Faculty Communities for Inclusive Teaching: Funding Recipients

Resource Title:
Faculty Communities for Inclusive Teaching recipients
Course Type:
This list includes the primary applicant(s) and a brief project description for projects funded for Winter term 2019, 2018, 2017, 2016 and 2015.

Winter 2019

  • Olivia Anderson and Kendrin Sonneville (Public Health): A focus group and a series of planning meetings to develop a workshop on weight stigma and pedagogy for Nutritional Sciences faculty. Anderson Poster pdf

  • Doreen Bradley (U-M Library): a working group for library instructors who teach credit-bearing courses to read, discuss, and revise teaching materials with inclusive teaching principles in mind. Bradley Poster pdf

  • Cat Cassel and Naomi Silver (Sweetland Center for Writing): a series of monthly meetings to develop an anti-racist taskforce that examines the pedagogy, practice, and curriculum coming out of the Sweetland Center for Writing. Cassel Poster pdf

  • Meg Dobson (Family Medicine): A series of planning meetings and workshops for the department of family medicine in order to increase faculty understanding of inclusive teaching practices/strategies. Dobson Poster pdf

  • Robin Fowler (Engineering: Technical Communication) Monthly lunch meetings for a multidisciplinary group of 10-15 faculty to discuss best practices for guiding student teamwork, with a focus on the DEI issues that affect teams. Fowler Poster pdf

  • Monica Hakimi (Law):  Series of lunch meetings for 5 junior faculty in Law School, facilitated by the Liaison for inclusive teaching. Conversations will focus on common challenges in law school classrooms utilizing materials shared in past inclusive teaching sessions in the school. Hakimi Poster pdf

  • Gavin LaRose and Nina White (LSA: Mathematics): Learning Community on Inclusive Teaching in mathematics for instructors in mathematics and School of Ed: includes discussion of readings and an external speaker. LaRose Poster pdf

  • Mark Moldwin and Sue Lepri (Engineering: Climate and Space Sciences and Engineering): Four winter-term meetings to discuss readings around inclusive teaching and develop relevant teaching strategies as well as peer teaching observations among participants.

  • Daicia Price (Social Work): A series of working meetings for Field faculty and community partners to prepare case studies and learning experiences, grounded in inclusive teaching principles, to better support students enrolled in Field. Anderson Poster pdf

  • Svitlana Rogovyk (LSA: Slavic Languages & Literatures): A series of meetings for faculty teaching the five different Slavic languages to share teaching experiences, strategies and activities, specifically focused on less commonly taught topics around religion, sexuality, gender, race, and poverty. Rogovyk Poster pdf

Winter 2018

  • Kathleen Alsup & Glenn Fox (Medicine: Division of Anatomical Sciences): A series of monthly discussions and workshops related to inclusive pedagogy in Anatomy courses. Alsup Poster pdf

  • Ashley Bigham (Architecture & Urban Planning): A series of faculty presentations on diverse case studies (specifically, work by female, African-American, and non-Western architects) to help diversify the curriculum in Architecture courses.

  • Patricia Coleman-Burns & Nadia Charania (Nursing): The development of a tool for Nursing faculty to use to evaluate their own inclusive teaching practices. Charania Poster pdf

  • Paul Fleming & Amy Schulz (Public Health): A series of gatherings and consultations to identify ways to make the Health Behavior & Health Education graduate curriculum more inclusive. Fleming Poster pdf

  • Michael Gurevich (Music, Theatre, & Dance): The development of a faculty program for peer-to-peer teaching support with an explicit focus on inclusivity. Gurevich Poster pdf

  • Andrew Herscher (Architecture & Urban Planning) and Ana Maria Leon (History of Art): A series of meetings focusing on how instructors in multiple disciplines can decolonize their courses, guided by the Standing Rock Syllabus. Herscher Poster pdf

  • Amy Hortop & Karl Grosh (Mechanical Engineering): A working group of instructors and technicians integrating departmental DEI goals across five courses in two required course sequences. Grosh Poster pdf

