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DTSTART;TZID=America/New_York:20251006T120000
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SUMMARY:Application Period for the Fall 2025 Inclusive Teaching Track
DESCRIPTION:About the Program\n\n\n\nThe Inclusive Teaching Track is a sequence of two interactive workshops focused on cultivating equitable and welcoming classrooms in which all students can learn and reach their potential. Participants will reflect on their own experiences and perspectives and learn evidence-based strategies to design structured and relational learning experiences. By the end of the track\, participants will be able to apply principles of inclusive teaching to plan a teaching practice or learning activity that will make classrooms more equitable in future teaching or education-related careers in higher education. \n\n\n\n\n\n\n\nWorkshop Schedule \n\n\n\nInclusive Teaching as a Mindset\n\n\n\nThursday\, October 23\, 2 – 4 pm\, Bldg# 2-147 \n\n\n\nIn the first workshop\, we will define inclusive teaching and use it to evaluate common approaches to teaching in our disciplines. By introducing specific strategies\, we will learn ways to invite students into the learning experience to be responsive to the diversity in the classroom. We will practice skills in evaluating a teaching practice to promote more inclusive classroom dynamics and to consider how your own identities impact your perspectives on teaching. \n\n\n\nPrinciples and Strategies in Inclusive Teaching\n\n\n\nThursday\, October 30\, 2 – 4 pm\, Bldg# 2-147 \n\n\n\nIn this workshop\, we will discuss research that informs students’ sense of belonging and delve into principles of inclusive teaching. We will work together to apply these principles by planning how to clearly communicate the purpose of learning\, build a sense of community\, and signal the importance of diverse perspectives. Through the application of key principles of inclusive teaching\, participants will identify concrete strategies to create a structured and relational classroom in which all students can learn and reach their potential.  \n\n\n\nHow to Apply\n\n\n\nApplications must be received by 11:59 PM ET on Sunday\, October 12\, to be considered. If you have additional questions or encounter difficulty with the application\, please contact Ben Hansberry. \n\n\n\nPlease note that the Apply button will not work until the application is open.
URL:https://tll.mit.edu/event/fall25-itt/
CATEGORIES:tracks
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CREATED:20250916T215440Z
LAST-MODIFIED:20250930T202234Z
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SUMMARY:Doing “All the Things”: Leveraging Data\, Collaboration\, and Evidence-based Design to Transform Gateway Courses
DESCRIPTION:Image by alswart / Adobe Stock\n\n\n\nDr. Denise Galarza Sepúlveda\, Director of the University of Michigan’s Foundational Course Initiative (FCI) at the Center for Research and TeachingDr. Heather Rypkema\, Head of Learning Analytics at the Center for Research on Learning and Teaching (CRLT) and Associate Director of FCI\, University of MichiganDr. Alicia Romero\, Lecturer III\, Department of Statistics\, University of Michigan \n\n\n\nDescription\n\n\n\nGateway courses play a crucial role at most institutions. They can be students’ only exposure to a discipline\, or a make-or-break experience that can alter their chosen career paths. For faculty and instructional teams\, teaching these courses can feel like having to do “all the things.” There is the crush of content as they prepare students to succeed in different downstream courses\, challenges in integrating active learning and authentic assessments\, heavy logistical demands\, and structural and resource constraints. Given these issues\, the task of redesigning these large gateway courses can feel unmanageable or even impossible for faculty. In this talk\, Drs. Galarza Sepúlveda and Rypkema will share a model that addresses the complexity of teaching and learning in these courses with a multifaceted and sustainable approach. This model is exemplified in the University of Michigan’s Foundational Course Initiative (FCI)\, which provides faculty with the resources\, support\, and design expertise to help them make high-impact changes while moving away from feeling they have to do “all the things.” Additionally\, Dr. Alicia Romero will join the discussion to share her experience teaching the FCI redesigned course for STATS 250. Introduction to Statistics and Data Analysis. They will also discuss FCI’s course reports and provide redesign project examples from an array of FCI-partnering courses\, including Physics\, Engineering\, Earth and Environmental Sciences\, and Statistics. \n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speakers\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nDenise Galarza Sepúlveda is the Director of the University of Michigan’s Foundational Course Initiative (FCI)\, which provides faculty with the resources\, support\, and design expertise needed to create transformative learning experiences in large gateway courses. Dr. Galarza Sepúlveda establishes the program’s strategic priorities\, leads partnership recruitment efforts\, and manages a talented team of consultants dedicated to redesigning gateway courses. She also contributes strategic direction to the Center for Research on Learning and Teaching as part of its Senior Leadership Team. Before joining CRLT\, she served as director of the community-based learning office in the Division of Undergraduate Education at UM’s College of Literature\, Science\, and the Arts. \n\n\n\nDr. Galarza Sepúlveda received her Master’s degree from Purdue and her Ph.D. from Emory University\, both in Spanish. Prior to Michigan\, she held a faculty position for twelve years in Lafayette College’s Department of Foreign Languages and Literatures. At Lafayette\, she also chaired the Latin American and Caribbean Studies Program. Throughout her career\, she has received curricular design grants\, teaching awards\, and secured an endowment to support high-impact learning programs. \n\n\n\n\n\n\n\n\n\n\n\n\n\nDr. Heather Rypkema is Head of Learning Analytics at the Center for Research on Learning and Teaching (CRLT) at the University of Michigan\, as well as an Associate Director with the Foundational Course Initiative (FCI). She earned her Ph.D. in Chemical Physics from Harvard University and held faculty positions in Chemistry and Climate Science before transitioning to her current role at the interface of teaching and data analytics in 2018. She supports course and curricular design efforts through data collection\, analysis\, and triangulation of databases that include institutional\, LMS\, instructional technology\, and survey data. \n\n\n\n\n\n\n\n\n\n\n\n\n\nDr. Alicia Romero is a Lecturer III in the Department of Statistics at the University of Michigan\, where she leads STATS 250\, one of the university’s largest undergraduate courses with more than 2\,000 students each semester. She coordinates a large instructional team and has spearheaded major innovations through the Foundational Course Initiative\, including the integration of structured group work during lecture. She serves on the Undergraduate Curriculum Committee and advises undergraduate students. In 2024\, she was named a finalist for the Provost’s Teaching Innovation Prize.
URL:https://tll.mit.edu/event/doing-all-the-things/
CATEGORIES:Speaker Series
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