorraine Gutierrez, Psychology, LSA, Barry Checkoway, Larry Gant, Joseph Galura, Odessa Gonzalez Benson, Beth Reed, Katie Richards-Schuster, William Vanderwill, Amber Williams, Social Work Lessons from the Front Lines: Piloting an Online Platform for Strengthening Community Organization Courses in the School of Social Work Via a Michigan Organizers Video Archive 10. John Kieffer, Materials Science and Engineering e-Book Widgets for Experimenting with Materials Processes, Functionality, and Fundamental Concepts 11. Elaine Lande, Comprehensive Studies, LSA, Hanna Bennett, Fernando Carreon, Paul Kessenich, Gavin LaRose, Mathematics, LSA Inclusion and Understanding: Assessment and Quantification of Mathematics Exam Problem Characteristics 12. Timothy McKay, Physics, LSA Working with Graduate Students to Modernize Physics Laboratory Curriculum 13. Briana Mezuk, Public Health Learning From Our Mistakes: Addressing Stigma Toward Mental Disorders in Undergraduate Public Health Education 14. Rada Mihalcea and Laura Wendlandt, Electric Engineering and Computer Science Girls Encoded Class: Promoting Diversity Within Computer Science and Engineering 15. Sonal Owens and James Cooke, Medicine Integration of a Virtual Reality Curriculum for Medical Students, Pediatric Residents, and Pediatric a w a r d s Cardiology Fellows for Cardiac Anatomy and Congenital Heart Defects d

n 16. Shari Saunders, Education, Julia Seng, Nursing, Todd Herrenkohl, Social Work a

Trauma-informed Practice Certificate for Prospective Teachers, Social Workers, and Nurses t s n 17. Ali Shapiro, English Language and Literature, LSA, Laura Hirshfield, Engineering, Katie Rubin, Art &

r a Design, Jeremy Edwards, Music, Theatre, & Dance,Jono Sturt, Architecture and Urban Planning

G UARTS 150: Intro to Creative Process-Creating a More Integrative Experiential Teaching and Learning Environment

38 University of Michigan l CRLT annual report 2017-2018 G r a n t s a n d a w a r d s 39

Ana Maria Leon, History LSA of Art, Ana Maria

University of Michigan l CRLT annual report 2017-2018 Mathematics, LSA Mathematics, Social Work Judaic Studies, LSA Studies, Judaic Glenn Fox, Medicine Fox, Glenn Public Amy Schulz, Public Health English Language & Literature, LSA Language & Literature, English Coyle, and Stacy Addie Weaver, Weaver, Addie An English and Sweetland learning community focusing on how to best meet the learning needs of learning community focusing on how and Sweetland An English Kathleen Alsup and courses pedagogy in Anatomy to inclusive related discussions and workshops A series of monthly Planning & Urban Architecture Ashley Bigham, by female, African-American, work case studies (specifically, on diverse A series of faculty presentations courses the curriculum in architecture to help diversify architects) and non-Western Nursing Charania, and Nadia Coleman-Burns Patricia teaching practices own inclusive their of a tool for nursing faculty to use to evaluate The development and Fleming Paul A series of gatherings and consultations to identify ways to make the Health Behavior & Health Behavior to identify ways to make the Health A series of gatherings and consultations inclusive graduate curriculum more Education Dance & Theatre, Music, Gurevich, Michael The development of a faculty program for peer-to-peer teaching support for peer-to-peer of a faculty program on with an explicit focus The development inclusivity , Planning & Urban Architecture Herscher, Andrew A series of meetings focusing on how instructors their courses, in multiple disciplines can decolonize A series of meetings focusing on how Syllabus Rock the Standing guided by Engineering Mechanical and Karl Grosh, Amy Hortop of instructors courses group and technicians integrating departmental five A working goals across DEI course sequences in two required White, and LaRose Nina Gavin A learning community for instructors in the Department of Mathematics and the School of Education and A learning community for instructors in the Department Mathematics of teaching in mathematics to inclusive focusing on a range of topics related Lee and Shawna A learning community revising the curriculum of a core graduate course in order to place a greater graduate course in order the curriculum of a core A learning community revising policy perspective a U.S. social welfare emphasis on DEI topics from Wollenberg, Rebecca and sexuality A departmental sharing techniques for integrating matters of race, gender, teaching circle into courses not explicitly dedicated to these topics Yergeau Melanie students working-class 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Teaching for Inclusive Communities Faculty class- their teaching in for supporting builds faculty capacity campus climate through This initiative an inclusive of small groups that assemble for projects available $1,000 are of up to studios, or labs. Funds clinics, rooms, leads gather teaching practices. Project inclusive and learn together about campus diversity faculty to discuss and key insights and dis- of the funding period to share their plans and once again at the end twice: once to discuss semination plans. Winter 2018 for Inclusive Teaching, Faculty Communities G r a n t s a n d a w a r d s Lecturers’ ProfessionalDevelopmentFundRecipients,Fall2017 required toaccessresources atotherinstitutions,subscriptions toprofessional journals,andeditorialassistance. programs andprojects, graduatestudentorwork-study studentassistance,computerhardware orsoftware, travel atnationalorinternationalprofessionalExamples meetings,pedagogical ofgrantfundingincludeparticipation professional development$2,000 tosupport activitiesthatinvolve teaching,research, and/orcreative endeavors. Lecturers withcontinuingteachingappointmentsontheAnnArborcampusare eligibleforgrantsofupto Lecturers’ ProfessionalDevelopmentFund 14. 13. 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Attendance at2018Power ofNarrative Conference Susan Rosegrant, Residential College,LSA Increasing Reading Engagement: Development ofa Visual Novel Game forNovice Learners Yuta Mori, LanguagesandCultures, Asian LSA Travel toGermany toresearch German new 232course on"Wellness" Catherine Marquardt, Germanic LanguagesandLiteratures, LSA Tonal Language Visualizer (Mandarin Chineseversion) Jinyi LanguagesandCultures, Li,Asian LSA Organizational Psychology: Positive andIdentity Perspectives Mari Johanna Kira,Psychology, LSA iPad Pro andStylus forClassroom Teaching andResearch Jonathan Hanson, Public Policy Attendance atacademicconference topresent work withclient-basedprojects preliminary Lisa Grimble, Technical Communication,LSA Attendance atthe2018ComicSalon Erlangen Gell,Mary Germanic LanguagesandLiteratures, LSA 2018 LatinAmericanStudies AssociationConference David Frye, Anthropology, LSA Attendance/ Presenting atASEE 2018 Robin Fowler, Technical Engineering SIGSE 2018–Special Interest Group onComputerScienceEducation Conference Drew DeOrio, Electric Engineering andComputerScience Teaching with Technology workshop Maria EstherAnguloBlanco, Romance LanguagesandLiteratures Participation inthe2018AmericanSociety ofEngineering Education Conference Laura Alford, Naval Architecture andMarine Engineering Facades Plus -Integrating Practice andDiscipline Viola Ago,Architecture andUrban Planning University ofMichigan lCRLTannualreport 2017-2018 40 G r a n t s a n d a w a r d s 41

University of Michigan l CRLT annual report 2017-2018

Architecture and Urban Planning and Urban Architecture Technical Communication Technical Electric Engineering and Computer Science Engineering Electric Anthropology, LSA Anthropology, Using 3D Modeling and Printing for Teaching Archaeology and Ancient History and Ancient Archaeology Teaching for and Printing 3D Modeling Using Tursack, Hans Peter Attendance at academic conferences to present pedagogy in engineering communication classrooms to present at academic conferences Attendance Between Frames: The Pedagogical Research of Robert Slutzky in ArtRobert and Architecture of Research Pedagogical The Frames: Between LSA Languages and Literatures, Germanic Ramona Uritescu-Lombard, Languages Association and the Modern Association Conference Studies at the German Presenting Conference Volkovich, Ilya (Computational at two international academic conferences and paper presentations Attendance on Theory and the Symposium of Computing) Diego in San Complexity Conference Wisniewski, Elaine Jeffrey Stanzier, Education Stanzier, Jeffrey Project Thinking Caucus Design Student Michigan LSA Classical Studies, Stone, David Conference Archaeology Association of Classical in 2018 International Participation College, LSA Laura Thomas, Residential manuscript a novel American Pageant," assistance for "An Editorial Tsai, Howard English Language and Literature, LSA Language and Literature, English Cass Adair, Transgender Writers / Artist Talks: English / Women's Studies 314 Studies Women's / English Talks: / Artist Writers Transgender Health Public Bridges, and Dave Anderson Olivia Students Health in Public Learning Experience the Gameful Improving Dance & Theatre Music, Bengtson, Matthew Literature for Piano Resources Online LSA Countryman, and Matthew Anne Berg History, Supremacy White of Histories on the Global Teach-In Planning and Urban Architecture Ashley Bigham, Classroom in the Architecture Technology Digital Incorporating 19.