  • Gavin LaRose & Nina White (LSA: Mathematics): A learning community for instructors in the Department of Mathematics and the School of Education focusing on a range of topics related to inclusive teaching in mathematics. White Poster pdf

  • Shawna Lee & Addie Weaver (Social Work): A learning community revising the curriculum of a core graduate course in order to place a greater emphasis on DEI topics from a U.S. social welfare policy perspective. Lee Poster pdf

  • Rebecca Wollenberg (LSA: Judaic Studies): A departmental teaching circle sharing techniques for integrating matters of race, gender, and sexuality into courses not explicitly dedicated to these topics. Wollenberg Poster pdf

  • Melanie Yergeau & Stacy Coyle (LSA: English Language & Literature): An English and Sweetland learning community focusing on how to best meet the learning needs of working-class students. Yergeau Poster pdf

Winter 2017

  • Olivia Anderson and Susan Aaronson (Public Health): Series of workshops and discussions of inclusive teaching for faculty in new Nutritional Sciences Department. Anderson Poster pdf.

  • Karen Farris and Jolene Bostwick (Pharmacy): Session on unconscious bias, followed by workshop on inclusive teaching practices for faculty teaching in course sequences in Pharmacotherapeutics and Healthcare Systems. Farris Poster pdf.

  • Paul Fleming and Roshanak Mehdipanah (Public Health): Discussion series and skill-building workshop, with focus on supporting nontenured faculty in achieving the School’s mission of focusing on health equity and identity-based health disparities. Fleming Poster pdf.

  • Robin Fowler (Engineering): Series of meetings among Engineering 100 instructors to explore ways to intervene in gendered role-taking in student teams. Fowler Poster pdf.

  • Shuwen Li and Simone Sessolo (LSA): Sequence of meetings for Sweetland, English, and Residential College instructors to enhance understanding and build skills related to teaching inclusively in multilingual classrooms. Li Poster pdf.

  • Mark Moldwin (Engineering): Learning community of faculty from Climate and Space Sciences program to discuss research on inclusive teaching and mentoring. Moldwin Poster pdf.

  • Stephanie Moody and Megan Sweeney (LSA): Monthly meetings for faculty members teaching new courses on Literature and Writing Outside of the Classroom, reflecting on social justice pedagogy in order to create resources for future instructors in similar courses. Moody Poster pdf.

  • Sile O'Modhrain and Michael Gurevich (Music, Theatre, & Dance): Day-long workshop for faculty in Performing Arts Technology department, featuring expert speaker on gender-inclusive teaching in a male-dominated discipline and sessions on workshopping course materials and implementing inclusive teaching practices. O'Modhrain Poster pdf.

  • Maren Oberman and Enid Rosario-Ramos (Education): Lunch meetings for SOE faculty to collaborate on designing a pedagogy course for GSIs, focused on building GSI capacity to engage in complex conversations with their students around issues of identity, racial politics, and charged classroom dynamics. Oberman Poster pdf.

  • Stephanie Rosen and Melissa Gomis (U-M Libraries): Series of meetings for Library faculty instructors to develop skills in inclusive teaching. Focus on inclusive practices for teaching context which often involves single sessions with students. Rosen Poster pdf.

  • Emily Youatt and Gary Harper (Public Health): Monthly meetings for faculty members preparing to teach in new undergraduate SPH curriculum, with focus on highlighting inclusive teaching practice. Youatt Poster pdf.

Winter 2016

  • Laura Alford (College of Engineering): Series of meetings with faculty who teach first-year engineering courses, focused on teaching about implicit bias and developing strategies to minimize effects of instructor bias on students. Alford Poster pdf.

  • Kelly Allen and Dwight Fontenot (LSA: Comprehensive Studies Program): Series of sessions to prepare tenured LSA faculty to teach in Summer Bridge Scholars program. Allen Poster pdf.

