LSA Teaching Academy

• Welcome faculty into conversations about teaching and learning in LSA, with a particular focus on equity and inclusion
• Engage faculty with people, resources, and information to support their instructional work
• Connect faculty with colleagues, both those new to LSA and those with longer histories in the College

Required Components of the LSA Teaching Academy:

• Participate in the program on August 18 and 19, 2026;
• Complete a midterm student feedback consultation during your first term of teaching at Michigan in 2026-2027 (or next year, if you will not teach until the 2027-2028 Academic Year);
• Participate in three follow-up sessions of the LSA Teaching Academy during the 2026-2027 AY (or engage in substitute professional development activities connected to teaching and student learning). Dates will be announced in August.

What LSA Faculty Have Said About the LSA Teaching Academy

“The Academy really drove home for a lot of us newcomers the great extent to which we will be supported here as educators—it’s a great feeling. It was also a wonderful opportunity to meet new colleagues on a personal level.”

“Entering the Teaching Academy, I had many unresolved issues about the design of my first large lecture course here at U of M. I had the chance to have many of those concerns addressed, and also came back with many new pointers to help make the class more dynamic and equitable. Hearing the student and faculty panels helped me straighten out my course policies, too. Like Dean McKay mentioned, I do feel relieved and supported after hearing the panel on ‘what to do when…’ The concurrent sessions were great spaces for me to really get into the details of my specific concerns, and I appreciated having the time to sit one-on-one with the experts. Last but not least, it's such a pleasure to meet and learn from colleagues and their experiences. I think about the Teaching Academy as a cohort-building opportunity in many ways, so I was happy that CRLT put so much thought into structuring breaks, lunches, and mixing up the tables for that purpose.” 

“It always feels good to think of my teaching as part of a larger shared project, where I can remember what my colleagues are trying out in their own classrooms, and where I know we can discuss our experiences with one another. The Teaching Academy both highlighted this message and instantiated one of the important communities of instructors for me.”