March 2022

Month: March 2022

Round Table on Curricular Innovations

Come hear from three faculty about innovations they have made in their classes. Each Inclusive Pedagogy Committee award recipient will share a 5-10 minute summary their revision, including why they did it, what they accomplished and what needed improvement. This will then be followed by a question-and-answer session.

When: Friday, April 1st; 12:30 -1:30 pm

Where: Music Drama Center 259

Masks will be required for all people attending this optional in-person event.

Please RSVP here, preferably before Wednesday, March 30th, 2022


Matthew Arau and Stephen Sieck – MUEP 403 Large Ensemble Rehearsal Techniques

Arau and Sieck reconfigured this course to remove barriers to learning and accommodate learner variability by implementing Universal Design for Learning techniques. Students now have multiple ways to represent, express, and engage in learning, and multiple ways to make music and teach music. Changes in this course also influence the pedagogies in the successive courses in the capstone sequence: MUEP 451 Instrumental Rehearsal Techniques (Matthew Arau) and MUEP 452 Choral Rehearsal Techniques (Steve Sieck). 

Gustavo Fares – SPAN 425 Latin American Visual Art

Fares coupled technology and flipped classroom units to more fully engage students and reduce stereotype threat as they gain tools for difficult cultural discussions and presentations. 

Timothy X. Troy – THAR 347: Acting II: Premodern

Timothy and Jacque Troy were prompted by an exposure to Ayanna Thompson and Lauri Turchi’s book, Teaching Shakespeare with Purpose (Bloomsbury: London 2016) where the authors bring a cross-cultural approach to teaching Shakespeare in the US and the UK. They identified particular developmental characteristics of the 16 to 20 year-old cohort – bridging the usual divide between high school and university education. Thompson and Turchi’s core insights included recognizing that any particular classroom: 1) will have wide-disparities of exposure to Shakespeare; 2) that dense text-based material can be especially challenging for students in our current media environment; and 3) race, class, and other social factors can inhibit the take-up of premodern repertory often associated with cultural institutions suffering from delayed inclusivity. Troy and Troy enhanced the efforts of Thompson and Turchi by including aspects of Universal Design, foregrounding the power of peers teaching peers, and integrating a variety of learning modalities.

Create a More Inclusive Syllabus Workshop – March 17, 18, 2022

Sponsored by the HHMI Grant Management Team and the Inclusive Pedagogy Committee  

UPDATE: We did not receive the number of RSVPs we had hoped for and are sad to say that we had to cancel the workshops planned for this Thursday and Friday. I think that this past term has been difficult for many and that is borne out in the response to this opportunity. But all is not lost. Rose and Jedidiah are very interested in offering these again in Spring term. Please stay tuned!

Dr. Rose Theisen and Jedidiah Rex will lead participants in an exploration of what it means to create a more 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 Memorial 002 on March 17 and 18 from 10:30AM-12:00PM and 1:30-3:00PM. Choose one day that works for your schedule.

An RSVP by Tuesday, March 15, is strongly encouraged, but everyone is warmly welcome regardless! To make the workshop valuable for all, we would like to have at least eight participants at each session.   

✅  PLEASE NOTE: These sessions are planned to be in-person and will not be recorded.  

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.