CRLT Blog

composite photo of people walking in front of the Shapiro Undergraduate LibraryAs an instructor at U-M, how can you contribute to a campus climate where all students feel valued and fully supported as members of our academic community? This is the key question behind the upcoming Inclusive Teaching @ Michigan workshop series, which will be held for the first time this May. 

U-M instructors in all disciplines are invited to register for one or more of these workshops focused on concrete strategies for inclusive teaching, through classroom practices, course design, and both formal and informal interactions with students.  Held during the first three weeks of May, and led by staff and faculty from CRLT, IGR, and LSA, this series of workshops will include opportunities to:

As we approach the end of the term, students will be asked to provide feedback to instructors using U-M's course evaluation system. At CRLT, we often hear from faculty and GSIs who are discouraged about a number of issues related to student ratings, including the tone of some written comments, relatively low response rates, and uncertainty about how best to use the results productively. This post provides some resources for each of these concerns.

Screenshot of the evaluatee/instructor items section1) Minimizing Unhelpful Comments: Student ratings comments can be unhelpful when vague or irrelevant, whether positive ("Great course!") or negative (e.g., criticism of instructor attributes not linked to the learning environment). To encourage students to avoid rude or personally hurtful comments, CRLT worked closely with ADVANCE at U-M on a handout that instructors can give to students before they fill out their evaluations. The handout, Course Evaluations: Providing Helpful Feedback to Your Instructors, asks students to keep three key issues in mind when completing their ratings:

An apple on a deskGSIs across campus are being recognized for their excellent teaching. CRLT warmly congratulates winners of Rackham's Outstanding GSI Award and the College of Engineering's Richard and Eleanor Towner Prize for Outstanding GSIs. Selected from large pools of nominees, all of these instructors have demonstrated extraordinary commitment, creativity, and overall excellence in their teaching.

The four Towner awardees were honored at the College of Engineering's Student Leaders and Honors Brunch on Sunday, March 20. Rackham will be hosting a public awards ceremony to honor its twenty prize-winners, along with outstanding faculty mentors, on April 14. For more information, including the names and departments of all of the winners, see this Rackham page and this College of Engineering page

In October 2015, CRLT hosted a U-M faculty panel that addressed challenges and strategies for teaching about difference and privilege. In this post, we spotlight some key moments when faculty described tensions or difficulties, and we suggest strategies for leveraging these for student learning.Photo of the four panelists

The panel featured four LSA faculty members:

(Click on a panelist name to see a video of their talk, or see the embedded videos at the end of this post. Each video runs 8-9 minutes.)

"Several years ago, I was teaching a class on social identity and we were talking about whiteness. Actually, we weren't talking about whiteness. That was the problem." (Al Young)

What happens when discussions about race and privilege turn silent? Faced with the dynamic described above, Young asked students to turn their lens to analyzing the silence they were experiencing by writing a minute paper on the stalled conversation: "What's the problem right now with the conversation on white identity?" After writing for 3-5 minutes, he finds students are more likely to voice their thoughts out loud. For silent or superficial discussions, Helen Fox (2009) also recommends having students write on an index card, "One thing I've been reluctant to say....," which serves as a prompt for follow-up discussion.

“We’re teaching about privilege because privilege is pervasive but knowledge about it is not….Your students, they don’t come in getting it.” (Ruby Tapia)