COVID-19 & UPDATES TO SERVICES
UT Austin has made modifications to university operations through the rest of the spring semester to help slow the spread of COVID-19. We are exploring options for offering the Inclusive Classrooms Leadership Certificate Seminar online.
Please direct any questions about the seminar to: Betty Jeanne Taylor, PhD, Assistant Vice President, Division of Diversity and Community Engagement at email@example.com
“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
SPRING 2020 Seminars
Dates: Monday, March 2 AND Wednesday, March 4, 2020*
Time: 12:00 – 1:50 p.m.
Location: Flawn Academic Center (FAC), Room 328
We are exploring options for offering the Inclusive Classrooms Leadership Certificate Seminar online in Spring 2020.
Additional seminars will be offered in the Fall 2020 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 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).
“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.