Opened Practices Users Named: Peet

Dr. Melissa Peet is an institutional researcher and eportfolio Project Director at the University of Michigan.

Dr. Melissa Peet is an institutional researcher and eportfolio Project Director at the University of Michigan. She was formerly the primary investigator/coordinator of a pilot integrative learning project that is combining diversity-related goals with ePortfolio technologies within a graduate professional school at the University of Michigan (In January 2006, this project expanded to include several other professional schools within the university). In the last eight years, she has worked with faculty, students, and administrators in various schools and departments - Public Health, Social Work, Engineering, Education, Women’s Studies, Nursing, Public Policy, and Student Affairs - to design, implement, and/or evaluate numerous pedagogical innovations and/or curriculum change efforts related to diversity, leadership, and/or social-justice goals. In working across disciplines, co-curricular units, and professional schools, she utilizes collaborative research methods to create both theoretical and practice-based

(Source: Shulman,  L. ( 1987).  Knowledge and teaching: Foundations of the new reform.  Harvard Educational Review, 57(1), 1-22.)
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• Teacher's In-Depth Content Knowledge (InTime)

">knowledge that addresses the following: organizational change; knowledge transfer and management issues; the development of diversity-related Wikipedia: Skills

">skills in students; social justice teaching and learning; institutional and curricular development; team learning; and leadership education. On a national level she continues to be associated with the Association for the Study of Higher Education, the
American Association of Colleges and Universities, the National Conference on Race and Ethnicity, and the Council of Social Work Education.

Dr. Peet’s dissertation focuses on the psychological, organizational, and sociological processes involved in institutional and curricular change, including how these processes directly shape students’ professional practices, particularly their capacity to interact with diverse people. Her capacity to recognize and negotiate a broad range of disciplinary values, assumptions, and practices has lead her to receive numerous awards and grants for her scholarly efforts, multicultural teaching and learning, as well as her work in designing, implementing, and evaluating various curricular and institutional development efforts.