20. 21. 22. 15. 16. 17. 18. 1. 2. 3. 4. 5. Through its Instructional Development Fund (IDF), CRLT awards small grants of up to $500 to faculty on the small grants of up to $500 to faculty awards Fund (IDF), CRLT InstructionalDevelopment its Through and learning. The funds may teaching activities to improve Ann Arbor campus. These grants support innovative assistance, and fees for confer- or research equipment, programming be used for expenses such as supplies and the year. basis throughout accepted on a rolling are to teaching. Applications related ences directly Instructional Development Fund Instructional Development Instructional Development Fund Recipients, 2017-2018 G r a n t s a n d a w a r d s 42

20. 19. 18. 17. 16. 15. 14. 13. 12. 11. 10. 9. 8. 7. 6. University ofMichigan Fabrication intheFiber Arts Christianne Myers, Music, Theatre, & Dance Developing interactive “workshops” cellbiologycourse forthediscussionsectionsanew Ann Miller, Molecular, Cellular, andDevelopmental Biology, LSA ofRenaissanceLive music performance instrumental Stefano Mengozzi, Music, Theatre, & Dance Architecture forAll:ComplexityMade Simple Julia McMorrough, Architecture andUrban Planning Engineering Experience) Design of Reflection-based assignments toenhance Self-Authorship in Engineering 110(Design Your Frank Marsik, Engineering Developing Translingual Activities toSupport Sweetland’s Multilingual Writing Curriculum Shuwen Li,Sweetland Writing Center, LSA Poster Session forEECS598-008:Mining Large-ScaleGraph Data Danai Koutra, Electric Engineering andComputerScience and thePolitics ofIslam (University ofIndiana Press, 2017) Bring book--Spain aguestspeakertocampustalkaboutnew Unmoored, Migration Conversation, Stuart Kirsch,Anthropology, LSA Language Class The Classroom asaLearning Space: Tools foran Educative Transformation inthe Spanish asa Second Carla Iglesias Garrido, Romance Languages andLiteratures, LSA Sialoendoscopy TrainingResident Workshop Paul Hoff, Kevin Kovatch, John Hanks, Syed Ali, Kelly Sayre, Jeffrey Stanley, Medicine Field Trip totheSteinway Piano Factory Theron Masters, Music, Theatre, & Dance Robert Grijalva, Wayne Petty, Samantha Kao,Zian Zhou,ConnorAustell, Iris Kwak, Proposal toPresent attheInternational Conference fortheAssociationofExperiential Educators Deborah Gordon-Gurfinkel, Residential College,LSA Gender andHealth inLiterature Course Debotri Dhar, Women’s Studies, LSA Primrose International Viola Competition"Field Trip" Caroline Coade,Music, Theatre, & Dance inthe21st-Century Challengesand Opportunities Exhibiting AsianArt: Nachiket ofArt, LSA Chanchani,History l CRLTannualreport 2017-2018

G r a n t s a n d a w a r d s 43

University of Michigan l CRLT annual report 2017-2018

Asian Languages and Cultures, LSA Asian Languages and Cultures, Electric Engineering and Computer Science Engineering Electric Visiting Artist Residency in LHSP 230, "Writing in Motion: Composing with Bodies, Words, and Words, Composing with Bodies, in Motion: in LHSP 230, "Writing Artist Residency Visiting Media” Other Dance & Theatre, Music, Louise Stein, Instrument Accompaniment Harp as an Hispanic The Early LSA Culture, American Stiffler, Matthew to Dearborn Trip Cultural Terry, Fred Gamefully Connecting Students With Mentors for Exploration of the Engineering Discipline of the Engineering for Exploration Mentors With Connecting Students Gamefully Wilcox, Emily Linguistics, LSA Linguistics, Savithry Namboodiripad, 101 Ling Justice Social Policy Public Parthasarathy, Shobita IEDP Senegal Medicine Palfey, Bruce Literature Children's Through Development Psychological LSA Center, Writing Sweetland Silver, Naomi Workshops as Research Practice Butoh and Japanese Puppetry Balinese webZyme - a tool for teaching kinetics webZyme and Improvement Innovation Leading Educational Dance & Theatre, Music, Rush, Stephen Peninsula) (Upper Copper Mine in the Delaware Ensemble Music Digital by Performance LSA Psychology, Schreier, Shelly 28. 29. 30. 31. 21. 22. 23. 27. Education Peurach, 24. Donald 25. 26. D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 44 Dentistry Business Art &Design Architecture &UrbanPlanning Departments Disciplinary-Based ServicesforU-MSchools,Colleges,and the Officeof Provost. U-M’s schoolsandcolleges,more andprograms inLSA,aswell than41departments as11otherunits,including consultations withdeansandchairsfocusingonunit-wideactivities.In 2017-2018,CRLT all19of served (GSI)training,consultationsofferedinstructor toindividualfacultyatthe request ofaspecific unit,and assessment ofstudentlearning,customized seminarsandretreats, forunit-widegraduatestudent support CRLT for includesupport responds teachingandlearningneeds.Services tounitsbasedontheirparticular and OtherUnits Customized ServicesforSchools,Colleges, Appendix B:Disciplinary-Based,

