Faculty Communities for Inclusive Teaching: Funding Recipients

This list includes the primary applicant(s) and a brief project description for projects funded for Winter term 2017, 2016 and 2015.

Winter 2017


  • Olivia Anderson and Susan Aaronson (Public Health): Series of workshops and discussions of inclusive teaching for faculty in new Nutritional Sciences Department.

  • Karen Farris and Jolene Bostwick (Pharmacy): Session on unconscious bias, followed by workshop on inclusive teaching practices for faculty teaching in course sequences in Pharmacotherapeutics and Healthcare Systems.

  • Paul Fleming and Roshanak Mehdipanah (Public Health): Discussion series and skill-building workshop, with focus on supporting nontenured faculty in achieving the School’s mission of focusing on health equity and identity-based health disparities.

  • Robin Fowler (Engineering): Series of meetings among Engineering 100 instructors to explore ways to intervene in gendered role-taking in student teams.

  • Shuwen Li and Simone Sessolo (LSA): Sequence of meetings for Sweetland, English, and Residential College instructors to enhance understanding and build skills related to teaching inclusively in multilingual classrooms.

  • Mark Moldwin (Engineering): Learning community of faculty from Climate and Space Sciences program to discuss research on inclusive teaching and mentoring.

  • Stephanie Moody and Megan Sweeney (LSA): Monthly meetings for faculty members teaching new courses on Literature and Writing Outside of the Classroom, reflecting on social justice pedagogy in order to create resources for future instructors in similarcourses.

  • Sile O'Modhrain and Michael Gurevich (Music, Theatre, & Dance): Day-long workshop for faculty in Performing Arts Technology department, featuring expert speaker on gender-inclusive teaching in a male-dominated discipline and sessions on workshopping course materials and implementing inclusive teaching practices.

  • Maren Oberman and Enid Rosario-Ramos (Education): Lunch meetings for SOE faculty to collaborate on designing a pedagogy course for GSIs, focused on building GSI capacity to engage in complex conversations with their students around issues of identity, racial politics, and charged classroom dynamics.

  • Stephanie Rosen and Melissa Gomis (U-M Libraries): Series of meetings for Library faculty instructors to develop skills in inclusive teaching. Focus on inclusive practices for teaching context which often involves single sessions with students.

  • Emily Youatt and Gary Harper (Public Health): Monthly meetings for faculty members preparing to teach in new undergraduate SPH curriculum, with focus on highlighting inclusive teaching practice .

Winter 2016

  • Laura Alford (College of Engineering): Series of meetings with faculty who teach first-year engineering courses, focused on teaching about implicit bias and developing strategies to minimize effects of instructor bias on students. Poster pdf.

  • Kelly Allen and Dwight Fontenot (LSA, Comprehensive Studies Program): Series of sessions to prepare tenured LSA faculty to teach in Summer Bridge Scholars program. Poster pdf.

  • Irina Aristarkhova (Stamps School of Art and Design): Faculty planning session followed by a workshop on how diversity, equity, and inclusion can be better incorporated into the art and design curriculum. Poster pdf.

  • Charlotte Karem Albrecht (LSA, American Culture and Women’s Studies): Faculty-staff discussion group on supporting students who are Muslim, Middle Eastern, or likely to be perceived as such, including challenging Islamophobia and racism in the classroom. Poster pdf.

  • Jo Kurdziel, Marian Schmidt, and Susan Cheng (LSA, Ecology and Evolutionary Biology): Reading group of faculty, postdocs, staff, and grad students on stereotype threat and pedagogies for minimizing its effects in biology classrooms. Poster pdf.

  • Christine Modey and Simone Sessolo (LSA, Sweetland Center for Writing): Reading group of faculty and peer writing consultants, focused on strategies for inclusive teaching in one-on-one writing consultations. Poster pdf.

  • Maren Oberman (School of Education): Book club with SOE faculty on critical pedagogy, reading and exchanging pedagogical ideas inspired by bell hooks’ Teaching to Transgress. Poster pdf.

  • Alisse Portnoy (LSA, English): Lunchtime reading group focused on increasing faculty literacy around questions of privilege and its implications for teaching. Poster pdf.

  • Yeray Ramos Silgado (LSA, Romance Languages and Literatures): Workshops with language instructors focused on challenging heteronormativity in language courses. Poster pdf.

  • EJ Westlake (School of Music, Theater and Dance): Faculty reading group to strategize around integrating work by playwrights of color into the Theatre Studies curriculum. Poster pdf.

Winter 2015

For greater detail about any project, click on the "Poster pdf" link.
  • Judy Dyer: Monthly meetings with eleven faculty from English Language Institute and the Comprehensive Studies Program focused on shared pedagogical challenges teaching historically-marginalized student populations. Poster pdf.

  • Cameron Gibelyou: Multidisciplinary student-faculty discussion groups on inclusive teaching around religious identities and diversity. Poster pdf.

  • Stephanie Goetz: Inclusive teaching workshops for lecturers in Romance Languages and Literatures. Poster pdf.

  • Petra Kuppers: Half-day event focused on inclusive teaching strategies around issues of disability and campus life sustainability, including guest speaker and a panel of U-M faculty. Poster pdf.

  • Madhumita Lahiri: Interdisciplinary reading group with participants in the LSA Teaching Academy, focused on identity-based knowledge practices and implications for inclusive teaching in different disciplines. Poster pdf.

  • Kelly Maxwell/LSA Undergrad Ed: Faculty learning community of 12-15 LSA faculty members who participated in last year’s LSA diversity and teaching initiatives. Goal is to expand reach of LSA Campus Climate Committee’s work on inclusive teaching and positive intergroup dialogue. Poster pdf.

  • Sara McClelland: Reading group of 9 pre-tenure faculty members in multiple fields who teach at the intersection of race and sexuality. Poster pdf.

  • Tim McKay and Ken Powell: Series of faculty discussions focused on inclusion and retention of female students in departments where they continue to be underrepresented: 2 in LSA (Philosophy and Physics), 2 in COE (Aerospace Engineering and Computer Science). Poster pdf.

  • Anne McNeil: Series of 6 workshops on a range of inclusive teaching topics for Chemistry department faculty and GSIs coordinated by REBUILD (“Researching Evidence Based Undergraduate Instructional and Learning Developments”) team. Poster pdf.

  • Michael Naylor: Panel of UM faculty and visiting elders from regional groups to discuss Native American educational practices in relation to dominant pedagogies at U-M. Planned to coordinate with April Pow-wow. Poster pdf.