Integrated Learning and Community Partnerships Office Winter 2013 Grant Awardees

 

Academic Service Learning Course Designation - Faculty members receive a $500 stipend, repeatable up to three times, for teaching a course designated as an Academic Service-Learning (ASL) course. 

 

Pam Aronson:  Sociology 497/Senior Research Seminar

Summary: For this course, each student will learn how to conduct an applied research project that draws upon sociological concepts and issues.  The topic for this course is:  “The Challenges Facing College Students who Graduate During the Great Recession.”  As a service learning course, the University of Michigan-Dearborn is our community partner.  The goal is to help the university to more fully understand the challenges that graduating college students face during the recession and make a difference to the university community. Today’s current generation of young adults has been called the recession's “lost generation,” as they struggle with debt, bad jobs, unemployment, and delayed family formation.  To date, 75 in-depth interviews have been conducted with nearly equal numbers of four groups associated with University of Michigan-Dearborn: 1) faculty, 2) staff and members of the university administration, 3) alumni (most of whom had recently obtained their degrees), and 4) students who would be completing their degrees within one year of the time of the interviews.  These interviews were conducted by students enrolled in SOC 497 (Senior Research Seminar) in Fall 2010 and Winter 2012.  Next fall (2012), the Senior Research Seminar students will continue the study with the intention of broadening and deepening our interview base.  As an outcome of the students’ work, we plan to create a one-page information sheet regarding our findings for the university staff, administration, faculty and/or students.  The sheet will be titled something like “the top 10 things graduating college students and alumni wish they knew when they started college.”  Our goal will be to circulate this “top 10” list across the university (our community partner), particularly to those who interact with graduating college students.  Our hope is that this list will help raise awareness among faculty and staff about the issues and experiences facing graduating college students. 

 

Laura Lempert: CRJ 476 Inside Out Prison Exchange <o:p></o:p>

Summary: The Inside Out Prison Exchange course is part of a national program that creates opportunities for dialogue between those on the outside and those on the inside of the nation’s correctional facilities. It seeks to deepen the conversation and transform way of thinking about crime and justice. Ours is the first university in MI to teach the Inside Out Prison Exchange course. It’s a collaboration between UMD, Macomb Correctional Facility for Men in New Haven, and MDOC. We choose 15 UMD students (“outside students”) and 15 men incarcerated at Macomb Correctional (“inside students”) and teach them in a class together. 

 

Nancy Kursman: POL 362

Summary: Women, Politics and Law  

An examination of the political behavior of women in American politics. Included is an analysis of the legal and legislative demands of American women.<o:p></o:p>

 

Gail Luera: EDD/ENST 474/574

Summary: The After School Program for Inquiry and Research with Elementary Students (ASPIRES) course is designed to give interested students experience teaching elementary and middle school students science concepts in an after-school program. A high-quality project-based curriculum along with mentoring and discussion sessions will help students develop an understanding of science teaching as they teach local children. This course is appropriate for all students considering a career in teaching or interested in learning about public education in a local community. Class will meet on site in Garden City. This course entails working directly with students at their school.

 

P.F. Potvin: COMP 105

Summary: In the Fall 2013 semester, P.F. Potvin tough a seminar course designed to explore complex relationships between individuals and themselves, their families, their communities, and the global society. Classes will focus on readings and experiences to develop greater metacognition and citizenship. Emphasis will be placed on the study and practice of writing and rhetoric. Students will collaborate with the Arab American National Museum and participate in the community profile projects that will educated and enrich our community. 

 

Stein Brunvand: EDT 210 

Summary: Students from EDT 211: Technology in the Secondary Classroom, will work with practicing middle and high school teachers to design and implement technology-enhanced learning activities in authentic classroom settings. UM-Dearborn students will provide the necessary support and training around new technologies to help their cooperating teachers become more proficient and better capable of meeting the needs of digital learners in their classrooms. 

 

Advancement of Teaching and Learning Funds - Through this grant, faculty obtain support to organize groups, purchase supplies, or pay for other expenses that will lead to enhanced teaching and learning on campus, $100-$4000.