* * * * * * * * * * * * * * * * * University ofMichigan health sciencedisciplines,including reunion breakfast meeting Organization, implementation,andevaluation hired ofa2-dayteachingacademyfornewly facultyin Grants received by Dennis Fasbinder and Stephen Sterlitz Facilitation ofreunion dinnerforHealth Science Teaching Academy (2011-2017) cohorts monthly dinnermeetingsofthefacultylearningcommunity Leadership Fellows, including recruitment offellows, meetingswithproject teams, andfacilitationof Design, facilitation,andevaluation ofInterprofessional offacultydevelopment fortwocohorts Design andfacilitationofworkshops forfacultyonbackward design andonlineteaching consultation withthedean'soffice Planning, facilitation,andevaluation ofanAugust hired teaching academyfornewly faculty, in design institutesandmultipleconsultations Participation courseteaminFoundational ofBA200instructional CourseInitiative, includingcourse Participation inRackham'sMellon asasiteforstudentsparticipating Immersives Experience Grant received by Shahnaz Broucek Facilitation ofZell Lurie Institute board retreat toidentifyandmapentrepreneurial learninggoals Consultation withDiversity andInclusion Director aboutassessmentmethods Consultation onstudentevaluation ofteachingquestionsrelated to diversity Grant received by KatieRubin Design and facilitationofaworkshop forfacultyonevaluating studentwriting Consultation onevaluation ofengagementcourse Tursack, andJono Sturt Grants received by Viola Ago,AshleyBigham, Andrew Herscher, Julia McMorrough, Hans Peter tumultuous times Diversity Committee. Workshop topicsincludedculturalvariations, inclusive teaching,andteachingin Design and facilitationofaseriesworkshops oninclusive teachinginconsultationwiththecollege's l CRLTannualreport 2017-2018 D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 45 University of Michigan l CRLT annual report 2017-2018 Interactive theatre performance for CLASP to theatre faculty and graduate students about responding Interactive student climate concerns performance for faculty about managing conflict in the classroom theatre Interactive in STEM labs for performances successful mentoring relationships on cultivating theatre Interactive faculty and graduate students gender and faculty rank influence dynamics and on how presentations theatre interactive Multiple committees of tenure the decision-making process x x x x x x x x Presentation to department chairs about customized workshop offerings to department workshop chairs about customized Presentation Collaboration with Associate Dean for Undergraduate Education on strategic direction for CRLT in for CRLT on strategic direction Education for Undergraduate Associate Dean Collaboration with Engineering and capacity (ISD) assessment proposal and Design Systems for Integrative Consultation on feedback building graduate on engineering non-Rackham Education for Graduate Dean Consultation with Associate reviews program modules for chemical and assessment of safety the development Consultation with a faculty member on engineering project Incubator Whitaker grantee on pedagogical practices for Instructional Consultation with for engineering first-year circle and inclusion teaching equity, and facilitation of a diversity, Design courses for new faculty and facilitation of a full-day teaching orientation program engineering Design Program, Science and Engineering Macromolecular of the and facilitation of an evaluation Design and mentors and surveysincluding focus groups of students, faculty, lunches monthly Foundations Faculty of New Facilitation Fowler, Robin DeOrio, Chinedum, Drew Okwudire Barry Belmont, Laura Alford, by received Grants Danai John Kieffer, Huang-Saad, Aileen Hortop, Amy Laura Hirshfield, Karl Grosh, Lisa Grimble, Volkovich, Ilya Terry, Fred Saitou, Kazuhiro Mondisa, Joi-Lynn Rada Mihalcea, Marsik, Frank Koutra, and Wisniewski Elaine Laura Wendlandt, performances for Players plan CRLT to Director and ADVANCE with CoE Associate Deans Meeting college in 2018-19 panels, and poster fair including a seminar, Day, Research Education of Engineering Organization inclusive climate, classroom on inclusive in departmental faculty retreats meetings and Participation learning teaching, and active including Course Initiative, 110 instructional of Engineering course team in Foundational Participation course design institutes and multiple consultations. navigating on student motivation, for faculty and GSIs and facilitation of workshops Planning on threat the impact of stereotype course design, and understanding department politics, backward student learning Performances Theatre Players Design and facilitation of a workshop on inclusive teaching for CPEP faculty for CPEP teaching on inclusive of a workshop and facilitation Design studies program of educational cohort-wide and debrief of facilitation, first-year of the Design, evaluation Stanzier and Jeffrey Saunders, Shari Peurach, Donald by received Grants masters class CSHPE to accreditation about Presentation * * * * * * * * * * * * * * * * * * * * * Engineering Education D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 46 Law Kinesiology Information Environment andSustainability GSI-related services

* * * * * * * * * * * * * * * * * * * * * University ofMichigan feedback Workshop theirGSI’s forGSMsandGSICoordinators onobserving classesandcollectingstudent events andincidentsbeyond theclassroom Training workshop forundergraduateconsultantsonproviding feedbacktofacultyaboutresponding to Design ofalunchsessionforGSIs andIAswiththeEngineering Teaching Consultants and designingagreat labclass. perspectives onteachingfrom faculty, retaining studentsinengineering,motivating engineeringstudents, Design andfacilitationofseminarsforGSIs andpostdocsongeneratinganactionplan,active learning, Design andfacilitationofNextProf sessionsondeveloping ateachingphilosophy andpracticeteaching performances Design andfacilitationofcustomized GSIorientationprograms priortofall2017,includingtheatre Design andfacilitationofacustomized IAorientationprogram, fallandwinterterms Agriculture Foods, andRefugee Trafficking term evaluations, andattendingcapstonesession.CoursesincludeAutonomous Vehicles, Sustainable course planningconsultations,kickoffsessionsfortheinitiative infall 2018andwinter2018,end-of- Design, facilitation,implementation,anddebriefofLawProblem Solving Initiative courses,including Design andfacilitationofaworkshop onwritingateachingstatementfortheResearch ScholarGroup Consultation withassociatedeanon Writing Support Program nextsteps summer Master's program Consultation withAssistantDean forInternational Affairsonusingactive learningpracticesinintensive Planning for assessmentofMay anatomystudyabroad project inItaly health sciencedisciplines,includingreunion breakfast meeting Organization, implementation,andevaluation hired ofatwo-dayteachingacademyfornewly faculty in Facilitation ofreunion dinnerforHealth Science Teaching Academy (2011-2017) cohorts meetings ofthefacultylearningcommunity Fellows, includingrecruitment offellows, meetingswithproject teams,andfacilitationofmonthlydinner Design, facilitation, andevaluation ofInterprofessional offacultydevelopment fortwo cohorts Leadership learning forfaculty Organization andfacilitationwithAcademic Innovation ofa4-sessioncommunitypracticeforgameful Design and facilitationofaworkshop forfacultyoninclusive syllabusdesign Consultation withassociatedeanaboutfallfacultyDEIprograming Design, implementation, anddebriefofcurriculumassessment,includingstudentalumnisurveys Design and facilitationofPiTE facultyretreat oncore competencies Consultations onMichigan Sustainability board onadvisory Casesproject andparticipation l CRLTannualreport 2017-2018 D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 47 University of Michigan l CRLT annual report 2017-2018 Design and facilitation of a workshop on co-teaching in DAAS 111 of a workshop and facilitation Design Stiffler Matthew by received Grant 458 Anthro of engaged learning practices in Consultation and discussion Tsai Kirsch, and Howard Stuart Frye, David by received Grants to student climate performance about responding for faculty and graduate students theatre Interactive concerns student diversity on leveraging for faculty and facilitation of a workshop Design Wilcox and Emily Mori, Yuta Li, Jinyi by received Grants Consultation with department teaching training needs administration about GSI inclusive Lucky and facilitation of 4 sessions on assessment plus 2 sets of office hours as partDesign of the college’s 9 program LoPresto and Michael Bell Eric by received Grants performances students about sexual harassment for faculty and graduate theatre Interactive and staff graduate students, teaching for faculty, on inclusive and facilitation of two workshops Design Lucky and facilitation of 4 sessions on assessment plus 2 sets of office hours as partDesign of the college’s 9 program in the lab teaching on inclusive for GSIs and facilitation of a workshop Design performancesgraduate about sexual harassment, one for faculty and one for theatre Interactive Two students in STEM labs for performances successful mentoring relationships on cultivating theatre interactive Two graduate students Consultation with department administration about GSI training needs Lucky and facilitation of 4 sessions on assessment plus 2 sets of office hours as partDesign of the college’s 9 program teaching for faculty on inclusive and facilitation of a workshop Design in the classroom events and postdocs on using current for GSIs and facilitation of a workshop Design Stone David by received Grant Lucky and facilitation of 4 sessions on assessment plus 2 sets of office hours as partDesign of the college’s 9 program Hart Sol P. by received Grant to student climate concerns performance for faculty about responding theatre Interactive * * * * * * * * * * * * * * * * * * * * * * * * • American Culture • American • Anthropology • Asian Languages and Cultures • Astronomy Station • Biological • Chemistry • Classical Studies • Communication Studies Literature, Science, and the Arts Science, and the Literature, and African Studies • Afroamerican D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 48 GSI-related services • Dean’s Office • Comprehensive Studies Program • Comparative Literature

