“This seminar has increased my confidence in improving my classroom climate!” – Seminar Participant
FALL 2019 Seminars
- Dates: Monday, September 23 AND Wednesday, September 25, 2019*
Time: 9:00 – 10:50 a.m.
- Dates: Tuesday, November 19 AND Thursday, November 21, 2019*
Time: 10:00 – 11:50 a.m.
Additional seminars will be offered in the Spring 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 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 Seminarfor Teaching Assistants and Assistant Instructors, is an excellent opportunity to learn about developing an inclusive classroom while also building your teaching portfolio.
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).
Participant Feedback
“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.”
Selected References
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
