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Inclusive Classrooms Seminar

“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

alt="Several people sitting at a table having a conversation with one person writing on a paper"comment bubble contains ”...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.”comment bubble contains “…meaningful, thought provoking, and pertinent...”

Fall 2022 Seminars

Tuesday, October 11 AND Thursday, October 13, 2022*

  • 10:00 a.m. – 11:50 a.m.
  • zoom (link provided upon enrollment)

Monday, November 14 AND Wednesday, November 16, 2022*

*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.

If you need accommodations for this seminar, 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 8th 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.

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).

Participant Feedback

comment bubble contains “thoughtfully prepared and beneficial” comment bubble contains “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.“comment bubble contains “This is awesome.”

comment bubble contains “… modeling how to set expectations and tone. This went a long way to making me feel comfortable speaking candidly during our discussions.” comment bubble contains “These sessions were fantastic!”Comment bubble contains ”…really helpful ideas… moving from an awareness of these concepts to how to tangibly implement them effectively in the classroom.”

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.

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.