* * * * * * * * * * * * * * * * * * * University ofMichigan gender climateissuesintheclassroom English whoplantohave GSIappointmentsinLSA,includinginteractive theatre about performances August 2017andawinter2018courseforgraduatestudentseducatedabroad inlanguagesotherthan Collaboration withEnglish LanguageInstitute todevelop andfacilitateathree-week intensive coursein associate dean,includingAugust academy, andwinter-termreunion classroom meetings observations, Planning, facilitation,andevaluation hired ofateachingacademyfornewly faculty, inconsultationwith learning organization in foundationalcourses,creating transparent assignments toincrease studentsuccess,andunderstanding ofcreativity foundational importance andimagination,using research toinformteaching,write-to-learn Organization andfacilitationofFCISeminar Series forfacultyonpromoting engagementwithdata, decision-making process oftenure committees Multiple interactive theatre presentations onhow genderandfacultyrankinfluencedynamicsthe concerns Interactive chairsaboutresponding theatre preview fordepartment tostudentclimate performance Facilitation ofaworkshop ondisrespect intheclassroom forLSA’s anddisruption seminarseries learning communityandcoordination offollow-up grants Design and facilitationofthewinter2018LSALargeCourseInitiative, includinga4-sessionfaculty Design and facilitationofaworkshop fornon-tenured facultyofcolorwhoteachgraduateseminars Design and facilitationofafacultyretreat todiscussthegoalsofLSAcore curriculum ofthecollege’s aspart departments Lucky 9program Design and facilitationof4sessionsonassessmentplus2setsofficehoursforfacultyinnine Scholars, and Women inScienceandEngineering) Debrief and assessmentofresidential learningcommunities(Health ScienceScholars,Lloyd Hall & Ethnicity distributionrequirement Coordination andfacilitationoffallwinterluncheonsforfacultywhoteachcoursesfulfillingtheRace Consultation andplanningtodevelop New Lecturer Orientation tolaunchfall2018 Results from Evaluation oftheSummer Institutes onScientific Teaching” Writing-to-Learn inFoundational Courses,” and“Student CommitmenttoSTEMEducation Reforms: PoliSci 101,” “Focus onthe“How”, Using notthe“What": Research toInform Teaching,” “MWrite: Engagement andUnderstand Learning,” “Creativity andImagination are Foundational: EECS183and series, “Beyond Multiple Choice:Using Open-Ended Questions andStudent Behavior Data toPromote Co-sponsorship ofFoundational CourseInitiative, including3designgroup dinnersandaseminar Grant received by Elaine Lande Summit Design andfacilitationofanactive learningworkshop forundergraduatestudentsatthePeer Tutor Design andfacilitationoftwoworkshops oninclusive teachingforfaculty Design andfacilitationoforientationsessionforGSIs Design andfacilitationofaworkshop forsecond-year graduatestudentsoninclusive teaching l CRLTannualreport 2017-2018 D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 49 University of Michigan l CRLT annual report 2017-2018 Design and facilitation of a workshop series for GSMs and GSI Coordinators including strategies for including strategies GSI Coordinators series for GSMs and of a workshop and facilitation Design observing running feedback, and and collecting student classes with GSIs, consulting training GSIs, practice teaching sessions philosophy teaching your session on developing of NextProf and facilitation Design prior to fall 2017 and winter 2018 of GSI orientation training programs and facilitation Organization performances terms, including theatre Overview funded) for summer session at biostation (NSF of assessments Lucky office hours as partof 4 sessions on assessment plus 2 sets of and facilitation Design of the college’s 9 program responding to student graduate students, and staff about performance for faculty, theatre Interactive climate concerns teaching for GSIs on inclusive and facilitation of two workshops Design conflict while classroom addressing performance for graduate students on productively theatre Interactive attending to student diversity Course Initiative, 101 instructional of one section of Econ course team in Foundational Participation consultations including course design institutes and multiple Yergeau and Melanie Ali Shapiro, Coyle, Stacy Cass Adair, by received Grants assessment Consultation on program Course 237 instructional course team in Foundational and Media Television, of Film, Participation course design institutes and multiple consultations including Initiative, on teaching in tumultuous times and GSIs for faculty and facilitation of a workshop Design Uritescu-Lombard and Ramona Catherine Marquardt, Mary Gell, by received Grants implementation, and debrief of assessment for programDesign, on syllabus design for HIST 195 GSIs Center on a workshop Writing Collaboration with Sweetland and facilitation of 4 sessions on assessment plus 2 sets of office hours as part LuckyDesign of the colleges 9 program. and Postdocs teaching principles for GSIs on inclusive and facilitation of a workshop Design Hoffnung-Garskof Countryman, Matthew Anne Berg, by and Jesse received Grants Leon Chanchani and Ana Maria Nachiket by received Grants Wollenberg Rebecca by received Grant * * * * * * * * * * * * * * * * * * * * * • Earth and Environmental Sciences and Environmental • Earth • Ecology Biology and Evolutionary • Economics and Literature Language • English and Media Television, • Film, and Literatures Languages • Germanic Program Sciences Scholars Residential • Health • History • History of Art Studies • Judaic D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 50 • Romance LanguagesandLiteratures • Residential College • Psychology • Political Science • Physics • Philosophy • Organizational Studies • Near East Studies • National Center forInstitutional Diversity • Molecular, Cellular, andDevelopmental Biology • Michigan Center forGlobal andIntercultural Study, • Mathematics • Lloyd Hall ScholarsResidential Program • Linguistics

* * * * * * * * * * * * * * * * * * * * University ofMichigan revision, includingpre- and post-surveys Consultation with Whitaker granteesfordevelopment andassessmentofSpanish 231curriculum Workshop forfacultyonengagingwithcampusincidentsinthefirst-year seminarclassroom Grants received by Deborah Gordon-Gurfinkel, Cindy Lustig, Shelly Schreier, andColleenSeifert Grants received by Bennet Fauber, LorraineGutierrez, Shanna Kattari,Mari Johanna Kira, Taraz Lee, ofthePsychologystudents aspart Teaching Academy Design andfacilitationofaworkshop onresponding tohotmomentsinaclassroom settingforgraduate Design and facilitationofaworkshop oninclusive teachingforCPEP faculty 9 program ofthecollegesDesign Lucky and facilitationof4sessionsonassessmentplus2setsofficehoursaspart course designinstitutesandmultipleconsultations Participation courseteaminFoundational ofPhysics 140instructional Course Initiative, including Grant received by Timothy McKay Collaboration onpublicationexaminingtheimpactofofferingextratimeexams Presentation forGSIs aboutCRLT services Consultation onassessmentplanforBarger LeadershipInstitute Design, implementation, anddebriefofassessmentforAncient Worlds TLTC project whiteness forReclaiming Our Campus teach-in Design andfacilitationofaconcurrent justclassrooms anddeconstructing sessiononconstructing Grant received by AnnMiller Planning forassessmentofMay anatomystudyabroad project inItaly Grants received by Hanna Bennett, Fernando Carreon, Paul Kessenich, Gavin LaRose, andNina White Design andfacilitationofaworkshop forgraduatestudentsonteachingphilosophies Design, implementation,anddebriefofassessmentforprogram Grant received byNamboodiripad Savithry l CRLTannualreport 2017-2018 Susan Rosegrant, andLauraThomas D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 51 University of Michigan l CRLT annual report 2017-2018 Design and facilitation of a workshop on inclusive teaching for anatomical sciences on inclusive and facilitation of a workshop Design on peer observationpart and facilitation of a workshop of faculty who are Design of clinical teaching for Educators of Medical the Academy for ophthalmology grand rounds and facilitation of case-based teaching workshop Design and course expectations and with HILS faculty on program and facilitation of focus groups Design experiences graduate students on their program and HILS resources program for clinical veterinary residency and facilitation of two faculty retreats Design Leadership for two cohorts of faculty development of Interprofessional facilitation, and evaluation Design, teams, and facilitation of monthly dinner meetings with project of fellows, including recruitment Fellows, meetings of the faculty learning community cohorts (2011-2017) Academy Teaching Science dinner for Health of reunion Facilitation Chris Chapman, James Bailey, Joanne Allen, Kathleen Alsup, Ali, Brittany Syed by received Grants CharisseKovatch, Kevin Hoff, Paul Hill, Elizabeth Hanks, John Fox, Cousino, Glenn Cooke, Melissa Stanley and Jeffrey Sayre, Rao, Kelly Priyanka Palfey, Bruce Owens, Sonal Anita Malone, Loder, Consultation with tutoring program manager about focus group techniques manager about focus group program Consultation with tutoring Tutor students at the Peer for undergraduate learning workshop of an active and facilitation Design Summit Lucky and facilitation of 4 sessions on assessment plus 2 sets of office hours as partDesign of the college’s 9 program curriculum workshop Health for Public Science Modeling of Dynamic Systems Evaluation to student climate performance for faculty and graduate students about responding theatre Interactive concerns Tutor for undergraduate students at the Peer learning workshop and facilitation of an active Design Summit Silver Li and Naomi Shuwen by received Grants students including feedback from implementation, and debrief of assessment for program, Design, to best support students of color and student on how for faculty and facilitation of a workshop Design activists Dhar Debotri by received Grant Design and facilitation of 4 sessions on assessment plus 2 sets of office hours as part of the college’s Lucky hours as part 2 sets of office on assessment plus of 4 sessions and facilitation Design of the college’s 9 program and disruption for instructors on disrespect of a workshop and facilitation Design Garrido and Carla Iglesias Hermida, Freire Mar Blanco, Esther Angulo Maria by received Grants ROMLANG 681 graduate services for graduate teacher certificates about and CRLT Presentation students * * * * * * * * * * * * * * * * * * * * * * • Sociology Writing for Center • Sweetland Program Residential in Science and Engineering Women • Studies Women’s • • Science Learning Center Medicine D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 52 Pharmacy Nursing Music, Theatre&Dance