 

Charlotte Otto

Chemistry and Science Education

Award: $2,900

Summary: Retreat for faculty known as the Inquiry Institute to develop lab activities. 

 

Suzanne Bergeron 

Women’s and Gender Studies

Award: $1,900 

Summary: To fund a speaker series that brings leaders on gender equity in metropolitan Detroit into the Women’s and Gender Studies (WGST) classroom. 

 

John Poster 

Public Administration 

Award: $2,400 

Summary: This project considers long term effects of K-12 teachers. This emphasis will benefit our students who are witnessing the growth of the testing industry, but are aware that little attention is paid to longer term outcomes of instruction. Introducing master teachers into our classes will invigorate instruction and motivate students. 

 

Jennifer Proctor

Journalism and Screen Studies 

Award: $1,962

Summary: The Future of Story Telling: Emerging Forms and Broken Rules, a program to kick off new courses in online and interactive media in the Journalism and Screen Studies major: JASS 405: New and Emerging Media, Fall 2013 and JASS 423: Communication Design for Web and Mobile Devices, Winter 2014. 

 

Gail Luera

Science Education 

Award: $4,000

Summary: For developing, piloting and posting online a test bank of 400 science questions for students to take as practice for their elementary and integrated science MTTC tests. The test bank, called OnE-STeP (Online Education-Science Test Preparation) will consist of 100 questions in each of the science arrears that students will be tested on. The test items would be created and validated in conjunction with the Inquiry institute faculty. Psychometric properties (e.g., reliability difficulty levels, etc.) of the items would be determined to ensure the questions are correlated with the MTTC test objectives.

 

Georgina Hickey 

Award: $240

Social Sciences

Summary: Funds to cover registration for eight students ($30/each) to attend the state NOW (National Organization for Women) conference in April. These students, all currently enrolled in WGST 3651: Women, Leadership, and Social Change, will be participating in the conference and collecting interviews with conference attendees. 

 

Community-Based Research Seed Grants – These seed grants are used to promote research that is developed in collaboration with community partner organizations and/or their clients, $500-$5000.

 

Hani Bawrdi

History

Award: $4,830

Summary: This is a proposal for developing a major grant proposal for a systematic and representative oral history depository in collaboration with our Arab American National Museum. The benefits of this project are several fold, not the least of which, is cementing a permanent mutually beneficial working relationship with the AANM. The key aspect of this project is involving the students and faculty of UM-D in rendering a long-term service to our extended communities, scholars across the disciplines, and Arab Americans nationally.

 

Paul Draus 

Behavioral Sciences 

Award: $6,000

Summary: This project involves working with LEAP(Lower Eastside Action Plan) organization to identify sites undergoing measurable landscape change an individuals initiating or participating in change activities within the boundaries of the Lower East Side, as well as neighbors and residents affected by these changes. 

 

Sally Howell 

Social Sciences 

Award: $4,985

Summary: This project will record multi-generation oral histories with Muslim families that first arrived in the US before WWII and are from the Bekaa Valley in Lebanon. These oral histories will be conducted by students in fulfillment of the course requirements for HIST 3634 History of Islam in the US. The interviews will then be posted on the web along with supporting documentation from 20 families. Materials gathered will also be placed in 2 local archives. This project will redress the dearth of sources on this population and trace the religious legacy of a multi-generational Muslim American family.

 

 

Tiffany Marra 

School of Education 

Award: $4,970

Summary: The purpose of this proposal is two-fold: to gather data during the district consolidation process and to form a consortium of district members, universities, and community partners that can guide future research around the newly formed consolidated district, Ypsilanti Community School. 

 

Ahmad Rahman

Social Sciences 

Award: $4,800

Summary: Cyberdad and in the future Twitterdad, will link our participating older UM-Dearborn students with cyber mentors outside academia. It is our intention to involve students majoring and minoring in psychology, sociology and Africana Studies as much as possible. Each mentor will collect data concerning the scenarios which cause their cyberson to contact them for advice. They will be allowed to utilize this data and their experiences in their own academic pursuits.