Case Western Reserve University

GLENNAN FELLOWSHIPS

The Glennan Fellows program was established in honor of T. Keith Glennan who was President of Case Institute of Technology from 1947-1965 and was a dedicated and energetic supporter of Case Western Reserve University. From his experiences as a leader in research and education he came to appreciate the challenges faced by faculty early in their academic careers, especially with regard to development of teaching skills. That concern led him to establish the endowment which now supports this program for new faculty.

Five Glennan Fellows will be named each year and each will receive a stipend of $6,500 to be spent during the following year. These funds may be used to support a wide range of activities related to teaching and education. The award year ends with a special program honoring the Fellows where they will present the results of their proposal activities.

AWARD CRITERIA

Glennan Fellows are perceived as role models for new faculty. The Glennan Fellows Program is designed to reward excellence in faculty and to facilitate their growth as teacher/scholars. Nominees must be regular faculty members who are in the tenure track but not yet tenured. Glennan Fellows must also be untenured during the time they hold their fellowships. Normally, nominees will have had some experience during which they have demonstrated excellence in both scholarship and teaching. While nominees for the award are required to submit a proposal according to the criteria given below, fellowships will not be awarded for teaching alone or on the basis of the proposal alone. Instead the quality of the proposal will be considered along with evidence of promise for a balanced career in both teaching and scholarship.

Evidence of scholarship normally includes research publications, books, grants, artistic achievement, and other similar accomplishments. Evidence of contributions to teaching and education can include a wide range of activities including classroom teaching, teaching in other settings, curricular and academic program development, innovations in education within the discipline or across disciplines, the needs of special student groups, or other teaching and education-related activities.

APPLICATION PROCESS

A two step process is involved in applying for the Glennan Fellowships.

STEP 1: This involves the submission of a nomination letter in electronic (PDF) form. This letter may be submitted by any faculty colleague of the nominee or it can be a self-nomination. The nomination letter must be no longer than a single page and must have three signatures in total (i.e., self-nomination letters must be co-signed by two faculty members other than the nominee). While co-signatures from senior faculty are suggested, it is not essential. The letter of nomination will form an important part of the nominee’s file that is evaluated for the award. Hence the nominating letter should make a strong case as to why the nominators feel that the nominee deserves the award, such as by defining the qualities of the nominee that make him or her worthy of it and highlighting the evidence of excellence in scholarship and teaching.

The nominating letter should contain contact information for the nominee and be sent to ucite@case.edu.

Nominating letters are due by Monday, March 4, 2013

STEP 2: Nominees should submit an electronic (PDF) version of their proposal describing how they would use the funds if awarded. The proposal should be no more than five pages in length, and should begin with a 100-word summary of the project (included in the five page limit). The proposal should also include a single budget page signed by the nominee's department chair (or an Associate Dean in those schools that do not have a departmental structure). The budget page is not included in the proposal's five page limit.

The proposal should be directed toward some aspect of teaching and education. Examples of possible proposal ideas include:

innovations in teaching methods
utilization of new technologies for teaching
development of new courses
innovations in teaching for existing courses
development of new curricula within or across disciplines

Total budgets cannot exceed $6,500 and can contain provisions for faculty summer salary, student help, software, limited travel, and supplies. Fringe benefits must be included for all faculty salaries, but there is no overhead. Purchases of equipment and computers are discouraged, unless strongly motivated by an innovative proposal idea. Budget items must conform to the rules of the proposer's department, school, and university. (For example, some salaries require fringe benefits and others do not.) It is the responsibitlity of the proposer to check with the appropriate entities to make sure that all their budget items meet the various criteria before submitting the budget. Failure to do so may result in payments not being approved or reimbursements being denied. UCITE's approval of the budget is only on the basis of its appropriateness in relation to the project, and should not be taken as implying that the items conform to all the rules of the university.

Along with the proposal, each nominee must submit an electronic (PDF) version of a brief curriculum vita (not more than five pages long) that includes education and employment history and evidence of accomplishment in research and teaching.

The proposal (containing contact information for the nominee), budget, and vita should be sent to ucite@case.edu.

Proposals, budget, and vita are due by Friday, March 22, 2013

SELECTION OF GLENNAN FELLOWS

A committee will be formed by the Director of UCITE to review the file of each nominee and make recommendations for the awards. The Director of UCITE will consult with this committee in making the final selections of the Glennan Fellows. The awardees are announced towards the end of the spring semester.

RESPONSIBILITIES OF GLENNAN FELLOWS

The Glennan Fellows are expected to carry out their project proposal during the academic year following the receipt of the award and to give a brief talk on their project at a special symposium (usually held during the reading days at the end of the spring semester) organized in their honor.

The Glennan Fellows are also expected to be available on campus during the year of their award in order to make time to meet as a group approximately once a month .

