With Fall term underway, the weekly HubCap is back!
Every Friday, look for our recap of teaching tips, recent pedagogical scholarship, teaching events on and off campus, new posts on our blog, and more! Each created and curated by a member of our staff.

(Missed a week? Check out our archive here)

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Whether you are teaching face to face or online, achieving inclusive and equitable teaching and learning can be challenging when utilizing technology and engaging with students. Here are some resources to help you:

This advice for Teaching Culturally Diverse Students offers various techniques for effectively teaching students from diverse cultural backgrounds. 

To create an inclusive remote learning environment, Revisiting Camera Use in Live Remote Teaching: Considerations for Learning and Equity from EDUCAUSE Review explores the implications of camera use on remote instruction, prompting effective learning and communication.

Hear me out! from the Educationalist newsletter highlights the significance of incorporation audio into your courses to enhance student engagement.

Additionally, this resource from CAST examines how equitable practices from Universal Design for Learning (UDL) can be integrated with technology and digital media.

These resources can provide valuable guidance as you strive to create an inclusive learning environment.

September 23 at 1pm in the Mardigian Library, room 1211

In this workshop, which is open to all instructors, you will hear from faculty who teach digital information literacy across the curriculum and learn how they are implementing our Common Read book Verified: How to Think Straight, Get Duped Less, and Make Better Decisions about What to Believe Online (2023) in their courses.

Jennifer Coon (College of Business) will discuss how she teaches information literacy as part of business communications.

The Foundations program is implementing a common assignment project for teaching the SIFT method for digital information literacy in the classroom this fall after a successful summer pilot.

After learning key takeaways from these assignments, you will have an opportunity to apply them to your own subject area, adapting what has worked for other instructors to the specific needs of your classroom.

If you are not able to make it in person, please still let us know your interest by filling out the form to receive workshop materials by email. And if you need a copy of the book fill out this form to request one!

Virtual, Wednesday, September 25th 2-3pm

Zoom Registration link

Students are different in the wake of the pandemic and teaching has become more time consuming with increased needs for flexibility. At the same time, GenAI writing has upended the trusting relationship between students and faculty. Come hear a panel of your faculty and staff colleagues talk about their experience of this change and some of the strategies they’ve used to adapt to teaching at this moment. The brief panel will be followed by plenty of time for conversation. The panel is predominantly made up of faculty who focus on writing but their observations, and the conversation afterwards, will be relevant for anyone who assesses writing in any course. 

Jennifer Coon, Director, Mitchell Business Communication Lab; Faculty, Management Studies

Shelly Jarenski, Associate Professor of Literature

Mike MacDonald, Associate Professor of Composition & Rhetoric

John Taylor, Writing Center Coordinator

Please Help us Create a Collection of UM–Dearborn Syllabus Statements

This semester, all faculty should make clear to students, by using a syllabus statement, whether any and/or what kind of GenAI use is acceptable in their class.

We have been providing links to collections of statements from Ann Arbor and even those collected more broadly to help faculty in crafting their own statements. But we are interested in building our own resource here at Dearborn, compiling statements from our faculty, so that we can share campus specific examples with you and your colleagues.

You may have different statements for different classes. You can submit up to 4 different statements using our form.

You can include your name or remain anonymous. If you would prefer that we not make your statement part of our resource that is okay too, we would still love to learn from your statement!

Looking to go beyond a syllabus statement? Shelly Jarenski's recent series on the Hub Blog about going beyond the AI syllabus statement are a great start.

Remember to subscribe to the Hub Blog to get notified every time there is a new post.

And remember you can always book a 1-on-1 consultation with our instructional designers to talk GenAI or any other teaching concerns.

Questions or comments? Chen Wang; cwanga@umich.edu

While the HubCap is designed with our faculty as the primary audience, others (campus leaders, directors, student services staff) may also find valuable insights within.Feel free to forward this newsletter on if you know someone who could benefit from this information.

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