“I thought it was great to have participants from so many programs/departments, and the encouragement for everyone to speak and be heard.” – Seminar Participant
Summer 2021 Seminar
Dates: Monday, June 7 AND Wednesday, June 9, 2021*
Time: 10:00 a.m. – 12:00 p.m.
Location: Online via zoom (link and password provided upon enrollment)
*must participate in both sessions in their entirety as indicated above
Application available online beginning May 21, 2021 and must be submitted by Friday, May 28, 2021.
If you need accommodations for this seminar, please contact Betty Jeanne Taylor, Ph.D., via e-mail at firstname.lastname@example.org or phone at (512) 232-1600 at least 5 (five) business days in advance of the seminar.
Additional seminars will be offered in the Fall 2021 semester.
About the Seminar
The Inclusive Classrooms Leadership Certificate Seminar engages groups of university instructors (faculty, teaching assistants, assistant instructors, etc.) in discussions about strategies for developing and sustaining an inclusive classroom climate. With opportunities to learn from each other’s experiences, participants explore elements of course design and processes that can broaden intellectual scope, supporting students while reflecting the core values at The University of Texas at Austin.
Drawing from the literature which continues to demonstrate that a discriminatory climate negatively impacts student transition to college, sense of belonging at the institution and academic success (Cabrera, Nora, Terenzini, Pascarella, & Hagadorn, 1999; Hurtado, Milem, Clayton-Pedersen, & Allen, 1999), this leadership certificate seminar provides tangible elements of course design, planning, and processes considered with an inclusive lens. “Courses which incorporate diversity can broaden the intellectual scope of all students. And… can deepen self-awareness, while simultaneously providing an intellectual and methodological base that can be used in other courses of study” (Jacobs & Simpson, 1990).
“This seminar has increased my confidence in improving my classroom climate!”
“Every instructor should have this training!”
“[Considered] own identities and how perspective(s) inform my teaching style and the climate in my courses.”
“I appreciated the scenario activity because I was able to discuss in great detail many possible approaches to a given issue.”
Cabrera, A. F., Nora, A., Terenzini, P. T., Pascarella, E. T., & Hagedorn, L. S. (1999). Campus racial climate and the adjustment of students to college: A comparison between White students and African-American students. Journal of Higher Education, 70(2), 134-160.
Cohn, E., & Gareis, J. (2007). Faculty members as architects: Structuring diversity–accessible courses. In J. Branche, J. Mullennix, & E. Cohn (Eds.), Diversity across the curriculum (18–23). Bolton, MA: Anker.
Hurtado, S., Milem, J., Clayton-Pedersen, A. & Allen, W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. ASHE-ERIC Higher Education Report. 26(8). Washington, DC: The George Washington University.
Locks, A. M., Hurtado, S., Bowman, N. A., & Oseguera, L. (2008). Extending notions of campus climate and diversity to students’ transition to college. Review of Higher Education: Journal of the Association for the Study of Higher Education, 31(3), 257–285. https://doi.org/10.1353/rhe.2008.0011
Quaye, S.J., & Harper, S.R. (2007). Faculty accountability for culturally inclusive pedagogy and curricula. Liberal Education, 93(3), 32-39.