November 2021

Month: November 2021

Create a More Inclusive Syllabus Workshop

Under sponsorship by the HHMI grant management team and the Inclusive Pedagogy Committee, Dr. Rose Theisen and Jedidiah Rex will lead participants in an exploration of what it means to create an inclusive syllabus and why it is important to do so. Participants will be provided with a rubric and other syllabus resources. Participants will be given the opportunity for structured peer-to-peer discussion.

The workshop will consist of two 90-minute sessions. In the morning session, workshop participants will review the inclusive syllabus rubric, discuss why inclusive syllabi are important, and summarize and compare elements of an inclusive syllabus. In the afternoon session, workshop participants will analyze syllabi for inclusive elements, and create an evaluation and action plan for making their own syllabus more inclusive.  

The sessions will be held in Science Commons/Youngchild 121 on December 7, 8, and 14 from 10:30-12PM and 1:30-3:00PM. Choose one day that works for your schedule. An RSVP is encouraged, but everyone is warmly welcome regardless! 

In keeping with our support for the Transparency in Learning and Teaching (TILT) initiative, we’ve outlined the workshop’s Tasks, Purposes, and Criteria below. 


  • To learn about strategies and best practices for inclusive syllabus development.  
  • To engage with peers on issues of teaching and learning.  
  • To use tools and resources to examine, evaluate, and revise one’s own syllabus.  


Participants will: 

  • review and become familiar with the Inclusive Syllabus Rubric [AM] 
  • engage in discussion with peers around information shared in the session [AM, PM] 
  • examine assumptions and fears about creating a more inclusive syllabus [AM, PM] 
  • collaboratively evaluate a recent or upcoming draft syllabus with the Inclusive Syllabus Rubric [PM] 
  • create an action plan for making their own syllabus more inclusive [PM] 


Successful participation means that after the sessions a participant can: 

  • summarize the parts of an inclusive syllabus as defined in the rubric. 
  • identify positive examples of inclusive syllabus elements using the rubric. 
  • explain to a peer why creating an inclusive syllabus is important.  
  • use what you learned from the workshop when developing your next syllabus and be willing to share what you learned with others in your department or office.  

Canvas Training Sessions: D-Term and More

If you are interested in a first-time or refresher training, a number of sessions will be offered. Most sessions will be in Zoom, but there will be two sessions in-person. The in-person sessions will take place in the Humanities Lab (Main 108). Descriptions, modalities, topics, dates and times are listed below.

Session Descriptions

> Introduction: A walkthrough of Canvas and tools to get started using Canvas.
> Grading and Feedback: A focused look at using the grading and feedback tools available in Canvas including the gradebook and Speedgrader.
> Course Design: A hands-on exploration of how to create a student-centered Canvas course using the Canvas Course Checklist. 

Session Dates and Times

Most sessions will be in Zoom, but there will be one session in-person. The in-person session will take place in the Humanities Lab (Main Hall 108). Modalities and topics are listed below.

  • Friday, November 19, 10:30-11:30 a.m. [In-Person] Grading and Feedback
  • Monday, November 22, 10:00-11:30 a.m. [Zoom] Introduction
  • Tuesday, November 23, 10:00-11:30 a.m. [Zoom] Grading and Feedback
  • Tuesday, November 30, 9:30-11:00 a.m. [In-Person] Introduction
  • Wednesday, December 1, 1:30-3:00 p.m. [Zoom] Canvas Course Design
  • Friday, December 3, 9:30-11:00 a.m. [Zoom] Introduction
  • Thursday, December 9, 9:30-11:00 a.m. [Zoom] Grading and Feedback
  • Thursday, December 9, 1:30-3:00 p.m. [Zoom] Canvas Course Design
  • Monday, December 13, 10-11:30 a.m. [Zoom] Introduction


Please RSVP here. You may choose as many sessions as you wish to attend.
Zoom links for pertinent sessions will be shared with you after you RSVP.

Strategies for classroom observations (for observers and observees) with Professor Chloe Armstrong (Philosophy)

On Tuesday, November 9, 2021 from 4:30-5:30PM via Zoom, Professor Armstrong (Philosophy) will give a 25-minute presentation on strategies that serve a range of goals, including the modeling of new pedagogical innovations, data collection on experimental teaching and new practices, revising current practices, peer-to-peer observations, self-observations using recorded materials from remote course content, and classroom observations that may serve in the promotion and reappointment process. After the presentation, she will host a 30-minute question and answer (not recorded) session. An RSVP is encouraged but everyone is warmly welcome regardless!

And in keeping in our support for the Transparency in Learning and Teaching (TILT) initiative, we’ve outlined the workshop’s Tasks, Purposes, and Criteria below.


To learn about strategies and best practices for classroom observations for observers and observees developed by the University of Michigan’s Center for Research on Learning and Teaching.


Attend the live presentation with Q&A session or watch the recorded presentation. Participants will be provided with an electronic template fordata collection and guidance for before, during, and after a class visit.


Attend the live presentation with Q&A session or watch the recorded presentation. At the end of the workshop, we hope that you will be willing to share your intention to apply some of what you learn in your next observation with the Inclusive Pedagogy Committee!

HHMI Inclusive Excellence Grant & Inclusive Pedagogy Committee