Opened Practices Users Working at: University of Michigan

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.

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.

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 knowledge that addresses the following: organizational change; knowledge transfer and management issues; the development of diversity-related 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.