Inclusive Teaching Seminar
Each semester, OGI hosts the Inclusive Teaching Seminar, a cohort-based program that introduces faculty to key ideas in the field of inclusive teaching. Faculty will explore research on inclusive teaching strategies and learn how to apply it to their own course design and classroom practices. They will engage in conversations on topics such as: learning through diversity, growth mindset, microaggressions and implicit bias, content warnings, stereotype threat, and assessments. Faculty taking this seminar will have an opportunity to develop inclusive classroom policies, structured activities for teaching difficult texts or topics, rubrics to assess assignments, as well as strategies for responding to conflict in the classroom.
- Develop a faculty learning community for reflection and growth
- Create an inclusive environment where participants can explore and reflect on their positionalities and biases
- Build confidence in participants’ ability to develop, share, and discuss their approaches to inclusive teaching
Spring 2024 Seminar Dates:
- Friday, February 16
- Friday, February 23
- Friday, March 1
- Friday, March 8
Sessions will take place virtually via Zoom from 10:00 a.m. - 12:00 p.m. ET.
Application Deadline: Monday, January 22 at 11:59 p.m. ET.
Session 1: Principles of Inclusive Teaching
The seminar begins with an exploration of how instructors’ attitudes and biases impact the classroom environment. We will begin with an exercise that asks us to identify our own positionalities in the classroom, discuss how those positionalities impact our students’ learning, and engage in a larger conversation about what it means to reach all of our students in the learning process. This session introduces participants to five principles of inclusive teaching that we will revisit throughout the seminar as well as to the growth mindset framework. By the end of this session, participants will be able to identify key elements of an inclusive course climate and strategies for creating the conditions for all students to succeed in their courses.
Session 2: Teaching Difficult Texts and Topics
Having identified the elements of an inclusive classroom environment, participants will spend this session thinking through strategies for teaching difficult texts and topics. Whether these texts and topics are controversial, unfamiliar, or dense, they often present the same question: how to motivate students to engage with them in meaningful and productive ways. Participants will discuss how to design inclusive and active learning exercises, how to model forms of reading and analysis, and how to build in multiple modes of engagement for students as they navigate difficult texts and topics. Through these conversations, participants will develop concrete strategies for providing entry points for students into difficult course material as well as structured activities to promote their deeper analysis of these texts and topics.
Session 3: Grading and Assessments
In this session, participants will bring similar frameworks of inclusion to the design and evaluation of assessments in their courses. Participants will discuss different forms of assessment in their disciplines and explore strategies for grading and providing timely and frequent formative feedback to students. By engaging with scholarship on classroom assessment techniques, participants will leave this session with a better understanding of how to establish clear expectations for assessments as well as how to engage in grading practices that promote intellectual and social development, collaboration, and student-centered learning.
Session 4: Applying Inclusive Teaching Strategies
To put the inclusive teaching strategies developed throughout the seminar into practice, participants will analyze case studies that present challenges related to diversity in the classroom. Many instructors worry about how to manage conflict in the classroom, moments when students react to their peers and/or the course material in ways that derail the learning process. By discussing a set of case studies, participants will identify effective and inclusive strategies to employ in the moment, as well as before and after these situations take place. Participants will then engage in a role-play activity where they will act out these classroom scenarios for discussion and learning. The role-play activity will allow participants to practice implementing these strategies with a small group of peers and refine their teaching practice by integrating direct peer feedback. Finally, this session will provide participants with an opportunity to reflect on the seminar and its impact on their overall inclusive teaching practice.