Dates Title Details
5/6/24 11:00 am - 5/6/24 12:00 pm Lessons Learned From Winners of the 2024 Provost’s Teaching Innovation Prize

In this one-hour virtual roundtable, each of the five winners of the 2024 Provost’s Teaching Innovation Prize (TIP) will briefly explain a challenge that their innovation addresses, how they implemented their innovation, and the innovation’s impact on student learning. After these 5-minute presentations, audience members will have time to ask follow-up questions. This event is part of UM's Enriching Scholarship Conference and will be moderated by Angela Dillard, Vice Provost of Undergraduate Education.

TIP recognizes U-M faculty (or faculty teams) who have developed original, impactful projects to foster student learning.Equity-focused teaching was the predominant theme of this year's winning innovations.

This year’s competition drew 40 nominations from 14 U-M schools and colleges. The 2024 TIP projects and awardees are:

  • Closing the Loop: Positioning Formerly-Incarcerated Students as Co-Instructors in Equity-Focused, Community-Engaged Decarceration Courses on Campus, Becca Pickus (Residential College)
  • Digital Sandbox for Experiential Model-Based Engineering Education, Vineet Kamat & Carol Menassa (Civil & Environmental Engineering)
  • Equity Analytics: A new course for addressing societal inequality, Christopher Rider (Business)
  • Stacked Mentorship Model, A New Model of Mentorship for Equity in Architectural Education, Irene Hwang (Architecture) & The Equity in Architectural Education Consortium
  • Supporting anti-racist teaching through the Health Equity via Anti-Racist Teaching (HEART) free online training course, Melissa Creary, Paul Fleming & Whitney Peoples (Public Health)

If you'd like to learn more about the other Enriching Scholarship sessions or register for the conference at large, please use this link.


    5/13/24 10:00 am - 5/13/24 12:00 pm Facilitating Discussions with an Equity Lens

    A baseline/foundational workshop for facilitating typical discussions. It is not intended to address more complex or difficult classroom discussions such as hot moments.

    5/13/24 1:00 pm - 5/13/24 3:00 pm Journal-Keeping in the Classroom: Creative Experiments in Equity-focused Teaching

    Journal-keeping describes a wide range of personal writing, archiving, and expressive practices in which no one reads or has access to what is written except the keeper or writer. Combining rhetorical theory with practical experimentation and reflection, this workshop introduces participants to journal-keeping as a pedagogical practice that both students and instructors can use to deepen our critical engagement with complex questions of power and equity.

    5/13/24 1:30 pm - 5/13/24 3:00 pm Introduction to Neurodivergence: Strategies for Engineering Instructors

    “Neurodiversity” describes how people experience and interact with the world around them in many different ways. The term “neurodivergent” is often associated with individuals with learning disabilities, ADHD, autism, or more generally, someone whose brain processes information in a way that is not typical of most individuals. In this workshop, participants will explore the concepts of neurodiversity and neurodivergence, gain a deeper understanding of the obstacles that neurodivergent students might encounter in engineering courses, and identify strategies for better-supporting students in the classroom.

    This session is part of the 2024 Engineering Education Innovation (EEI) Days

    Register for this session here.

    Session Location: Duderstadt Center - Room TBD

    5/14/24 1:00 pm - 5/14/24 3:00 pm Accessibility and Critical Reflective Practice

    From Disability Studies we learn that accessibility is not a finite “checklist” but an ongoing critical practice. In this interactive remote workshop, participants will learn conceptual tools for practicing critical reflection in order to deepen our thinking about the access barriers students may encounter. The goal is to increase instructors’ capacity to take critically-informed steps to better understand and meet all learners’ access needs.

    5/15/24 10:00 am - 5/15/24 12:00 pm Teaching in Tumultuous Times

    We continue to live in unprecedented times with heightened anxiety and stress in regards to the crisis in the Middle East, continued anti-black policies & systemic racism, anti-queer and trans policies, financial crises, the COVID-19 pandemic, and a contentious political climate, among others. Students report feeling alienated, or confused, when instructors in their courses do not acknowledge such unsettling events, locally, nationally, and globally. As instructors, we make decisions whether, when, and how, to address such events with our students. This interactive workshop provides an opportunity for instructors to think and work through several strategies for engaging with students about emerging events on campus and beyond.

    5/15/24 1:00 pm - 5/15/24 3:00 pm Responding to Artificial Intelligence to Support Equity

    In this interactive synchronous session, instructors will be introduced to evidence-based teaching practices that should shape how they respond to the new Generative Artificial Intelligence (GenAI) tools that have become widely available to students. Through demonstrations and breakout conversations participants will have a chance to reflect on the strengths and limitations of GenAI and how the elements of equity-focused teaching can inform their approach to GenAI tools in their classroom.

    5/16/24 10:00 am - 5/16/24 12:00 pm An Introduction to Equity-focused Assessment

    In this interactive synchronous workshop we will discuss how and why assessment is an important element of equity-minded work. In examining typical routines of assessment, we will discuss a range of issues from data collection to interpretation and reporting, with an eye towards building equity-minded assessment practices in our programs and courses.

    5/16/24 1:00 pm - 5/16/24 3:00 pm Critical Dialogue in Community: Navigating Moments of Friction, Tension, and Conflict as GSIs

    Moments of friction, tension, and conflict are part of the experience of working in instructional teams as a GSI. In this interactive synchronous workshop led by Graduate Student Instructional Consultants, GSIs will reflect on their role and responsibilities in instructional teams to develop tangible and actionable strategies and practices for equity-focused teaching. Through guided reflections and interactive discussions with other GSIs, we will consider a range of strategies for implementing equitable practices that authentically support GSIs and their students.

    5/17/24 10:00 am - 5/17/24 12:00 pm
    5/31/24 10:00 am - 5/31/24 12:00 pm
    6/14/24 10:00 am - 6/14/24 12:00 pm
    6/28/24 10:00 am - 6/28/24 12:00 pm
    Launching CRLT’s summer book study: Braiding Sweetgrass

    Braiding Sweetgrass is a national bestseller which examines the relationship between indigenous knowledge and Western scientific knowledge. Author Robin Wall-Kimmerer, an indigenous scholar and botanist who’s a SUNY Distinguished Teaching Professor of Environmental Biology, suggests there’s more overlap than is often recognized. The book addresses issues of social and historical (in)justice, particularly in relation to indigenous communities in the United States.

    Together in this four-meeting book study we will explore how Braiding Sweetgrass raises these themes of equity, indigenous ways of knowing, and implications for our own teaching practices through guided reflections and discussions. On May 17th, we will unpack the book’s first section, Planting Sweetgrass. Participants who register for this book study will be asked to attend all four sessions (5/17, 5/31, 6/14, 6/28) and will receive a paperback copy of the book.