UMS believes that experiences with the performing arts can enrich and enliven academic inquiry across all disciplines. As we continue to expand and strengthen our long-standing and distinctive partnership with the University of Michigan, we are committed to creating uncommon learning opportunities for students and faculty both in and outside the classroom.
The Education and Community Engagement Department at UMS contributes to the rich intellectual life of the University of Michigan in a myriad of ways:
- providing master classes with world-class artists for pre-professional students in the School of Music, Theatre & Dance
- Offering our signature course “Engaging Performance” to introduce U-M undergraduate students to the performing arts
- partnering with the Medical School to animate the Medical Arts program
- working with dozens of individual faculty members and units on campus to link specific UMS performances to courses across the curriculum.
UMS welcomes opportunities to collaborate with new academic partners and seeks out unexpected connections to enrich the course experience for students and faculty. Please contact Maddy Wildman, Education and Community Engagement Programs Manager at firstname.lastname@example.org with questions or ideas.
Course Development Grants
Through the UMS Course Development Grant Program, U-M faculty can propose courses that feature UMS performances as a required component in their instructional design. University professors and lecturers of all ranks and from all schools and colleges are eligible to apply.
Approximately 12-15 courses are funded each year. The Course Development Grant offers a $1,000 salary supplement or research fund deposit and $500 in course development funds, which can be used to pay for tickets to performances, supplies, guest speaker fees, or other relevant course expenses. In addition, limited funds are available to cover transportation for classes traveling to different cities (e.g. Flint to Ann Arbor, Ann Arbor to Detroit, etc.) UMS will work with grantees to reduce the barrier of transportation to attend performances.
Through this program, UMS works with grantees to provide ongoing curricular support from the UMS Campus Engagement Specialist and priority consideration for interactions with UMS visiting and teaching artists (subject to artist availability)
Applications will be reviewed on a rolling basis until July 31 for fall 2020 courses, and until September 21 for winter 2021 courses. This is a competitive process and we encourage faculty to apply sooner rather than later in order to secure funding.
Questions? Contact Maddy Wildman, Education and Community Engagement Programs Manager, at email@example.com
Examples of Past Grants
Faculty members from many U-M schools and colleges and a broad range of disciplines have incorporated UMS performances into their courses, including:
• Social Justice, Identity, Diversity, and Community (Michigan Community Scholars Program)
• Psychology of Language (Psychology)
• Introduction to Fluid Mechanics (Mechanical Engineering)
• Structure and Reactivity (Chemistry)
• Black France (Romance Languages & Literatures)
• Writing in Motion: Composing with Bodies, Words, and Other Media (Lloyd Hall Scholars Program)
• Teaching English as a Second Language Internationally (English Language Institute)
• Midwifery (School of Nursing)
• Racial and Ethnic Health Disparities (School of Public Health)
• Landscape, Culture, and Nature (School of Sustainability & the Environment)
• Histories of Human Experimentation (LSA Honors Program/ History)
• Theories and Practice for Community Action and Social Change (School of Social Work)
Classroom Ticket Program
UMS provides $15 tickets to our performances to students and faculty in U-M classes that require attendance at our performances as part of the course design. For certain performances, the number of classroom tickets available may be limited. To arrange classroom tickets for your course, please fill out a request form. Please contact firstname.lastname@example.org with any questions.
Faculty wishing to further subsidize the cost of tickets for students should seek departmental funding or apply for an Arts at Michigan Course Connections grant. Arts at Michigan provides grants of up to $500 for faculty, staff, or graduate student instructors to incorporate arts-based learning activities into their courses. These funds may be used to buy tickets for students to attend a performance. Please visit the Arts at Michigan site for application information, and well as to learn about additional faculty funding opportunities for arts-integrated learning.
Monthly Newsletter for Faculty
We publish a monthly newsletter for U-M faculty that highlights exciting arts-integrative teaching being done across the university, as well as funding opportunities for faculty, workshops and other relevant events. If you’d like to receive the newsletter, please sign up by clicking button below and selecting “U-M Faculty” under the “newsletter” section.
New Faculty Receptions
Each year, UMS welcomes new faculty members to the University of Michigan by offering them a pair of complimentary tickets to one of two selected UMS performances in the fall semester. Before each performance, new faculty are invited to a reception to learn more about how UMS can enrich their lives both inside and outside the classroom.
The new faculty reception for 2019 has passed. Information about the 2020 event will be available in Late August.
White Papers for Faculty
UMS has commissioned an ongoing series of white papers and case studies for U-M faculty members, to support them as they incorporate UMS performances and arts-based learning into their university courses.
How to Incorporate a UMS Performance Into Your Course introduces faculty to strategies to choose a performance experience for your course, and how to work with UMS to arrange tickets and craft a meaningful contextual experience for students.
New! Performance as a Tool for Inclusive Teaching outlines how faculty can use the performing arts to support the goals of an inclusive classroom: creating a greater sense of community and dialogue; supporting multiple learning styles; and understanding, centering and respecting difference.
