“This seminar has increased my confidence in improving my classroom climate!” – Seminar Participant
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 where all feel supported and encouraged. With opportunities to learn from each others’ experiences, participants explore elements of course design and processes that can broaden the intellectual scope of all students and reflect the core values at The University of Texas at Austin.
Apply today! Co-sponsored by the Division of Diversity and Community Engagement (DDCE) and the Graduate School, the Inclusive Classrooms Leadership Certificate Seminar for Teaching Assistants and Assistant Instructors, is an excellent opportunity to learn about developing an inclusive classroom while also building your teaching portfolio.
Dates: Monday, April 29 AND Wednesday, May 1, 2019*
Time: 10:00 – 11:50 a.m.
Application available online at the following link: https://tinyurl.com/042919InclusiveClassrooms and must be submitted by Friday, April 19, 2019.
*Please note: To be eligible for the seminar certificate you must participate in BOTH sessions in their entirety as indicated above. You will be notified of your enrollment status via the e-mail address you provide on the application.
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 2019 semester.
Drawing from the literature which continues to show that a discriminatory climate negatively impacts students’ 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).
“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.
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.
Jacobs, J. & Simpson, M.D. (1990). On diversity in teaching and learning: A compendium. Faculty Teaching Excellence Program. Boulder, CO: University of Colorado. Retrieved from http://www.colorado.edu/UCB/AcademicAffairs/ftep/downloads/ondiversity.pdf
“Thought-provoking questions and conversations.” – Faculty Member
Individual or group consulting services are provided to assist faculty and instructors with considerations related to diversity and inclusion, such as: creating inclusive classrooms and identifying classroom climate issues. If you are interested in a consultation, please contact Betty Jeanne Taylor, Ph.D., Assistant Vice President at email@example.com to schedule an initial conversation.