Faculty Development

Using UDL to Create Effective Educational Assessments

The Inclusive Pedagogy Committee (IPC) has purchased campus access to a recording of the webinar, “Using UDL to Create Effective Educational Assessments” with Dr. Eric Moore, PhD. Building on a solid foundation of clear goals and backward design, Dr. Moore presents an approach using Universal design for Learning (UDL) to design flexible assessments that benefit everyone.

The webinar recording may be found at:

Supplemental materials (presentation slides and transcript) may be found at:

Discussion Opportunity

In addition to providing these resources to the community, the IPC is offering three opportunities to engage with these ideas through discussion. If you are generally interested in UDL as a pedagogical strategy or interested in learning about how this framework may specifically be used to reduce barriers in assessment, then you are encouraged to attend.

Participants will view the webinar before the discussion and then discuss the ideas raised in the webinar.

Participants may choose from one of three discussion times. All discussions will take place in Zoom. Zoom meeting details will be shared after completion of this RSVP form. The discussions are planned for the following dates/times:

  • Thursday, January 28, 4:30-5:30 pm
  • Friday, January 29, 10-11:00 am
  • Tuesday, February 2, 11:10-12:20 pm

If you are interested in participating in one of the discussion meetings please RSVP through the following link: http://go.lawrence.edu/skbc

Moodle: Aggregated Resources

In an effort to make finding resources easier for everyone, Jedidiah has created a blog post aggregating all the Moodle resources. You will find the post at the link below.

The post will be used to host links to all the Moodle workshops, support videos, and links. Links will be grouped by topic. If there is a Moodle support topic you would like to request, please contact Jedidiah Rex.


Call for Course Redesign Proposals 2021-22

Dear Colleagues:
As many of you know, Lawrence has received a grant from the Mellon Foundation to support inclusive pedagogy and innovative, effective approaches to teaching. As part of this grant, the Inclusive Pedagogy Committee provides members of the faculty with small grants to support significant course or program modifications. The Inclusive Pedagogy Committee is now soliciting proposals for a new round of course or program modifications from faculty members working in the humanities and humanistic social sciences—broadly construed to include the conservatory and fine arts. The Committee will award a limited number of grants of up to $5,000 per proposal to support course design or redesign projects through a stipend and (if desired) an expense account.

Successful proposals will use the principles of inclusive pedagogy to enhance the learning of our students. Proposals that address inclusive pedagogy from multiple angles and that have the potential to be sustainably implemented into the curriculum upon completion of the grant will be favored. The committee will also favor redesign projects that are replicable across multiple disciplines at Lawrence. Proposals might include:
• reconfiguring a course to remove barriers to learning and accommodate learner variability
• modifying a course from a traditional to a flipped classroom format to allow more time for active learning activities or additional time for discussion
• redesigning a course to reduce stereotype threat and reduce inequities in student incomes
• incorporating new techniques to facilitate difficult dialogues about contemporary controversies related to the course
• introducing the use of technology in the classroom to enhance student learning

These grants are intended to support considerable pedagogical revision (something worked on over the course of a summer) and not minor tweaks to existing course material. If you are seeking funds to support a one-time experience (e.g. a guest speaker), please discuss your plans with the chair of the Committee because limited funds may be available outside of this call.
An important part of your proposal will be a plan that lays out how you will assess your course modifications. This is not to say that we are asking for guarantees of success. The committee welcomes creative, experimental proposals and recognizes that understanding what didn’t work well can be as valuable as understanding what did work. We are most concerned that faculty should plan not only the course modifications themselves, but also some process for evaluating and (eventually) modifying the modifications in response to feedback. The format for the assessment section of your proposal is flexible but we encourage you to consult with Jedidiah Rex, instructional designer, to discuss your plans.

In order to distribute funds as equitably as possible, the maximum stipend will be set at $2500 per faculty member. Thus, if a joint proposal were submitted by two faculty members, both would receive $2500. If an individual faculty member were to submit a proposal, they could request additionally up to $2500 for resources. This change is meant to ensure that those submitting proposals that require no additional resources will not receive a larger stipend than those who require funds to cover travel, books etc. Those contemplating proposals that do not fit within these parameters should consult with a member of the Inclusive Pedagogy Committee before submitting.

The expected work period for this round of proposals will begin during the summer of 2020 with changes to be implemented in courses during AY 2021-2022. Under unusual circumstances, we may consider proposals for courses that fall outside these dates. Successful applicants will be expected to participate in an initial cohort meeting, a mid-cycle meeting, and a culminating meeting to share their experiences with other members of the faculty in the hopes of contributing to a wider conversation about pedagogy on the Lawrence campus. IPC also encourages successful applicants to engage in optional programming focused on Universal Design for Learning and Assessment.

Please complete the form below and send your proposal to Kathy Privatt at kathy.privatt@lawrence.edu. If you have any questions, don’t hesitate to ask a member of the Inclusive Pedagogy Committee. We warmly encourage you to apply for this opportunity.

Inclusive Pedagogies Course Modification Proposal



Term Offered:

Describe your proposed course modification (1-2 paragraphs)

Describe the way(s) you expect the modification to enhance learning (1-2 paragraphs)

Describe the way(s) you expect the modification to promote inclusion in the classroom (1-2 paragraphs)

Describe how you will measure the effectiveness of the modification (1-2 paragraphs)
(Please consider including an assessment rubric with your proposal; Jedidiah Rex is available for consultation and will be running a rubric workshop as part of expected cohort meetings designed to support your modification work.)

