Building on the informal instructor learning community that has developed out of the May Inclusive Teaching @ Michigan series, participants who have registered for two or more workshops in the series are invited to attend this opportunity to reflect and debrief together on what we’ve heard, what we’ve learned, and what we hope to take into our own pedagogical practices and institutional spaces. Facilitated by members of the LSA Undergraduate Education Inclusive Pedagogies Committee.
This workshop provides participants the opportunity to apply the inclusive teaching strategies introduced in Planning for Diversity: Strategies for Inclusive Course Design: Part 1. Working with colleagues and Instructional Consultants from CRLT, participants will work through the course design process and receive feedback on their teaching materials. This is a hands-on session so participants are encouraged to bring copies of their course materials (e.g. syllabus, assignments, rubrics, in-class activities) to the workshop. Though it is not required, we recommended that participants attend Planning for Diversity: Strategies for Inclusive Course Design: Part 1 prior to this workshop.
This reflective and interactive workshop will explore the intersectionality of identity and instructor authority. In this session, GSIs will explore the impact of their social identities (race/ethnicity, gender, religion, sexual orientation, ability, nationality, etc.) in the classroom, identify some challenges and benefits instructors may face based on their social identities, and practice strategies for meeting those challenges. Participants will also engage with the concepts, manifestation, and functions of “authority” in the classroom. This session will take place at IGR, in the Galleria on S. University between Church and Forest.
Research shows that deliberate use of inclusive teaching practices enhances student learning and contributes to a classroom environment in which all students feel valued and supported. How can instructors create a welcoming class climate for a diverse range of students? In this interactive session, participants will learn about various inclusive teaching strategies, reflect on their own and their students’ social identities, and consider ways to mitigate stereotype threat in the classroom environment. The workshop is designed for instructors who are committed to retaining students underrepresented in their fields and those interested in engaging the social diversity of students in their classes.
This session focuses on ways faculty and GSIs, through their classroom teaching, can contribute to a welcoming campus climate for a diverse range of students at U-M. Specifically, participants will develop their skills for preventing, identifying, and responding to identity-based microaggressions among students in undergraduate classrooms. Instructors are important allies in addressing behaviors that can create a hostile climate and this workshop is designed to prepare them to play such an ally role.
We want to incorporate some real examples from your teaching experience into this workshop. Please answer the question included in the registration form to provide an example of a time in your teaching when a student said something marginalizing or invalidating of other students' experience or perspectives. We will only share these anonymously during the workshop.
Promoting Excellence & Innovation in Teaching & Learning at U-M
CRLT is dedicated to the support and advancement of evidence-based learning and teaching practices and the professional development of all members of the campus teaching community. CRLT partners with faculty, graduate students, postdocs, and administrators to develop and sustain a University culture that values and rewards teaching, respects and supports individual differences among learners, and creates learning environments in which diverse students and instructors can excel.
Center for Research on Learning and Teaching (CRLT)
1071 Palmer Commons
100 Washtenaw Avenue
Ann Arbor, MI 48109-2218
Fax (734) 647-3600