Inclusive Pedagogy Committee

Category: Inclusive Pedagogy Committee

Create a More Inclusive Syllabus Workshop on either June 6 or June 13, 2022

Sponsored 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 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, 10:30AM-12:00PM and 1:30-3:00PM. 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.   

Rose and Jedidiah will facilitate two sessions. The sessions will be: 

  • Monday, June 6, held in Zoom 
  • Monday, June 13, held in Memorial 002 

Please RSVP here for the session you prefer by Friday, June 3.
Zoom details for the June 6 session will be shared upon RSVP.  

✅ Please note that these sessions will not be recorded. To make the workshop valuable for all, we would like to have at least four participants per session.   

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

Purpose  

  • 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.   

Tasks  

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]  

Criteria  

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.   

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

Presenters

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. 

Purpose: 

  • 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.  

Tasks: 

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] 

Criteria: 

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.  

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 5-10min summary of what they each did, including an overview of their revision, why they did it, and what worked and what didn’t. This will then be followed by a question-and-answer session. Students are welcome to the session.

When:

Friday, January 21st 12:30 -1:30pm (with students)

Where:

Zoom. Details will be sent upon RSVP.

Please RSVP for the Round Table here.

Presenters

Vanessa Plumly – 1st year German sequence

Plumly will embark on a process of replacing the textbook with a less-expensive choice, and supplementing that text with materials that more accurately portray the diversity and complexity of contemporary German culture.  She will also shift assessments to more active language production through real-world contexts.

Brigid Vance   – History 160: Traditional East Asian Civilizations

Vance will take a new thematic approach to this survey course so her students experience the complexity of traditional East Asia while working to rebalance an understanding of what kind of knowledge is valued and by whom. She will use a series of scaffolded reading, writing, and engagement exercises designed to invite students to become co-creators and purveyors of knowledge. 

Bob Williams – EDST 180     Psychology of Learning

Williams will restructure the course around different types of learning that include a multitude of examples drawn from diverse cultural contexts.  He will engage the students in actively demonstrating research-based methods that use diverse examples of their own choosing alongside exemplars from the original research. 

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. 

Purpose 

  • 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.  

Tasks

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] 

Criteria

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.  

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!

http://thor.lawrence.edu/calendar/main.php?view=event&calendar=default&eventid=1635456138369

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.

Purpose:

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.

Tasks:

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.

Criteria:

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

Sign up for TILT Workshop!

Transparency in Learning and Teaching Workshop

June 16th, 10:00 am – Noon

What would you say to:

  • seeing improvement in student learning across-the-board by revising two assignments?
  • gaining access to national comparative data for further feedback and revision? 

The Inclusive Pedagogy Committee (IPC) invites and encourages you to join the Transparency in Learning and Teaching (TILT) Workshop on June 16th , 10:00-12:00! 

TILT reduces systemic inequities, including those related to racism, by advancing equitable teaching and learning practices.  Leveraging the power of a shared vocabulary, TILT changes campus culture by promoting students’ understanding of how they learn, and by enabling faculty/staff to make data-informed revisions to courses and programming.

There’s more!

The Mellon Inclusive Pedagogy Grant concludes in June, and we’re using the last of those funds to offer the following to interested faculty and teaching staff on a first-come, first-served basis to those who register by June 9th:

  • We’ll pay you $500 and buy you the TILT book if you agree to:
    • Attend the TILT workshop
    • Create/revise/alter 2 assignments in one course with TILT guidelines
    • Participate in data-collection surveys with TILT

IPC endorses this approach for several reasons:

  • Research indicates that first-generation, low-income, and underrepresented students realized significant gains with this approach.  However, it’s important to note that there were statistically significant benefits for all students using TILT[1].   
  • Embracing TILT as a campus-wide initiative coordinates our inclusivity efforts by giving us a shared vocabulary.
  • LU and each individual teacher can participate in ongoing research.
  • IPC and HHMI sponsored pilots this year, and some of that work will be shared at the workshop. 

Have we convinced you? 

Sign-up here:  http://go.lawrence.edu/txkq

We think this opportunity is a great way to jumpstart your summer work with a fresh perspective and data-driven energy!  Have questions?  Please contact Kathy Privatt:  kathy.privatt@lawrence.edu

  • [1] The TILT project began in 2009, has involved over twenty-five thousand students in hundreds of courses at more than forty institutions in seven countries, and is partnered with the Association of American Colleges and Universities to focus on advancing underserved students’ success in higher education.  https://tilthighered.com/

SAVE the DATE for TILT

Transparency in Learning and Teaching Workshop (TILT) with Mary-Ann Winkelmes, founder and principal investigator

June 16, 2021 – 10:00 am – Noon

On Zoom

Brought to you by the Inclusive Pedagogy Committee

ALL Faculty and Staff welcome and encouraged to attend!

What’s TILT?

TILT reduces systemic inequities, including those related to racism, by advancing equitable teaching and learning practices.  Leveraging the power of a shared vocabulary, TILT changes campus culture by promoting students’ understanding of how they learn, and by enabling faculty/staff to make data-informed revisions to courses and programming.

Where can I learn more?

https://tilthighered.com/

Ungrading Book Discussion

Ungrading is a new, research-driven, experience-based book that explores the process of going gradeless by changing how we assess and evaluate student learning. It contains essays from fifteen educators across a range of disciplines and institutions, most of whom are recognized pedagogical experts. Including both reflections and strategies, the book is an extremely helpful way to rethink not just how we assess learning, but also how we conceptualize both our pedagogical practices and also instructor-student relationships.

There will be a book discussion for interested faculty and staff on Tuesday, April 27 from 11:10-12:20 via Zoom. Dr. Susan Blum, the editor of the book, will be joining us for the discussion. Copies of the book will be provided prior to the discussion to those who need them. Due to the interactive nature of the event, there are very limited spots available, so please respond to reserve your spot.

If you wish to participate, please contact Lavanya Murali at lavanya.h.murali@lawrence.edu