PREVIOUS GLENNAN FELLOWS

Year	Investigator	Department	Proposal Title
12-13	Philip Feng	Electrical Engineering and Computer Science	Sensing in the New Dimensions – Seeing and Feeling Expanded via Engineering Nanostructures
12-13	Kenny Fountain	English	Visualizations of Science and Medicine
12-13	Elina Gertsman	Art History	The Global Middle Ages
12-13	Michael Pollino	Civil Engineering	Experimental modules for experiential structural engineering education
12-13	Satya Sahoo	Medical Informatics	Collaborating for Better Health: A multi-disciplinary, project-based course in Health Information Technology
11-12	Rob Ewing	Center for Proteomics and Bioinformatics	The Computational Proteomics Learning Environment
11-12	Cassandra Robertson	Law	Developing Open-Source Casefile-Based Teaching Modules
11-12	Genevieve Sauve	Chemistry	Teaching Solar Energy Conversion
11-12	Jeffrey Ullom	Theater	Development and Implementation of Dramaturgy Curriculum and Practice
11-12	Yanming Wang	Radiology	Curriculum of a Radiopharmaceutical Laboratory Class
10-11	Eben Alsberg	Biomedical Engineering	Course Enrichment Development: Hands-on Experience in Tissue Engineering
10-11	Francesca Brittan	Music	Music and the History of Science
10-11	Xuan Gao	Physics	Virtual Laboratory in Modern Physics: an Interactive Learning Experience
10-11	LaShanda Korley	Macromolecular Science	Polymers Go Green: Green Chemistry & Engineering Pathway for Expanding the Undergraduate (and Graduate) Laboratory Experience
10-11	Peter Thomas	Mathematics	Undergraduate Interdisciplinary Course Module: Monte Carlo Simulation of Cellular Microphysiology
09-10	Mehmet Koyoturk	Electrical Engineering and Computer Science	Learning Bioinformatics Together: Development of Active Learning Strategies to Face the Challenges of Interdisciplinary Education
09-10	Nicola Lacatera	Economics	Industrial Organization and the Economic Analysis of Business Strategies
09-10	Mohan Sankaran	Chemical Engineering	Chem-E-Car experience as an educational tool for undergraduate chemical engineers
09-10	Daniel Tisch	Epidemiology and Biostatistics	International Joint Course in Global Health: Shared Learning Across Cultures, Disciplines, and Institutions
09-10	Horst von Recum	Biomedical Engineering	An Undergraduate Course Sequence in Drug Delivery
08-09	Darin Croft	Anatomy	Exploring the Mammalian Family Tree
08-09	Lisa Huisman Koops	Music	Music in Early Childhood
08-09	Kelly McMann	Political Science	Hands-on Research Methods for Undergraduates
08-09	Leena Palomo	Periodontics	Periodontal Diagnosis, Treatment Planning, and Outcome Assessment : A Video Game
08-09	Gregory Tochtrop	Chemistry	Development of a Chemical Biology Curriculum at CWRU
07-08	Brian Gran	Sociology	Law and the Public-Private Dichotomy: Order out of Chaos or Chaos out of Order?
07-08	Jessie Hill	Law	Experiential Learning in the Traditional Law School Classroom
07-08	Melissa Knothe-Tate	Mechanical and Aerospace Engineering	A Web-Based 'CourseSource' Debut - Nature and Evolution: the Master Engineer and Her Most Robust Testbed
07-08	Jennifer Liang	Biology	Building an Educational Website: Zebrafish in the Classroom
07-08	Amy Zhang	Nursing	Online Statistic Course for Doctoral Nursing Students
06-07	Kimberly Emmons	English	Rhetorics of Health and Illness
06-07	Mark Griswold	Radiology	Merging Interdisciplinary Concepts to Design and Build a Desktop MRI System
06-07	Heidi Martin	Chemical Engineering	ENTER: Engineering of Tomorrow - Experience Research
06-07	T. J. McCallum	Psychology	Experiential & Service Learning: Striking the Balance Through Paired Cognitive Augmentation
06-07	Marty Pagel	Biomedical Engineering	Development of the Undergraduate Laboratory Curriculum within the Case Center for Imaging Research
05-06	Heath Demaree	Psychology	Building an Undergraduate Psychophysiology Laboratory: Experiential Learning in PSCL 352 and as a SAGES Capstone Experience
05-06	Juan Palomo	Dentistry	Cone Beam Computerized Tomography
05-06	Sandy Piderit	Organizational Behavior	Exploring the Impact of Outside-class Activities on the Development of Managerial Skills
05-06	Mari Rege	Economics	Public Policy Case Competition
05-06	Jie Shan	Physics	Laboratory Experience in Physics Undergraduate Education
04-05	Donald Anthony	Department of Medicine	Enhancement of Learning Resources in the Rheumatic Disease Section of Medical School Musculoskeletal Integument (MSI) Committee
04-05	Jerry Floersch	MSASS	Internet Library of Practice and Research Concepts
04-05	Ramani Pilla*	Statistics	Understanding Biological Complexity via Modern Statistical Methods
04-05	Andrew Rollins	Biomedical Engineering	Translational Research for Biomedical Engineers
