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Inclusive Teaching Professional Development Programs

Action Item (as stated with DEI strategic plan launch in 2016)

The university will continue to support the Inclusive Teaching Professional Development Programs offered by the Center for Research on Learning and Teaching (CRLT). CRLT will both (1) continue to offer campuswide programs about inclusive teaching for instructors in multiple disciplines and (2) work with schools and colleges to create faculty professional development programs that reflect their particular pedagogical needs and make learning more inclusive and equitable across a diverse student body. In addition, CRLT will continue to offer inclusive teaching workshops for new and experienced graduate student instructors.

Progress update

During Year Five, CRLT pursued its mission through a growing roster of campuswide and unit-level programs despite pandemic-related constraints, which precluded all in-person workshops for the entire academic year. As a result, all programs were rethought and/or redesigned for remote participation. Despite these challenges, we offered a significantly higher number of DEI-focused programs to the campus (69 compared to 41 last year), with a particularly large number of offerings on the topic of anti-racist pedagogy. 

Among the 69 workshops and retreats offered to instructors in Year Five were 23 DEI-focused pedagogy workshops presented through CRLT’s fall, winter and spring/summer seminar series, the May Inclusive Teaching @ Michigan (IT@M) series, and Enriching Scholarship as well as 46 customized programs for departments, schools and colleges. DEI was also a strong focus of CRLT’s Teaching Academy programs, which this year served new faculty in three schools and colleges. The Health Sciences Teaching Academy, serving seven schools and colleges, was postponed due to COVID.  

Year Five saw a major expansion of CRLT’s programs on anti-racist pedagogy, both for campuswide audiences and in response to requests for customized programs for individual departments, schools and colleges. In all, 40 programs on anti-racist pedagogy were presented: five workshops in the CRLT seminar series and 35 anti-racist pedagogy programs offered to instructors in 12 schools and colleges (including the libraries and nine departments/units in LSA), the Liaisons for Inclusive Teaching and ADG. A CRLT staff member also served on LSA’s anti-racism task force, which made recommendations to the dean. 

The CRLT Players continued to promote a climate resistant to sexual harassment through five departmental sessions along with a fully online module for leadership teams. In total, 58 leadership teams enrolled for the modules, and the Players offered five synchronous follow-up discussion sessions. They also presented 12 performances of two new sketches on departmental climate issues faced by minoritized students, and created a video titled “Act for Equity,” which was shown at instructor orientations and workshops.

Programs and workshops on inclusive teaching offered specifically for lecturers included a yearlong professional development program funded by ODEI and a half-day orientation program for new LSA lecturers created in partnership with LSA.

During Fall and Winter terms, 2,244 GSIs and undergraduate instructional aides (IAs) completed modules on inclusive teaching and watched the “Act for Equity” video as part of campuswide and Engineering-specific GSI/IA teaching orientations. All modules were newly developed to support the fully asynchronous orientation programs. In addition, CRLT once again collaborated with IGR on the five-part Diversity and Inclusive Teaching Seminar for graduate students, co-sponsored by Rackham.

To further support its work in all schools and colleges, CRLT:

  • Published blogposts on topics related to inclusive teaching, including a three-part collaboration with the Ginsberg Center on posts leading up to the 2020 presidential election.
  • Continued to conduct one-on-one consultations with dozens of instructors, among them teams from 16 courses focused on equity in teaching as part of the Foundational Course Initiative (FCI). New this year was FCI’s intensive focus on Diversity, Equity, Inclusion and Justice (DEIJ) as part of its Course Design Institute, which introduced five new courses in May.
  • Conferred with unit leaders in multiple schools and colleges on professional development programs for faculty and assessment strategies for inclusive teaching as part of annual review and promotion processes.

Responsibility: Center for Research on Learning and Teaching (CRLT)