* * * * * * * * * * * * * * * * * * * * * * * * * University ofMichigan Facilitation ofreunion dinnerforHealth Science Teaching Academy (2011-2017) cohorts Interactive theatre forfacultyabouthow performance toencouragecriticalthinkingintheclinic Design, implementation,anddebriefofalongitudinalassessmentfor Pharmacology 603 meetings ofthefacultylearningcommunity Fellows, includingrecruitment offellows, meetingswithproject teams,andfacilitation ofmonthlydinner Design, facilitation,andevaluation ofInterprofessional offacultydevelopment fortwocohorts Leadership Design andfacilitationofaworkshop forresidents andfacultyonfacilitatingdiscussions Design andfacilitationofaretreat forfacultyonrefining theiruseofteam-basedlearning Planning and facilitationoftwoworkshops forfacultyonteam-teaching Participation in committeediscussions T32 traininggrantadvisory health sciencedisciplines,includingreunion breakfast meeting Organization, implementation,andevaluation hired ofatwo-dayteachingacademyfornewly faculty in Grants received by Nadia Charania,Patricia Coleman-Burns, BonnieHagerty, LeeRoosevelt, andJulia Seng Facilitation ofreunion dinnerforHealth Science Teaching Academy (2011-2017) cohorts meetings ofthefacultylearningcommunity Fellows, includingrecruitment offellows, meetingswithproject teams,andfacilitationofmonthlydinner Design, facilitation, andevaluation ofInterprofessional offacultydevelopment fortwo cohorts Leadership Design and facilitationofaworkshop forfacultyonteamteaching Consultation onevaluation planfortraininggrant learningcomponent Consultation onassessmentofthecurriculum'sservice Thompson, and Zian Zhou Masters, Stefano Mengozzi, ChristianneMyers, Wayne Petty, Stephen Rush, LouiseStein, Matthew Paul Dooley, Jeremy Edwards, Robert Grijalva, Michael Gurevich, Samantha Kao,Iris Kwak, Theron Grants received by ConnorAustell, Matthew Bengtson, ChristopherBurns, AnilCamci,Caroline Coade, Consultation onprospective grantsfor Viola Primrose Competition Consultation onNSFIUSEproposal coding -performative Consultation oncurriculumreview andrevision process forTheatre Design and Production forensembleparticipants Consultation onassessmentforpotentialcommunityengagementopportunities Staffing ofCRLT resource tableat MedicalSchoolNew Faculty Orientation college facultypartners of impactonteachingandprofessional goals,andplanningfacilitationofaworkshop forcommunity Provision oftailored professional toIRACDA development opportunities postdoctoralfellows, assessment health sciencedisciplines,includingreunion breakfast meeting Organization, implementation,andevaluation hired ofatwo-dayteachingacademyfornewly facultyin Interactive theatre onbreaking forfirst-year performances badnews medicalstudents,including role plays education faculty/staffanddirectors/ coordinators Interactive theatre aboutresponding performances tostudentclimateconcernsforgraduatemedical l CRLTannualreport 2017-2018 D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 53 University of Michigan l CRLT annual report 2017-2018 Consultation with the dean on CRLT services Consultation with the dean on CRLT Tompkins-Stange and Megan Parthasarathy, Shobita Hanson, Jonathan by received Grants for graduate for the job market statements workshop of a writing diversity Collaboration on development students Consultation on assessment for newConsultation on assessment on obesity undergraduate course application Fund Development and Faculty curriculum revision Consultation on undergraduate course design of new sessions for the assessment and Consultations and planning Council on Education taskforce committee work, students, including for MPH assessment standards (CEPH) Health for Public planning. meeting, and curriculum for faculty on assignment design of a workshop and facilitation Design on teaching in tumultuous times for faculty and facilitation of a workshop Design students about writing a teaching philosophy for graduate and facilitation of a workshop Design and iterate on team-based learning helping faculty improve of a workshop and Facilitation Design instructional materials instructors curriculum for core and facilitation of course design retreats Design the and students to gather information on GSIs, with faculty, and facilitation of focus groups Design implementation of the new undergraduate curriculum Leadership for two cohorts of faculty development of Interprofessional facilitation, and evaluation Design, teams, and facilitation of monthly dinner meetings with project of fellows, including recruitment Fellows, meetings of the faculty learning community Institute Summer Data on the Big implementation, and debrief of evaluation Design, curriculum kickoff meeting of public health core of Masters Facilitation cohorts (2011-2017) Academy Teaching Science dinner for Health of reunion Facilitation and Amy Mezuk, Briana Fleming, Paul Bridges, Dave Anderson, Angela Beck, Olivia by received Grants Schulz Health and inclusion strategies for Environmental equity, performance about diversity, theatre Interactive retreat at their departmental staff, and graduate students Sciences faculty, responding to student climate concerns performance for faculty and staff about theatre Interactive performance for faculty and staff about supporting theatre students facing mental healthInteractive challenges faculty in of a two-day teaching academy for newly hired implementation, and evaluation Organization, meeting breakfast health science disciplines, including reunion including Course Initiative, 200 instructional course team in Foundational Health of Public Participation course design institutes and multiple consultations Interactive theatre performances for faculty, staff and preceptors (at the preceptor symposium) about how symposium) about (at the preceptor staff and preceptors performances for faculty, theatre Interactive health challenges with mental to help students faculty in for newly of a two-day teaching academy hired and evaluation implementation, Organization, meeting breakfast including reunion health science disciplines, * * * * * * * * * * * * * * * * * * * * * * * * Rackham Graduate School Public Policy Public Health D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 54 ADVANCE Academic Innovation Customized ServicesforOtherUnitsat U-M Social Work