  • Irina Aristarkhova (Art and Design): Faculty planning session followed by a workshop on how diversity, equity, and inclusion can be better incorporated into the art and design curriculum. Aristarkhova Poster pdf.

  • Charlotte Karem Albrecht (LSA: American Culture and Women’s Studies): Faculty-staff discussion group on supporting students who are Muslim, Middle Eastern, or likely to be perceived as such, including challenging Islamophobia and racism in the classroom. Karem Albrecht Poster pdf.

  • Jo Kurdziel, Cindee Giffen, Marian Schmidt, and Susan Cheng (LSA: Ecology and Evolutionary Biology): Reading group of faculty, postdocs, staff, and grad students on stereotype threat and pedagogies for minimizing its effects in biology classrooms. Kurdziel Poster pdf.

  • Christine Modey and Simone Sessolo (LSA: Sweetland Center for Writing): Reading group of faculty and peer writing consultants, focused on strategies for inclusive teaching in one-on-one writing consultations. Modey Poster pdf.

  • Maren Oberman (School of Education): Bookclub with SOE faculty on critical pedagogy, reading and exchanging pedagogical ideas inspired by bell hooks’ Teaching to Transgress. Oberman Poster pdf.

  • Alisse Portnoy (LSA: English): Lunchtime reading group focused on increasing faculty literacy around questions of privilege and its implications for teaching. Portnoy Poster pdf.

  • Yeray Ramos Silgado (LSA: Romance Languages and Literatures): Workshops with language instructors focused on challenging heteronormativity in language courses. Ramos Silgado Poster pdf.

  • EJ Westlake (School of Music, Theater and Dance): Faculty reading group to strategize around integrating work by playwrights of color into the Theatre Studies curriculum. Westlake Poster pdf.

Winter 2015

For greater detail about any project, click on the "Poster pdf" link.
  • Judy Dyer: Monthly meetings with eleven faculty from English Language Institute and the Comprehensive Studies Program focused on shared pedagogical challenges teaching historically-marginalized student populations. Dyer Poster pdf.

  • Cameron Gibelyou: Multidisciplinary student-faculty discussion groups on inclusive teaching around religious identities and diversity. Gibelyou Poster pdf.

  • Stephanie Goetz: Inclusive teaching workshops for lecturers in Romance Languages and Literatures. Goetz Poster pdf.

  • Petra Kuppers: Half-day event focused on inclusive teaching strategies around issues of disability and campus life sustainability, including guest speaker and a panel of U-M faculty. Kuppers Poster pdf.

  • Madhumita Lahiri: Interdisciplinary reading group with participants in the LSA Teaching Academy, focused on identity-based knowledge practices and implications for inclusive teaching in different disciplines. Lahiri Poster pdf.

  • Kelly Maxwell/LSA Undergrad Ed: Faculty learning community of 12-15 LSA faculty members who participated in last year’s LSA diversity and teaching initiatives. Goal is to expand reach of LSA Campus Climate Committee’s work on inclusive teaching and positive intergroup dialogue. Maxwell Poster pdf.

  • Sara McClelland: Reading group of 9 pre-tenure faculty members in multiple fields who teach at the intersection of race and sexuality. McClelland Poster pdf.

  • Tim McKay and Ken Powell: Series of faculty discussions focused on inclusion and retention of female students in departments where they continue to be underrepresented: 2 in LSA (Philosophy and Physics), 2 in COE (Aerospace Engineering and Computer Science). McKay Poster pdf.

  • Anne McNeil: Series of 6 workshops on a range of inclusive teaching topics for Chemistry department faculty and GSIs coordinated by REBUILD (“Researching Evidence Based Undergraduate Instructional and Learning Developments”) team. McNeil Poster pdf.

  • Michael Naylor: Panel of UM faculty and visiting elders from regional groups to discuss Native American educational practices in relation to dominant pedagogies at U-M. Planned to coordinate with April Pow-wow. Naylor Poster pdf.