“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
SUMMER 2022 Seminar
Tuesday, July 26 AND Thursday, July 28, 2022*
10:00 a.m. – 11:50 a.m.
zoom (link provided upon enrollment)
Application link: https://utexas.qualtrics.com/jfe/form/SV_dhZyUU2WhQGS0iq
*Please note: To be eligible for the seminar certificate you must participate in both sessions in their entirety as indicated above. You will be notified of your enrollment status via the e-mail address you provide on the application.
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 firstname.lastname@example.org or phone at (512) 232-1600 at least 5 (five) business days in advance of the seminar.
About the Seminar
The Inclusive Classrooms Leadership Certificate Seminar engages graduate students who are teaching assistants or 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 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).
“This seminar has increased my confidence in improving my classroom climate!”
“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.”
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.