04-05	Jerrold Scott	Theater	Redevelopment and Expansion of Directing Curriculum for an Interdisciplinary Approach
03-04	Clemens Burda	Chemistry	Bringing the Nano-Revolution into the Classroom
03-04	Lisa Damato	Nursing	Web-Based Neonatal Assessment Course
03-04	Karen Potter	Dance	Expanding the "Dance in Culture" Sequence
03-04	Youngjin Yoo	Information Systems	Designing Knowledge Environments and Products: A New Approach to Management Education
03-04	Eric Youngstrom	Psychology	Experiential Learning of Social Science Research Methods: Server Software, Web Galleries and Radishes!
02-03	Jutta Ittner	Modern Languages and Literatures	Paris/Berlin: A Comprehensive Study of Urban Culture
02-03	Mary Davis	Music	Roots to Rock: Popular Music in American Culture
02-03	Cenk Sahinalp	Electrical Engineering, Computer Science, and Genetics	Bioinformatics Education at CWRU
02-03	Renee Sentilles	History	Advanced Topics in American Women's History
02-03	Chandy John	Pediatrics and Medicine	A Handbook of Tropical Pediatrics
01-02	Nga Wing (Irene) Lee	Chemistry	A Proposal to Integrate Research Methodologies into Sophomore Chemistry Lab to Enhance Student Learning
01-02	Guo-Qiang Zhang	Electrical Engineering and Applied Science	An Integrated Learning Environment Using Standard Meta-Language (SML)
01-02	Jerome Benveniste*	Mathematics	Topics in the History of Mathematics
01-02	Peter Yang	Modern Languages and Literatures	Proposal for the Development of Web-based Language Learning Modules for Intermediate German
01-02	Chris Winkleman	Nursing	Prescribing Technology for Pharmacology and theraputics
00-01	Susan Hinze	Sociology	From the Internet to Fetal Surgery: Social Change and Gendered Technologies
00-01	Sharona Hoffman	Law	Introducing Technology into the Law Classroom
00-01	Carol Musil	Nursing	Making the State of Science the State of the Art
00-01	Catherine Scallen	Art History	Art History 102 - Michelangelo to Mapplethorpe
00-01	Robert Slonim	Economics	Integrating Experimental Modules into the Microenocomics Curriculum
99-00	Kevin Gardner	Civil Engineering	Interdisciplinary Course on Solving Complex Environmental Problems
99-00	J. Christopher Mihos	Astronomy	Exploring the Dynamical Universe
99-00	M. Cather Simpson	Chemistry	Renovation of Freshman Chemistry at CWRU
99-00	Rhonda Williams	History	The City as Classroom: A Critical Historical Pedagogy
99-00	John Witte	Epidemiology and Biostatistics	SimEpi: Interactive Research Design and Analysis in Epidemiology
98-99	Joan Carletta	Computer Engineering and Science	Creating a real-world system design experience in computer engineering for undergraduates
98-99	Margaretmary Daley	Modern Languages and Literatures	Cannon Fodder on Our Shelves: The German Literary Canon, Its Expendable Writers, and Our Gendered Libraries
98-99	Vanessa Druskat	Organizational Behavior	Norms and Processes that Support Learning and Effectiveness in Student Work Teams: Using Student Experience to Improve Course Design
98-99	Alison Hall	Neurosciences	Scientists as teachers
98-99	David Matthiesen	Material Science and Engineering	The Application of Computer Based Whiteboard Technology for Classroom Teaching
97-98	Russ Borski	Theater Arts	Creating Visual Text in a Postmodern Theater
97-98	Robert Dunn	Music	Introduction to Music: The Listening Experience I
97-98	Steven Hudson	Macromolecular Science	Development of a Self-directed Laboratory Course in Polymer Science and Engineering
97-98	David Miller	MSASS	Redesign of Discrimination and Inequality: "Can't We All Just Get Along?"
97-98	Jonathan Sadowski	History	New Pedagogy for History of Medicine Course
96-97	David Dean	Anatomy	Human Embryology Course Development
96-97	Daniel Flannery	Psychiatry and Psychology	Program on Violence: Prevention, Intervention and Social Policy
96-97	Catherine Kelly	History	Making Sense of Consumer Culture at CWRU and Beyond
96-97	Phillip Morrison	Chemical Engineering	Hypertext Class Notes as an Aid to Teaching Engineering Course
96-97	John Protasiewicz	Chemistry	Innovative Uses of the World Web and CWRUnet in Chemical Education
95-96	Steven Haynesworth	Biology	Analytical and Critical Thinking in an Undergraduate Cell Biology Laboratory
95-96	Sally Hodder	Medicine	Behavioral Intervention to Improve Medical Student-Patient Interactions
95-96	Michael Huff	Electrical Engineering and Applied Physics	Notes for New Courses in Microelectromechanical Systems mechanical Systems
95-96	Kenneth Ledford	History	New Course in History of the Professions
95-96	Vassilis Panoskaltsis	Civil Engineering	Innovations in Key Undergraduate and Graduate Courses in Civil Engineering

(* - circumstances prevented acceptance of the award)