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I don't know about you, but I have been quite distracted by the weather events in the southeast the past two weeks. I grew up spending summers in a small retreat center in Western North Carolina whose streets have been entirely washed away, requiring the college there to move to remote instruction for three weeks.  I have close friends and family in Orlando, who as it turns out, were among the very fortunate in the wake of Hurricane Milton, but I've been on pins and needles all week as they have shared how they are preparing for the worst. Even without the immediate personal connections, the headlines and images pouring in have been unavoidable and weigh heavily on what might already be a heavy Fall semester.

I snagged the title for this section from a book I read with other educators in a group this summer: The Existential Toolkit for Climate Justice Educators: How to Teach in a Burning World (Full Text available through UM Dearborn Library, but you'll have to log in to your account). The second chapter offers a model for how to engage both the emotional reaction to events like we have experienced, and move from feeling to talking, uniting, and action. (The author of the chapter, Andrew Bryant, MSW, LICSW, also wrote a piece explaining "What is climate grief?") It won't be the right fit for everyone, but if you're curious, I encourage you to check it out.

One of the messages I found helpful in the book is that we all have a role to play in climate education, and it does not require abandoning our disciplinary training. In fact, the strength we bring to our students is the invitation to learn and practice different ways of seeing the world so that they can do the work ahead of them (and us) to respond to our climate moment.

GenAI Syllabus Statements - Earlier this semester we asked for examples of syllabus statements you'd written for your classes about how your students may or may not use GenAI tools in your classes, so that we could share them back with the campus. Thank you so much to those of you who shared your statements!

We see this as a living document and would welcome more examples (especially from colleagues outside of CASL). Don't see a statement in the document above that sounds like yours? Great! We'd love to include an example from you. The button below will take you to a form where you can share your syllabus language with us, so that we can share it with campus.

The Hub has been supporting faculty around GenAI in teaching. This major change in education is not happening to faculty alone but to students as well. What do students think of GenAI tools? What impact has GenAI had on their approach to learning? What impact has GenAI had on their relationships of trust with faculty? Come hear this panel of our very own UM-D students who have generously offered to share some of their thoughts with faculty. To protect student privacy, this session will not be recorded. 

Join the Inclusive History Project for a virtual information session about the IHP Teaching Fund, which is currently accepting applications with a deadline of October 30, 2024. Learn how to prepare an application, ask questions, and find out how to work with the campus archives at U-M. In addition to IHP staff, librarians and archivists from each of the three campuses will be presenting at this event and available to answer your questions.

Speakers include:

Callum Carr, Head of Archives and Associate Archivist, Genesee Historical Collections Center and Frances Willson Thompson Library, University of Michigan-Flint

Meghan Courtney, Interim Associate Director for Public Engagement, Archivist for Academic Programs, Bentley Library, University of Michigan- Ann Arbor

Jennifer Junkermeier-Khan, Manager of Engagement, Inclusive History Project

Maggie Vanderford, Librarian for Instruction and Engagement, Clements Library, University of Michigan- Ann Arbor

Hannah Zmuda, Archivist, Mardigian Library, University of Michigan-Dearborn

Questions? Contact us at inclusivehistory@umich.edu.

Questions or comments? Jessica Riviere, rivierej@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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