* * * * * * * * * * * * * * * * * * * * * * * * University ofMichigan professor, andtransition to associateprofessor Design, facilitation, and briefing ofinteractive theatre fortwoLIFTevents, transitiontofull performances Consultations andplanningforCRLT Players for2017-2018and 2018-2019seasons performances Design andfacilitationof4-sessionfacultycommunitypracticefor gamefullearning Consultation withstaffonunitpolicies Consultations onhow toassessreach andimpactofMOOCsteachouts health sciencedisciplines,includingreunion breakfast meeting Organization, implementation,andevaluation hired ofatwo-dayteachingacademyfornewly faculty in Amber Williams Herrenkohl, Shawna Lee,Beth Reed, KatieRichards-Schuster, William Vanderwill, Addie Weaver, and Grants received by Checkoway, Barry Joseph Gant, Odessa Galura, Gonzalez Benson, Larry Todd Facilitation ofreunion dinnerforHealth Science Teaching Academy (2011-2017) cohorts meetings ofthefacultylearningcommunity Fellows, includingrecruitment offellows, meetingswithproject teams,andfacilitationofmonthlydinner Design, facilitation, andevaluation ofInterprofessional offacultydevelopment fortwo cohorts Leadership Design and facilitationofaworkshop forfacultyonengagingwithcampusIncidents intheclassroom Design and facilitationofateachingworkshop forfacultyonintegratingcurrent events into theclassroom Consultation on Whitaker grantformastersMOOC Consultation onassessmentplanforSW530 Presentation ofRackhamOutstanding GSIAward Presentation ofCRLT's GSIprogramming andresources totheGraduate Coordinators Forum Student Resource Fair Presentation ofCRLT andresources supports, forgraduatestudentsattheMunger services, Graduate Participation intheRackhamMerit Fellowship ConnectionInformational Fair graduatestudents fornew on College Teaching: Preparing Future Faculty foradvanced doctoralstudents Organization, implementation,andevaluation ofthemonth-long,10-sessionRackham-CRLT Seminar College Teaching inScienceandEngineering, winter2018 Organization andimplementationofablendedversion ofaneight-sessionPostdoctoral Short-Course on graduate students Interactive theatre oncultivating successfulmentoringrelationships performances inSTEMlabsfor Interactive theatre forgraduatestudentsaboutresponding performance tostudentclimateconcerns Interactive theatre aboutgraduatestudentmentoringforstudentsacross campus performance GSIs, withtheProgram onIntergroup Relations Design, implementation,andevaluation of5-sessionprogram ondiversity and inclusive teachingfor the fall Design andfacilitationofanonlineworkshop ondeveloping your teachingphilosophy, offered twicein l CRLTannualreport 2017-2018 D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 55 University of Michigan l CRLT annual report 2017-2018 a theatre sketch about combating sexual a theatre the Needle, of Moving Consultation and development all-chairs meeting of the sketch for academic leaders at the president's misconduct, and presentation and eXplorance Blue platform EvaluationKit Assessment of course evaluation draft of Course Initiative, on Foundational including presentations VPADG, at Attendance system to course evaluation plans, and revisions reaccreditation visit, including for 2020 reaccreditation in preparation group working Cofacilitation of accreditation and consultation on design of assessment website Learning Commission drafting arguments for Higher Management Enrollment from Consultation on assessment data available MOOC Consultation on assessment of global awareness Consultation on assessment for class about student communication with patients Consultation on assessment for class about class rotation Consultation on assessment for pilot clinic program Consultation on assessment plan for fellows Leadership for two cohorts of faculty development of Interprofessional facilitation, and evaluation Design, teams, and facilitation of monthly dinner meetings with project of fellows, including recruitment Fellows, meetings of the faculty learning community cohorts (2011-2017) Academy Teaching Science dinner for Health of reunion Facilitation Assessment Committee on agenda and expected outcomes for new IPE Meeting Days Education Professions 2018 Health 2017 and April table at June resource of CRLT Provision Consultation on library assessment undergraduate intern program on microaggressions and facilitation of a workshop Design for postdocs workshop Consultation on planning a customized Interactive theatre performance about responding to student climate concerns for faculty and staff performance about responding theatre Interactive Interactive theatre performance about faculty recruitment, hiring, and retention practices for attendees of practices for attendees performance hiring, and retention about faculty recruitment, theatre Interactive workshop STRIDE performance for faculty as part about graduate student mentoring theatre of Interactive LSA seminar series to for the Network to student climate concerns performance about responding theatre Interactive and Engineers Scientists Women Advance performance about supporting theatre challenges for faculty as students facing mental health Interactive seminar series part of LSA’s dynamics and the gender and faculty rank influence performances on how theatre interactive Multiple (with LSA dean's office) committees of tenure decision-making process * * * * * * * * * * * * * * * * * * * * * * Office of the President Office Affairs of the Provost and Executive Vice President for Academic Office Michigan Center for Interprofessional Education Michigan Center for Interprofessional Life Sciences Institute Institute for Social Research Institute for Social Libraries D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 56

* * * * * * * * * * * * * * * * * * University ofMichigan Support forDiversity, Equity, &Inclusion including (DEI)efforts Support forteachingaward andgrantcompetition,including TLTC initiatives, teachingawards, andaccreditation Regular meetingswiththe Vice Provost forGlobal Engagement andInterdisciplinary Academic Affairson Planning and facilitationofProvost's Seminars on Teaching: Participation inworking group reviewing questionsinstudentonlineevaluations Conversation withtheProvost, andSetting andEnacting a Vision forChange and monthlyroundtables) forchairsandassociate deans,includingBring What's On Your Plate, Organization, facilitation,andevaluation ofProvost’s CampusLeadershipProgram (bothorientation Interactive chairsanduniversity theatre leaders onsexualharassmentfordepartment performance International Education Network andtheAdvising Council Interactive theatre aboutresponding performance to studentclimateconcernsformembersofthe Academic Alliance'sAcademic LeadershipProgram Interactive theatre aboutresponding performance tostudentclimateconcernsformembersoftheBig Ten Facilitation ofDecember meetingofFaculty Liaisonsfor Inclusive Teaching ofallstudents participation Facilitation ofpublicworkshop forInvesting inAbilities Week onuniversal designandactive report forinternalandexternaldistribution summary Design andimplementationofcampuswideassessmentinstitutionalimpact TLTC, includinga concurrent workshops onteaching Design andfacilitationofNew Faculty Orientation, includinganinteractive theatre and performance Consultations onassessmentforstudyabroad safetymodules Consultation withRegistrar's officestaffon CRLT assessment work anduniversity-wide reach Consultation onpotentialsetofuniversity-wide learninggoals Consultation onEngaged Michigan kickoffmeeting Consultation ondatastorageplansfor2020accreditation x x x x x x x x x x x x x x x x x x x x Planning andfacilitationofgatheringsFaculty LiaisonsforInclusive Teaching Coordination andfacilitationofInclusive Teaching @Michigan series options forexpandingprofessional development around DEIforGSIs andfaculty Consultation withChiefDiversity Officerandthe Vice Provost for Academic Innovation todiscuss poster fairdisseminatingprojects by 2016grantees,andluncheonfor2017grantees Administration ofFaculty CommunitiesforInclusive Teaching program, includingorganizationof award Organization ofdinnerhonoring2018andallpriorThurnau of Professors upon30thanniversary Scholarship Conference for sharinginnovations, andorganizationofposterfairbefore openingkeynoteoftheEnriching Coordination ofcampuswideProvost's Teaching Innovation Prize, includingcreation ofposters Administration ofLecturers' Professional Development Fund program forLEOlecturers Administration ofGilbert Whitaker Fund fortheImprovement of Teaching grantscompetition Building Structures That Encourage Interprofessional(Winter 2018) Education Beyond Grades: How Do We Represent Student Accomplishment? (Fall 2017) l CRLTannualreport 2017-2018 D i s c i p l i n a r y - b a s e d , c u s t o m i z e d s e r v i c e s 57 University of Michigan l CRLT annual report 2017-2018 Collaboration with other instructional and facilitate the Enriching technology units to organize and demonstrations, of workshops, program one-week a university-wide, Scholarship Conference, of Uses sessions: Creative the following including opening and closing keynotes and presentations, Classroom: Your Flipping Workshop, and Innovations Pedagogy Digital to Assess Students, Technology Students' Developing For Pedagogies Teaching, Paperless Make a Screencast, Let's Nuts and Bolts, The andGroups Evaluating Forming and Work: Group Effective Promoting Skills, Computer Programming in Mind with Accessibility Teaching and Technology, with Teams with the in collaboration Prize, Innovation Teaching Provost's of tenth, campus-wide Coordination creation of posters for sharing innovations including library, office and the university provost's Consultation with department administration about CRLT services Consultation with department administration about CRLT teaching and inclusive with Advisory including discussion of research Committee, Meeting Collaboration with Ginsberg Center Director on design of post-doc positions, including appropriate positions, including on design of post-doc Director Center with Ginsberg Collaboration duties Unions Center and University Trotter assessment for Consultation on community students experience for undergraduate first-year Consultation on expanded projects assessment-related Consultations regarding Hall Science Scholars, Lloyd communities (Health learning of residential and assessment Debrief Science and Engineering) in Women Scholars, and facilities in student academic success of residential on the role of research Presentation * * * * * * * * * * Spectrum Center Teaching and Technology Collaborative Office of Student LifeOffice Appendix C: Collaborations and Committee Work

