Opened Practices Users from Ann Arbor

3541 chemistry

I am a chemical educator with an interest in pedagogy and teaching and learning. My primary interests and expertise relate to the role of technology in teaching and learning and team-based guided inquiry.

I am a chemical educator. My primary interests and expertise relate to the role of technology in teaching and learning and team-based guided inquiry. I have published several collaborative inquiry lab manuals and am co-editor for MERLOT Chemistry. I am a lecturer IV and have been lab coordinator of the general chemistry lab program at the University of Michigan for several decades. In a typical academic year I instruct 2000 students enrolled in the introductory general chemistry lab program and supervise 30 - 40 graduate students who are primarily new to teaching. I won a Smithsonian award for developing coLABnet (collaborative laboratories thru networked computers). CoLABnet is a system that allows teams to enter both qualitative and quantitative data across classrooms. Students use the collated data collected across different classrooms to solve problems. Solutions can be obtained by automatically transfer the data into Excel and are presented using PowerPoint in a team-centered discussion. Currently the course serve some 2000 introductory students in a given year.

1135 Catherine

Multimedia developer.

Administrative Coordinator for the Sakai Foundation

2228 LBME
1101 Beal Avenue

Aileen Huang-Saad is a lecturer at the University of Michigan in the Biomedical Engineering Department. She is responsible for teaching a graduate level design class and a graduate Ethics and Enterprise course.

Professor who also develops instructional technologies for use in large classes.

Dental Informatics
1011 N. University Ave.

Emily Springfield, MS Ed, BA, has worked in the field of instructional technology since 1996. Her areas of expertise include online course design, electronic portfolios, and the educational use of technology in face-to-face teaching. Prior to her current position as instructional technology designer at the University of Michigan, she coordinated the Kalamazoo College Electronic Portfolio program. She has also consulted with various institutions on educational technologies and developed the pedagogical framework for a series of textbooks for Microsoft.

1520 Patricia Avenue

Professor of English who has also become a Professor of Art & Design because of work in Limited Fork Theory, a philosophy of making, thinking, teaching, learning that is the study of interacting language systems (any/all visual, sonic, olfactory, tactile systems/subsystems on any/all scales). Limited Forks are tools of dynamic reconfiguration, rermapping, reengaing, reworking, and transformation that emphasize how and where connections form for some period of time in some location, including imagination.

Professor of English who has also become a Professor of Art & Design because of work in Limited Fork Theory, a philosophy of making, thinking, teaching, learning that is the study of interacting language systems (any/all visual, sonic, olfactory, tactile systems/subsystems on any/all scales). Limited Forks are tools of dynamic reconfiguration, rermapping, reengaing, reworking, and transformation that emphasize how and where connections form for some period of time in some location, including imagination.

Applied Limited Fork Theory outcomes are poams, products of acts of making (of which a poem is a form). Because Limited Fork assumes flux, assumes that a poem, as well as most other poams, are events, and that most events are joined and exited in progress. Limited Fork also assumes that poams tend to be outcomes of collaborating events. Notions of authorship and ownership are necessarily reconfigured when forked.

As form is also an event, the form of a poam is part of what emerges in a system of events that generate poam(s).

Limited Fork Theory studies growth, and grows through these investigative events.

An obvious limitation of a limited fork is the space between tines, or opportunities to not grasp everything. At best, Limited Fork Theory acknowledges that work is being done with partialities of partialities, and that this work tends to take place on surfaces, no matter where these surfaces are located; for instance, no mater how deeply inside something a surface is embedded. Each layer of something is a surface where events might occur.

In Limited Fork, time is a dynamic object and may be investigated in any ways that dynamic objects may be investigated.

Since Limited Fork Theory emerged in October 2004 at the Quality 16 Cinema in Ann Arbor, MI, I have been reconfigured myself, transformed into a Proforker whose English classes must now embrace any subject area, whose classes are more theme based than discipline restrictive.

803 E. Kingsley #4

I am a graduate student in Comparative Literature at the University of Michigan, and I teach undergraduate courses at my university as a Graduate Student Instructor.