Preparing Faculty to Be Inclusive Teachers: COVID Edition Institute

The Preparing Faculty to Be Inclusive Teachers: COVID Edition Institute for Spring 2021 will meet online on Wednesdays, 2/10, 2/24, 3/10, 3/24, and 4/7 from 2:30-4:00 PM.

Applications for this fellowship are now closed.

In this special COVID version of our regular 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 will help participants integrate inclusion, diversity, equity, access, and leadership practices. The opportunity of this institute will suggest how to welcome and leverage differences for the benefit of all learners, including the lead learner. Participants will experience and consider a range of learning activities, ranging from exploring personal identity to unpacking privilege to creating accessible activities and materials for class. By the end of the institute, participants will gain foundational knowledge to continue to cultivate a community committed to inclusive practices. 


We want this program to be welcoming, accessible, and inclusive for all of our participants. Please reach out to Kyle Gipson (, 568-5054), or Emily Gravett (, 568-4846) with any considerations (e.g., disability, wellness, cultural, etc.) you want us to know about.

Faculty participants will make progress toward these program outcomes:
  • Describing key concepts related to inclusive pedagogy;
  • Identifying personal and institutional biases, assumptions, stereotypes, and misconceptions;
  • Evaluating how power, difference, privilege, and oppression affect learning;
  • Creating course materials and processes that are committed to inclusive and equitable practices for teaching a diverse student body.
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; and
  • Integrating knowledge of student development models in teaching philosophies and practice.

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