Tag: Discussion

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.

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.


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


Zoom. Details will be sent upon RSVP.

Please RSVP for the Round Table here.


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. 

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

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