Through a semester-long institute participants will have the opportunity to hone their skills for appreciating, leveraging, and responding to diversity within their classrooms. Participants will gain knowledge in areas associated with inclusivity and multiculturalism (e.g., race/ethnicity, nationality, ability status, etc.) and tools in managing group processes and difficult dialogues, addressing inflammatory and prejudicial comments, becoming aware of microaggressions and how to prevent them, and fostering more inclusive, equitable learning environments. Participation will enhance agency and confidence in making classroom environments more multiculturally-minded and will create a community around issues of inclusive excellence. 

Apply to the Fall 2018 Preparing Faculty to be Inclusive Teachers Institute

The group will meet on Thursdays, 3:30-5:00 PM: 9/20, 10/4, 10/18, 11/1, 11/15, 11/29, 12/13 in Rose Library.

APPLY HERE

Applications are due by Fri Sep 7 at 12 PM.

Want to prepare an application? Click here for a preview of the questions.


In this semester-long institute, participants will have the opportunity to develop their skills for intentionally designing and implementing instructional strategies to support inclusive learning environments for a diverse student body. The concepts, tools, research, insights, and materials gained in this institute will help participants not only respond to the challenges that differences can present, but welcome and leverage those differences for the benefit of all learners. Participants will experience and consider a range of learning activities, ranging from exploring personal identity to unpacking group privilege to practicing specific strategies for managing microaggressions. By the end of the institute, participants will increase confidence and become a community committed to inclusive practices.

Fall 2018 Facilitators:
Faculty participants will make progress toward these program outcomes:
  • Bringing together a community of faculty committed to teaching for diversity and inclusivity,
  • Reviewing literature, research, and best practices on inclusive pedagogy,
  • Developing specific teaching strategies for inclusion and diversity, and
  • Increasing awareness and confidence related to issues of diversity.
Faculty participants will make progress toward these teaching outcomes:
  • Appreciating pedagogy—the art and science of teaching and learning--as a significant higher education endeavor,
  • Identifying factors that influence pedagogical choices,
  • Creating assignments and/or courses that support higher-level learning (deep learning),
  • Designing and offering courses or curricula that align learning objectives, assessment, and learning activities,
  • Articulating how current pedagogical choices reflect disciplinary norms,
  • Practicing the integration of scholarship and teaching,
  • Integrating knowledge of student development models in teaching philosophies and practice.

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