Faculty and Staff Development around Social Justice

Faculty Development Webinar Series -- Spring 2021

Inclusive Pedagogy

The Provost’s Advisory Council on Diversity and Inclusion brings you a series of faculty development workshops on inclusive pedagogy.  We hope to see you at all of them!


February 1

11:00 a.m.

Syllabus Review: What are We Communicating to our Students about Our Relationship?

Led by Tabor Fisher

Using the syllabus review guide developed by the Center for Urban Education at USC, we will workshop a recent syllabus to determine how effectively we communicate an equity mindset to our students as we welcome them to our courses.  According to CUE, an equity mindset includes fairness, care, and transformation.  This mindset aligns nicely with our Jesuit values of cura personalis and social justice.  

Register here: https://lemoyne.zoom.us/meeting/register/tJMtcOqtrjMjGNU7geMAk5mqKd91PBimmgst


February 12

10:00 a.m.

Moving from Intention to Action: Doing Justice, Equity, Diversity, and Inclusion (JEDI) work in Assessment

Led by Dr. Divya Beta


How do we embody principles of social justice and equity in our assessment practice? How do we assure student success and opportunity in the way we design our assessments? How do we create curricula and teaching and learning practices that reflect our mission, values, and commitments while also enabling innovation and equity? How do we ensure that our learning outcomes, assessments and our program evaluations are meaningful and useful not just from a compliance perspective but from a faculty development, student preparation, and programmatic continuous improvement opportunity perspective? This workshop is a first step in beginning to explore these questions and answer them. 

Register Here



February 26

1:00 p.m.

Active Learning Strategies to Promote an Inclusive and Democratic Classroom.  

Led by Fred Glennon

Ta-Nehisi Coates says about his college experience, “The classroom was a jail of other people’s interests.”  The challenge he poses to faculty is to create an environment where everyone’s interests, faculty and students alike, can be incorporated to make the classroom a more mutually engaging experience.  This workshop will discuss active learning strategies that have the potential to generate such an environment.

Register at this link


March 5

11:00 a.m

Standard Written English is a Racist Fairy Tale, So Now What? 

Led by Matthew Fledderjohann

In this workshop, participants will unpack the racist assumptions of “standard written English” and discuss how these insights can productively inform the way we judge and respond to students’ language. This conversation will draw on Young’s work on code-meshing, the Conference on College Composition and Communication’s 1974 “Students’ Right to Their Own Language” resolution, as well as the more recent demand for Black linguistic justice.

Register at this link.


March 26

11:00 a.m.

Antiracist Assessment: Rethinking How We Evaluate Student Writing.  

Led by Matthew Fledderjohann

Social justice scholar Asao Inoue asserts, “White supremacy is structured into the ways everyone reads and judges writing.” This workshop examines what these inequalities mean for course design by looking at the main arguments and recommendations Inoue offers in his book Antiracist Writing Assessment Ecologies. Instructors will assess common grading practices and discuss more just classroom policies.

Register at this link.

COR 400 Funding Opportunity

The Provost’s Office is funding a special initiative to develop COR 400 courses that incorporate a focus on racial justice.  This opportunity has two prongs:

-- Re-development of up to ten existing COR 400 courses; the added racial justice content must be appropriate to the overall course.  Possible strategies include the creation of a racial justice unit; the development of a racial justice thread that runs throughout the course; etc..  Stipends will be $500.

-- Development of up to five new COR 400 courses.  Stipends will be $2000.

The regular course approval process will be followed, starting with the submission of a Core course proposal to the Core Committee.  New and re-developed courses that are approved by the Core and Curriculum Committees will be eligible for this development funding.  

Implementation of new courses will ideally occur in the 2021-2022 academic year, though they could be offered sooner (e.g., Maymester 2021) or later (e.g., the instructor is on sabbatical next year).  Implementation of re-developed existing courses will depend on the usual rotation of the course offering.  COR 400 courses scheduled for Spring, 2021 are eligible for re-development funding this fall, although the approval time-line is very short.

This special initiative by Provost’s Office starts immediately; funds must be distributed by May 31, 2021.  Note that these funds are in addition to the ongoing funding opportunities offered by the Core Committee.  Please contact Theresa Beaty (beatytl@lemoyne.edu) with any questions.

O'Connell Grants Application

This academic year poses many challenges, but at the same time many of us are taking on the social, political, and environmental crisis we face on a daily basis by having our students confront these issues in the classroom. It is my intention for this year to use the resources of the O’Connell Professorship to support all of us in that work. In doing so, I hope to support the wide variety of methods and topics that we are bringing into our teaching. 

There are four categories of grant for which you may apply: course content, video content creation, in class video conference speaker, and Academic/Pedagogy virtual conference panel grants. 


For more information, contact Holly Rine at oconprof@lemoyne.edu.



Student Learning Assessment Funding Opportunity 


COVID-19 and structural racism have exposed the inequities that have been present in higher education assessment practices. The National Institute for Learning Outcomes Assessment (NILOA) has taken on this challenge and stresses the need to:

·       Check biases and ask reflective questions throughout the assessment process to address assumptions and positions of privilege.
·       Use multiple sources of evidence appropriate for the students being assessed and assessment effort.
·       Include student perspectives and take action based on perspectives.
·       Increase transparency in assessment results and actions taken.
·       Ensure collected data can be meaningfully disaggregated and interrogated.
·       Make evidence-based changes that address issues of equity that are context-specific (Montenegro & Jankowski, 2020).

Funding is available for SLA projects that focus on equity-minded assessment for the improvement of your assessment processes, teaching, and student learning in academic and co-curricular programs.

For SLA Funding Guidelines and Applications, visit the SLA Webpage on Echo

If you have questions, please send a message to sla@lemoyne.edu  


Montenegro, E., & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Bias Related Incidents and Title IX Complaints

Faculty and staff who experience bias-related incidents are encouraged to report those incidents to the Bias-Related Incident Team.    If you need support after a sexual assault or in cases of sexual harassment, please contact our Title IX Coordinator.  You can report any ethical issue, anonymously, through our offsite Ethics Reporting Hotline.




Our diversity statement:  “Inspired by St. Ignatius of Loyola's capacity to find God in all things, Le Moyne seeks to build a respectful, welcoming campus culture that celebrates difference and models inclusion. Uniqueness is expressed through gender, ethnicity, sexual orientation, socio-economic status, age physical and mental attributes, and religious an political beliefs. A Catholic, Jesuit college has a particular responsibility to provide an environment for the safe and nurturing exploration of difference, while also offering rich, ample opportunities for students to pursue the Jesuit ideal of "education in dialogue with the world."

Le Moyne’s Affirmative Action/Equal Opportunity Officer is Karin Botto.  You can contact her by email at bottoka@lemoyne.edu.  You can call her at x. 4155 or drop into Human Resources to meet with her.