Discussing Performance in the Classroom outlines entry points for discussing a performance before and after your class attends the work, and well as strategies and key vocabulary to support students watching unfamiliar performances in music, theatre and dance.
Arts Integrative Teaching in a Tenure and Promotion Portfolio outlines how arts-integrative teaching can be discussed in a tenure and promotion portfolio as an important part of a teaching philosophy, and how arts-integrative teaching supports several strategic priorities for the University of Michigan.
Putting It Into Practice: Integrating UMS into Humanities Classrooms provides detailed case studies on how faculty in History, Classics, and English have used UMS performances in their courses. ”
Putting It Into Practice: Integrating UMS into Science and Medicine Classrooms provides detailed case studies on faculty in Physics, Psychology, and in the Medical have used UMS performances in their courses.
Case Study in the Sciences: Orchestrating a Musical Understanding of Chemistry spotlights how Ginger Shultz and Brian Coppola used the complex structures of music as a tool to unlock understanding of organic chemical structures for their students.
Case Study in the Sciences: Theatre as a Lens for Communication of Science details how Laura Olsen used attendance at UMS’s presentation of “Every Brilliant Thing” to foster discussion with her students of how to best communicate scientific concepts to a broad range of audiences.
College students get $12 or $20 tickets, depending on seat location. Review full student ticket policy.
Every winter semester, UMS offers the course “Engaging Performance” in partnership with LSA and SMTD, team-taught by faculty members in both schools. This course introduces students from all academic disciplines to the performing arts through the lens of 7-8 UMS performances in music, theatre, and dance. Students get an exclusive behind-the-scenes look at how our performances get made by meeting with UMS staff and artists and participating in hands-on workshops, and hone their skills in writing and speaking about performance. The course is open to any undergraduate student without prerequisite and carries humanities distribution credit.
UMS Affiliated Faculty
Faculty Insight Group
The Faculty Insight Group, representing a broad range of schools and academic disciplines, advises our staff on best practices for arts integrative learning.
- Mark Clague, Interim Associate Dean for Academic Affairs (SMTD), Musicology (SMTD)
- Clare Croft, Dance (SMTD)
- Angela Dillard, Associate Dean of Undergraduate Education; Afroamerican and African Studies and Residential College (LSA)
- Gillian Eaton, Theatre (SMTD)
- Anita Gonzalez, Theatre, Dance (SMTD)
- Linda Gregerson, English (LSA)
- Marjorie Horton, Assistant Dean for Undergraduate Education (LSA)
- Joel Howell, Internal Medicine (Medical School), Health Management and Policy (School of Public Health), History (LSA)
- Lawrence La Fountain-Stokes, American Culture, Romance Languages and Literatures, and Women’s Studies (LSA)
- Mika Lavaque-Manty, Director of the LSA Honors Program; Political Science and Philosophy
- Peggy McCracken, Director of the Institute for the Humanities; French, Women’s Studies, and Comparative Literature
- Shelby Newport, Associate Provost and Dean of Undergraduate Studies, U-M Flint
- Sara Pozzi, Professor of Nuclear Engineering and Director, Diversity Equity and Inclusion, College of Engineering
- Melody Racine, Interim Dean (SMTD), Voice (SMTD)
- Katie Richards-Schuster, Social Work (School of Social Work)
- Carol Tell, Director of the Lloyd Hall Scholars Program; English and Sweetland Center for Writing
- Nick Tobier, Penny W. Stamps School of Art & Design
- Emily Wilcox, Asian Languages and Cultures (LSA)
Course Development Grantees
Course Development Grants provide faculty members across the U-M campus with funds to integrate UMS performances into new or existing courses in their home discipline.