Complete the budget table below with your anticipated costs; include a brief explanation of expenses if warranted.

Budget – Please note: all reimbursements and expenses must be submitted by May 30, 2021.

Faculty Stipends ($2500 per participant)
Conference/Workshop Expenses
Student Wages

Explanation of Expenses:

Upcoming workshops

All events are held in Zoom. Refer to your email for the Zoom information.


Tuesday, Dec. 1 from 10:00am–11:30am
Moodle: Demystifying the Gradebook [more info] (Jedidiah Rex)

Tuesday, Dec. 8 from 10:00am–11:00am
What goes on in your breakout rooms? [more info] (Matthew Arau, Scott Corry, Alyssa Hakes, Andrew Sage)

Wednesday, Dec. 9 from 10:00am–11:00am
Using Perusall for Social Reading Engagement [more info] (Scott Corry, Lori Hilt, Amy Nottingham-Martin)

Thursday, Dec. 10 from 10:00am–11:00am
Using the OneNote Class Notebook [more info] (Margaret Koker)


Wednesday, Dec. 2 from 9:00am–12:00pm
Antiracism and Poor Economics [more info] (Kimberly Barrett, Ameya Balsekar, Garth Bond, Kate Zoromski)
This event is part of the FRST Symposium but is open to all faculty

Thursday, Dec. 3 from 11:10am–12:20pm
Discussion as a Way of Teaching [more info] (Stephen Brookfield)
This event is part of the FRST Symposium but is open to all faculty
Register here to receive the Zoom information

Thursday, Dec. 3 from 1:00pm–4:00pm
What (if anything) did we learn in the fall? [more info] (Brittany Bell, Erin Buenzli, Pete Gilbert, Linda Morgan-Clement, Monita Mohammadian Gray, Martyn Smith)
This event is part of the FRST Symposium but is open to all faculty

Moodle: Demystifying the Gradebook Session Summary

Session Video

The recording of the session (1:18:12) is posted below. It is only available to Lawrence University faculty and staff.

Session Summary

The Moodle gradebook can be a confusing, headache-inducing, tangle. But it doesn’t have to be. The strategies shared in this session and post can help make the Moodle gradebook more clear to instructors and students about how grades are calculated. Bringing clarity increases transparency making the gradebook more usable and inclusive.

There are a number of different methods to arrive at a grade, called aggregation methods. There are three which were the focus during the session: weighted mean of grades (WM), simple weighted mean of grades (SWM), and Natural aggregation. These three methods should be able to address the majority of desired grading scenarios.

Each of these may be used to arrive at the same grade. But they each calculate grades in a slightly different way. One big difference between WM, SWM, and Natural is that the first two normalize the grades to be out of 100 (points or percent). This can potentially create lack of clarity about how a grade is calculated. Natural used to be called “Sum of grades” and at default functions in the same way. For Natural then, the category and course totals are a sum of all the grades contained within. You can see a comparison of the three methods in the session video beginning at 0:07:50.


Whether an instructor chooses WM-SWM or Natural grading there are some strategies that can be utilized to make the Moodle gradebook more usable.

Start with your syllabus – What is meant by this is that an instructor should review how their grading strategy is laid out in their syllabus and replicate this in the Moodle gradebook. Many instructors use categories of grades i.e. Assignments, Quizzes, Exams, Final Exam, or Participation. Create these categories in the gradebook first, before adding activities or grade items. In addition to creating an organizing structure this approach allow an instructor to add activities directly to categories when they are created making less work down the road.

Use numbers – The Moodle gradebook calculates most accurately with numbers. It can use and display letter grades, but doing so can introduce some variability. For instance, does an “A” mean 100, or 94, or… ? Scales (check, check minus, or satisfactory/unsatisfactory) are difficult or impossible in some cases for Moodle to use in calculation. If an instructor desires the grades be displayed in certain way there are options for controlling this.

Keep it simple – While it is possible to mix and match aggregation methods, to use extra credit, drop the lowest ‘x’ grades, and nest categories, doing so can make it less clear to students how a grade is calculated. Anything an instructor can do to make this is as clear as possible limits challenges to grades, and through understanding created through transparency, allows the student to engage more fully.

If you have questions about setting up your gradebook, or about grading in Moodle please contact Jedidiah Rex.



Faculty Development blog!

Welcome to the Lawrence University Faculty Development blog! Efforts to coordinate and streamline faculty development programming and resources have produced an events calendar and this blog. You’ll find upcoming events and the latest blog posts embedded on the main Faculty Development page on the Provost’s web site. You may wish to set that page to be your browser’s default home page to stay up to date.

Subscribe to the Events Calendar

You can view the events calendar on the web, but you can also subscribe to the calendar using this URL:

The most straightforward way to get the calendar events onto your Outlook calendar is to use webmail:

  1. View your calendar in webmail.
  2. Select Add calendar at the top of the window and choose From internet.
  3. Paste the above webcal link and give the calendar a name like LU Faculty Development.

Subscribe to the Blog Feed

If you use an RSS reader, you can subscribe to the faculty development blog by using this link:


Who is Contributing?

The events and resources will be collaboratively posted by faculty and staff from these areas:

  • Inclusive Pedagogy Committee
  • HHMI Grant Planning Committee
  • Office of the Provost
  • Office of Diversity and Inclusion
  • Conservatory of Music
  • Freshman Studies director
  • Seeley G. Mudd Library
  • Office of Instructional Technology

If you have a suggestion for something to post, please contact someone in one of these areas.