Collaboration with Other Units Collaboration with other U-M offices is a key component of CRLT services. During 2017-2018, CRLT worked with all schools and colleges on teaching improvement projects. Additionally, CRLT collaborated with:

* Academic Innovation * Instructional Support Services * ADVANCE Program * Language Resource Center * Center for Engaged Academic Learning * LSA Dean’s Office

* Center for Engineering Diversity and Outreach * Michigan Sustainability Cases d n * Center for the Study of Higher and * News Services a

Postsecondary Education * Office of the Provost s n * Central Student Government Mental Health * Office of the Vice President for Student LIfe w o r k Taskforce * The Program on Intergroup Relations ee * CEW+ formerly the Center for the Education * Rackham Graduate School of Women * Registrar’s Office * COE Office of the Associate Dean for * Sweetland Center for Writing Undergraduate Education * Teaching and Technology Collaborative c o m m i t t ollaboratio * English Language Institute * University Library

C * Engineering Education Research Program * University of Michigan Biological Station * Gameful Learning Lab * University of Michigan Institutional Learning * Ginsberg Center Analytics (faculty group) * Information Technology Services * Women in Science and Engineering * Institute for the Humanities

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

* Accreditation Core Committee * ADVANCE Internal/External Review Committees * College of Engineering DEI Implementation Committee * College of Engineering Diversity, Equity, and Inclusion Working Group * College of Engineering Responsible Conduct of Research and Scholarship and Diversity Leadership Committee * Council for Non-Traditional Students * Enriching Scholarship Keynote Committee * Faculty Senate Assembly Committee for an Inclusive University * LSA New Instructional/New Initiatives Grant Review Committee * LSA Race and Ethnicity Working Group

58 University of Michigan l CRLT annual report 2017-2018 * Michigan Center for Interprofessional Education xx Curriculum Committee xx Curriculum Mapping Workgroup xx Faculty Development Committee xx IPE 101 Taskforce xx IPE approval process workgroup xx Leadership Fellows workgroup * Michigan Sustainability Cases Curricular Advisory Board * The Program on Intergroup Relations Advisory Board * Rackham Outstanding GSI Awards Committee * Search Committee for Digital Pedagogy Librarians * Sexual Misconduct Working Group * Spectrum Center Advisory Board C o i t a r o b a l l o * Student Evaluation of Teaching Advisory Committee t t i m m o c * Teaching and Technology Collaborative * University Accreditation Committee * Vice Provosts and Associate Deans Group E E

External Committee Participation k r o w n s

* 2017 POD award selection committee a * Assessment and Evidence-Based Practice working group of the POD Graduate student, Professional n d

student, and Postdoctoral scholar Development Special Interest Group * Big Ten Academic Alliance Teaching Center Directors Group * Dissertation Committee, Arizona State University * Indiana University Center for Innovative Teaching and Learning External Review Committee * Ivy Plus Teaching Center Directors Group * Metacognition and Engineering Education NSF Grant Advisory Committee * National Women’s Studies Association’s Women of Color Caucus * Unizin Communications Committee * Unizin Teaching and Learning Committee

University of Michigan l CRLT annual report 2017-2018 59 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 a t i o n s 60 Louisiana State University Kansas State University Johns Hopkins University Indiana University Henry Ford CommunityCollege Harvard University Grand RapidsCommunityCollege Georgia Institute of Technology Georgetown University* Florida AgriculturalandMechanical University Elon University Duke University Delta College College Dartmouth Cornell University Columbia University Colorado State University Case Western Reserve University* Carnegie Mellon University California Institute of Technology Brown University Bridgewater State University Bowling Green State University Boston University Boston College Boise State University* Arizona State University Colleges andUniversitieswithintheU.S. * indicatesthatindividualsfrom thatinstitutionororganizationvisitedCRLT inAnnArbor fromorganizations thatreceived CRLT. services byfrom theCRLT externalinstitutionsattendedperformances Players. Following are listsoftheinstitutionsand work ofateachingcenter, andrequests touseCRLT publicationsandweb resources. Additionally, 1,349people evaluate itsprograms, how towork withfacultyataresearch university, how toembedinclusive teachingintothe Most frequently, CRLT staffprovided informationontopicssuchashow todevelop teachingcenterand anew versities, and10associations,foundations,otherorganizationsintheUnited States andabroad (seebelow). mation. In 2017-2018, CRLT provided toexternalclientswhorepresent 2,433services 102collegesanduni- Because of its national reputation, representatives of many other institutions contact CRLT for advice and infor- and OrganizationsServed Appendix D:ExternalColleges,Universities,

University ofMichigan l CRLTannualreport 2017-2018 University ofChicago* University ofCalifornia,Davis University of California,Berkeley University of Alabama University at Buffalo, The State University ofNew Texas TechUniversity Texas A&MUniversity Stanford University Skidmore College Siena College Rutgers University-New Brunswick Rochester Institute of Technology Purdue University Global Purdue University* Princeton University The Pennsylvania State University The Ohio State University Northwestern University Northeastern University North Carolina State University North Carolina Agriculturaland Technical State New YorkUniversity New CollegeofFlorida Michigan State University Massachusetts Institute of Technology York* University

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 a t i o n s 61 China Northwestern Polytechnical University, China * University, Polytechnical Northwestern Católica de Chile Universidad Pontificia China* University, JiaoTong Shanghai * China University, Technology Shanghai * College, China Medical University Shantou Columbia de los Andes, Universidad Chile Inicio, de los Andes: Universidad of Technology Science and of Electronic University Switzerland of Zurich, University China * University, Eurosian Xi’an * China University, Zhejiang Chinese Medical University of South Florida of South University Indiana of Southern University University of Tennessee Utah of University The Vermont of University The of Virginia University of Washington University of Wisconsin University of Wisconsin–Madison University University Vanderbilt County Community College District Wayne University Michigan Western University Yale University of Michigan l CRLT annual report 2017-2018 University, China University, Africa South Other Organizations and Associations Alan Alda Center for Communicating Science Foundation Sloan P. Alfred Canadian Association of Schools of Nursing * Education for Environment Centre Association Education Chinese Higher Laboratory National Berkeley Lawrence Laboratory National Livermore Lawrence Science Foundation National Times New York Schools Public of Delaware State East China University of Political Science and Law Political of East China University Cabral, Brazil Dom Fundação China * Technology, of Institute Harbin China University, Hebei Agricultural College of Hunan International University Korea Canada University, McMaster China University, Agricultural Nanjing China* University, Nanjing Thailand Phitsanulok, University Naresuan Taiwan University, Chung Hsing National Campus), (Potchefstroom Noordwes-Universiteit Colleges and Universities outside the U.S. Colleges and Universities University of Colorado Boulder of Colorado University of Delaware University of Florida University Urbana-Champaign of Illinois University of Iowa University of Maryland University County of Maryland Baltimore University Amherst of Massachusetts University of Minnesota* University of Missouri University of Nebraska-Lincoln University of Pennsylvania University Carolina of South University Appendix E: Publications and Presentations

CCRLT again distributed two publications for GSI development: A Guidebook for University of Michigan Gradu- ate Student Instructors: Strategies and Resources for New and Experienced GSIs and Departmental GSI Devel- opment: 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.

