Center for Equity and Inclusion

Inclusive Classrooms Leadership Certificate Seminar

A discussion at an Inclusive Classrooms Leadership Certificate Seminar

Fantastic Sessions

"These sessions were fantastic!”

A group discussion at an Inclusive Classrooms Leadership Certificate Seminar

Effective Implementation of Ideas

”…really helpful ideas… moving from an awareness of these concepts to how to tangibly implement them effectively in the classroom.”

A discussion at an Inclusive Classrooms Leadership Certificate Seminar

Program Participation

“I thought it was great to have participants from so many programs/departments, and the encouragement for everyone to speak and be heard.”

Click images to view participant feedback.

Summer 2023 Seminars

Tuesday, June 20 AND Thursday, June 22, 2023

  • 10:00 – 11:50 a.m.; zoom (link and password provided upon enrollment)
  • Application available online beginning June 1, 2023, and must be submitted by June 9, 2023.
  • *must participate in both sessions in their entirety as indicated above

Monday, August 7 AND Wednesday, August 9, 2023

  • 1:00 – 2:50 p.m.; zoom (link and password provided upon enrollment)
  • Application available online beginning July 19, 2023, and must be submitted by July 28, 2023.
  • *must participate in both sessions in their entirety as indicated above

Please note: To be eligible for the seminar certificate you must participate in both sessions in their entirety. Applicants will be notified of enrollment status via email.

For accommodations, please contact Betty Jeanne Taylor, Ph.D., Assistant Vice President, Division of Diversity and Community Engagement, via e-mail at bjwtaylor@austin.utexas.edu or phone at (512) 232-1600 at least 5 (five) business days in advance of the seminar.

About the Seminar

Now in its 9th year, the Inclusive Classrooms Leadership Certificate Seminar engages graduate students who are teaching assistants and assistant instructors, in discussions about strategies for developing and sustaining an inclusive classroom climate. With opportunities to learn from each other’s experience, 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.

A discussion at an Inclusive Classrooms Leadership Certificate Seminar

A partner discussion at an Inclusive Classrooms Leadership Certificate Seminar“…depth of the content, acquired some new ideas, and had the space to take these topics even deeper without feeling like it was unwelcome analysis.”

“…meaningful, thought provoking, and pertinent…”

“thoughtfully prepared and beneficial”

“I got to hear a lot of perspectives that were different than mine and things I hadn’t considered before, which I find very valuable.“

“This is awesome.”

“… modeling how to set expectations and tone. This went a long way to making me feel comfortable speaking candidly during our discussions.”

Drawing from the literature which continues to show that a discriminatory climate negatively impacts a student’s 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 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).

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.