- Nicola Barham, Art History
- Charli Brissey, Dance
- Sascha Crasnow, Residential College
- Adam Eickmeyer, Public Health Scholars Program
- Odessa Gonzalez Benson, Social Work
- Jake Hooker, Theatre & Drama
- Amanda Krugliak, Institute for the Humanities
- Debra Levantrosser, Industrial and Operations Engineering
- Steven Lauritano, A. Alfred Taubman College of Architecture and Urban Planning
- Jane Lynch, Residential College
- Belinda Needham, Public Health, Epidemiology
- Shelby Newport, UM-Flint Arts and Sciences
- Becca Pickus, Residential College
- Naomi Silver, Literature, Science, and the Arts
- Scott Spector, History, Germanic Languages and Literatures
- Sara Adlerstein, Sustainability and the Environment
- Hakem Al-Rustom, History
- Tatiana Calixto, Romance Languages and Literatures
- Deborah Des Jardins, English Language Institute
- María de Lourdes Dorantes, Romance Languages and Literatures
- Adam Eickmeyer, Health Sciences Scholars Program
- Elizabeta Karl, Dentistry
- Sarah Keane, Biophysics
- Belinda Needham, Public Health
- Catherine Reischl, School of Education
- Katie Richards-Schuster, School of Social Work
- Amanda Sikarskie, Art & Art History, U-M Flint
- Valerie Traub, English and Women’s Studies
- Ruth Zielinski, Nursing
- Julie Boland, Linguistics and Psychology
- Jesse Capecelatro, Mechanical Engineering
- David Chesney, Electrical Engineering and Computer Science
- Clare Croft, Dance
- Victor Fanucchi, Screen Arts and Cultures
- Annette Joseph-Gabriel, Romance Languages and Literatures
- Elizabeta Karl, Dentistry
- Petra Kuppers, English Language and Literatures, Women’s Studies, Art, and Theatre & Drama
- Brian Love, Materials Science and Engineering, Biomedical Engineering, and Macromolecular Science and Engineering
- Ashley Lucas, Theatre & Drama and Residential College
- Frank Marsik, Climate and Space Sciences and Engineering
- Melinda Matice, English Language Institute
- Sara McClelland, Women’s Studies and Psychology
- Virginia Murphy, Program in the Environment, the Residential College
- Ginger Shultz, Chemistry
- Naomi Silver, Sweetland Center for Writing
- Benjamin Teague, Art and Design
- Raymond Wetzel, Lloyd Hall Scholars Program, Residential College
- Eli Zemper, International Poetry Guild, School of Education
- Luciana Aenasoaie, Undergraduate Research Opportunity Program (UROP)
- Hakem Al-Rustom, History
- Adisa Chaney, Social Work
- Joel Howell, History/Honors Program/Medical School
- Christianne Myers, Theatre
Faculty Institute Fellows
Faculty Institute Fellows are LSA faculty members who have completed the UMS Mellon Faculty Institute on Arts Academic Integration (2014-2018), a two-year series of workshops on curriculum development and various arts disciplines, in order to create or revise a course in their home discipline incorporating UMS performances and arts-based learning strategies.
- Sara Ahbel-Rappe, Professor of Classical Studies
- Christine Aidala, Assistant Professor of Physics
- Naomi Andre, Associate Professor in Women’s Studies, the Department of Afroamerican and African Studies; Associate Director for Faculty at the Residential College; Associate Professor, Arts and Ideas in the Humanities Program
- Gavin Arnall, Assistant Professor, Romance Languages and Literatures
- Kelly Askew, Associate Professor, Anthropology and Afroamerican and African Studies
- Paul Barron, Lecturer of English Language and Literature/Lecturer at Sweetland Writing Center
- Netta Berlin, Lecturer, Classical Studies
- Ruth Caston, Assistant Professor, Classical Studies
- Deirdre de la Cruz, Assistant Professor, Asian Languages and Cultures and History
- Manan Desai, Assistant Professor of American Culture
- Scott Ellsworth, Lecturer, Afroamerican and African Studies
- Jeffrey Evans, Associate Professor of Psychology and Faculty Counselor, Residential College, and Adjunct Associate Professor of Physical Medicine and Rehabilitation, the Medical School
- Ana Fernandez, Lecturer in the Residential College (Visual Arts)
- Nancy Florida, Professor of Asian Languages and Cultures
- Enrique Garcia Santo-Tomas, Professor of Romance Languages and Literatures
- Reighan Gillam, Assistant Professor, Communication Studies and African and Afro-American Studies
- Karein Goertz, Lecturer, Residential College
- Elizabeth Goodenough, Lecturer, Arts and Ideas, Residential College
- Hank Greenspan, Lecturer in the Residential College (Psychology)
- Linda Gregerson, Professor, English Language and Literature
- Colin Gunckel, Assistant Professor, American Culture and Screen Arts and Cultures
- Kristin Hass, Associate Professor/Director of Graduate Studies of American Culture
- Jesse Hoffnung-Garskof, Associate Professor, History and American Culture
- Tung-Hui Hu, Assistant Professor of English Language and Literature
- S.E. Kile, Assistant Professor of Asian Languages and Cultures
- Petra Kuppers, Professor, English Languages and Literatures, Women’s Studies, Art, and Theatre
- Madhumita Lahiri, Assistant Professor, English, Screen Arts and Cultures
- Victoria Langland, Associate Professor of History and Romance Languages and Literatures
- Farina Mir, Associate Professor, History and Director, Center for South Asian Studies)
- Laura Olsen, Arthur F Thurnau Professor, Academic Program Director, Undergraduate Program in Biology, Professor of Molecular, Cellular, Developmental Biology and Ecology and Evolutionary Biology
- Adela Pinch, Professor, English and Women’s Studies
- Ana Sabau Fernandez, Assistant Professor, Romance Languages and Literatures
- Colleen Seifert, Professor, Psychology
- Luis Sfeir-Younis, Lecturer in Sociology
- Martin Strauss, Assistant Professor, Mathematics
- Carol Tell, Director, Lloyd Hall Scholars Program, and Lecturer, Sweetland Writing Center
- Kira Thurman, Assistant Professor, German and History
- Ramona Uritescu-Lombard, Lecturer in Germanic Languages and Literatures/Romance Languages and Literatures
- Cody Walker, Lecturer, English Language and Literature