Publications by CRLT Staff • Matney, M. (2018). Hazing: Destroying Young Lives, Eliminating Band Hazing: What Must Be Done (pp. 88- 99). Bloomington, IN: Indiana University Press. • Meizlish, D. S., Wright, M. C., Howard, J., & Kaplan, M. L. (2018). Measuring the impact of a new faculty program using institutional data, International Journal for Academic Development, 23(2), 72-85, DOI: 10.1080/1360144X.2017.1364644 • Paprzycki, P., Tuttle, N., Czerniak, C. M., Molitor, S., Kaderavek, J., & Mendenhall, R. (2017). The impact of a framework-aligned science professional development program on literacy and mathematics achievement of K-3. Journal of Research in Science Teaching, 54(9), 1174-1196. • Pinder-Grover, T., Baleisis, A. (2018). Discovering the possibilities: Exploring teaching practices and faculty careers. In J. Gilmore & M. Hatcher (Eds.), Preparing for College and University Teaching: Competencies for Graduate and Professional Students. Manuscript submitted for publication. • Schram, L. N., Pinder-Grover, T., & Turcic II, S. (2017). Assessing the long-term impact of the preparing future faculty seminar. To Improve the Academy, 36(2). • Takayama, K. M., Kaplan, M., & Cook-Sather, A. (2017). Advancing diversity and inclusion through strategic multilevel leadership. Liberal Education special issue. 103 (3/4). • Tuttle, N., Mentzer, G. A., Strickler, L., Bloomquist, D., Hapgood, S., Molitor, S., Kaderavek, J., & Czerniak, C. M. (2017). Exploring how families do science together: Adult‐child interactions at community science events. School Science and Mathematics, 117(5), 175-182. • Wright, M. C., Bergom, I., & Bartholomew, T. (2017). Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes. Active Learning in Higher Education, DOI: 10.1177/1469787417735607 • Wright, M. C., Lohe, D., Pinder-Grover, T., & Ortquist-Ahrens, L. (in press). The four Rs: Guiding CTLs with responsiveness, relationships, resources, and research. To Improve the Academy: A Journal of Educational

Development. d s n • Zhu, E., & Turcic II, S. (in press). Teaching awards: Do they have any impact? Journal of Faculty Development. n a s n Presentations t a t i o • Ajlen, R., Zhu, E., & Niemer, R. (2017, October). Gameful pedagogy: Building communities for innovative en

s practice. Presentation at the 42nd Annual POD Conference, Montreal, Canada. e

p r • Armstrong, S., & The CRLT Players. (2018, June). Seeing bias, feeling bias, interrupting bias: Theater and insti- u b l i c a t i o tutional change. Presentation at the Second LERU Gender Conference, University of Zurich, Switzerland. P

62 University of Michigan l CRLT annual report 2017-2018 • Daniels, T., & Kusano, S. (2017, October). Supporting inclusive teaching in immersive learning environments. Presentation at the 42nd Annual POD Conference, Montreal, Canada. • Jackson, G. (2018, April). Intergroup dialogue pedagogy, processes, and outcomes: The moderating role of episte- mological development. Presentation at the annual meeting of the American Educational Research Association (AERA), New York, NY. • Kaplan, M. (2018, April). Supporting institutional teaching and learning initiatives. Presentation at the Institute for Faculty Development and Innovative Pedagogy, Shanghai, PRC. • Kusano, S., Bland, L., Xu, X., & Johri, A. (2017, June) Examining learner-driven constructs in co-curricular engineering environments: The role of student reflection in assessment development.Presentation at the ASEE Annual Conference, Columbus, Ohio. • Kusano, S., Xu, X., Bland, L., & Johri, A. (2017, June). The development of engineering students' metacognitive skills in informal engineering learning activities. Presentation at the ASEE Annual Conference, Columbus, Ohio. • Mann, D., Ferracuti, A., Crumley, H., Anderson, V. D., Riviere, J., Rudenga, K., & Daniels, T. (2017, Oc- tober). Graduate student development showcase: Discovering and sharing what works. Presentation at the 42nd Annual POD Conference, Montreal, Canada. • Peoples, W., & Moody, S. (2018). Principles and practices of critical inclusive pedagogies. Presentation at QUAD- POD, University of Michigan-Flint. • Pinder-Grover, T., Felten, P., Tapp, S., Artze-Vega, I., Craig, J., Lohe, D., Ellis, D., Donnell, A., & Young-Brice, A. (2017, October). Getting started: Workshop for new educational developers part 1 & part 2. Presentation at the 42nd Annual POD Conference, Montreal, Canada. • Pinder-Grover, T., & Ortquist-Ahrens, L. (2017, October). New directors of centers for teaching and learning facilitators. Presentation at the 42nd Annual POD Conference, Montreal, Canada. • Russell, J., Eyler, J., & Matney, M. (2017, October). Supporting SoTL at your institution: Developing an umbrella IRB. Presentation at the 42nd Annual POD Conference, Montreal, Canada. • Takayama, K., Kaplan, M., & Cook-Sather, A. (January 2018). Organizational development for inclusive teaching that grows out of our liberal education. Presentation at the 2018 AAC&U National Conference, Washington, D.C. • Zhu, E., Kaplan, M., & Wright, M. (2017, October). A start-up program for international educational developers. Poster presentation at the 42nd Annual POD Conference, Montreal, Canada.

Review and Editorial Work • Advances in Engineering Education (T. Pinder-Grover)

• ASEE Conference: Educational Research & Methods (S. Kusano) P o i t a c i l b u

• ASEE Conference: Faculty Development Constituency Committee (T. Pinder-Grover) r p

• Decision Sciences Journal of Innovative Education (M. Kaplan) e s • Higher Learning Commission (M. Matney) N E • International Journal for the Scholarship of Teaching and Learning (M. Kaplan) o i t a t n

• International Journal of Faculty Development (M. Kaplan) s

a • Journal for Engineering Education (S. Kusano) n n s d

• Journal of Applied Research in Higher Education (M. Kaplan)

University of Michigan l CRLT annual report 2017-2018 63 • Journal of Education Technology and Society (E. Zhu) • Journal of Faculty Development (M. Kaplan, D. Meizlish) • Journal of Student Affairs Research and Practice (M. Matney) • National Science Foundation College of Reviewers for Undergraduate Education (M. Kaplan) • National Science Teachers Association (N. Tuttle) • Oracle (M. Matney) • Professional and Organizational Development Network in Higher Education Conference Proposal Review (T. Daniels, G. Jackson, D. Meizlish, S. Moody, W. Peoples, N. Tuttle) • Science Advances (D. Meizlish) • Studies in Educational Evaluation (R. Ajlen, T. Pinder-Grover) • Studies in Graduate and Postdoctoral Education (G. Agresar) • To Improve the Academy (D. Meizlish) d s n n a s n t a t i o en s e p r u b l i c a t i o P

64 University of Michigan l CRLT annual report 2017-2018 C r l t r e g u l a r s t a f f 65 University of Michigan l CRLT annual report 2017-2018 Appendix F: CRLT Regular Staff, 2017-2018 CRLT Regular F: Appendix