Inclusive Classroom Institute
Announcing the 2016-17 University of St. Thomas Inclusive Classroom Institute
What do we mean by “inclusive classroom”? In an inclusive classroom, the instructor –
- Works to expand personal awareness of one’s own bias and its impact
- Fosters critical awareness of multiple perspectives
- Employs teaching methods that acknowledge the variety of student backgrounds and abilities
- Nurtures mutual respect and supports empathic awareness of others’ experiences
- Promotes equitable opportunities for academic success for all students
How do our strategic goals support our work to develop and nurture inclusive classrooms? The “Embracing our Differences as One Human Family” strategic priority includes the following goal: To “actively develop our students’ capacity for engaging in and growing from a broad range of world views, values and life experiences, thereby realizing our mission to prepare them for the increasingly diverse world they will encounter after graduation.”
At St. Thomas, our mission, convictions, and strategic directions all support the goal of creating inclusive classrooms. To do so, we need to consider course content, pedagogical approaches, our own biases and classroom behaviors, and our knowledge of students’ backgrounds and skills. This workshop series offers opportunities to build awareness, gain understanding, and implement new pedagogical strategies to improve the learning climate for all students.
The Inclusive Classroom Institute has four elements, described below: the curriculum, peer support, assessment/research, and promoting recognition across the university. Download the Inclusive Classroom Institute brochure (PDF)
- The Inclusive Classroom Curriculum and certification: Faculty can earn an Inclusive Classroom Certificate by completing the Preparing for Day One Workshop (required) and in addition, at least 5 of the 8 remaining workshops in the core curriculum (described below) AND completing 5 application activities (application activities are composed of a variety of hands-on and/or reflective exercises intended to deepen understanding and application of concepts discussed in the workshop). For certification purposes, these will be assessed with rubrics; Faculty Development will organize rubrics and assessment in collaboration with STELAR staff.
- Peer support: In addition, Faculty Development will facilitate a Faculty Learning Community on Racial Justice Pedagogy and Intersectionality for faculty who are engaged in inclusive classroom efforts and/or working toward certification.
- Assessment/research: Each workshop will be evaluated by participants and application will be assessed through evaluation of application exercises. In addition, faculty working toward certification will be invited to participate in a research project to examine teaching and learning outcomes of Institute training.
- Promoting institutional support: Deans and Department Chairs will be informed of the Institute and asked to explore appropriate forms of reward/recognition for faculty engaged in the work of enhancing inclusion and broadening student success strategies to reach all students.
Core Curriculum Workshops
Preparing for Day One (Required for certification)
Course Design for the Common Good: Transparency and Equity in the Classroom
Facilitating Challenging Conversations
Cultivating Contention: Creating an Intentional Culture of Dialogue
Race, Racism, and Privilege
Fostering Inclusion in STEM Classrooms
The Global Classroom
Safe Space/Brave Space Planning
Creating the Accessible Syllabus
2016-17 Institute Schedule & Registration
All faculty are welcome to register for any workshop, whether or not they are working toward certification. Please visit our Event web page for all of the workshop details and to register.
Fall 2016 Schedule
Preparing for Day One - Offered on Aug. 31 from 1:00-3:30 PM. Facilitated by Tanya Gladney and Ann Johnson
Facilitating Challenging Conversations - Offered on Sept. 23 from 3:00 to 5:00 PM. A second evening session will also be offered at a future date. Facilitated by Bryana French, Stephen Brookfield, and Todd Lawrence
The Global Classroom - Offered on Sept. 30 from 3:00 to 5:00 PM. Facilitated by Xiaowen Guan, Jon Stoltz, and Lori Friedman
Safe Space/Brave Space Planning - Offered on Nov. 1 from 3:30 to 4:30 PM. Facilitated by Lucia Pawlowski REGISTRATION IS OPEN!
Course Design for the Common Good: Transparency and Equity in the Classroom - Offered Dec. 2, from 11:00 AM to 12:30 PM. Facilitated by Dr. Mary-Ann Winkelmes, Coordinator of Instructional Development and Research and an Associate Graduate Faculty member in the Department of History at the University Nevada, Las Vegas.
Spring 2017 Schedule
Preparing for Day One - Offered on January 9 from 1:00-3:30 PM. Facilitated by Tanya Gladney and Ann Johnson
Course Design for the Common Good: Transparency and Equity in the Classroom - Offered on Jan. 23 from 3:00 to 5:00 PM
Safe Space/Brave Space Planning - Offered on Jan. 25 from 12:00 to 1:00 PM. Facilitated by Lucia Pawlowski
Fostering Inclusion in STEM Classrooms - This two-day workshop will be offered on January 11 & 12. Organized by Roxanne Prichard
Race, Racism, and Privilege - Offered on Feb. 3 from 3:00 to 5:00 PM. Facilitated by Rama Hart, Bryana French, Kanishka Chowdhury, Stephen Brookfield
The Global Classroom - Offered on Feb. 24 from 3:00 to 5:00PM. Facilitated by Xiaowen Guan, Jon Stoltz, and Lori Friedman
Cultivating Contention: Creating an Intentional Culture of Dialogue - Offered on March 10 from 3:00 to 5:00 PM. A second evening session will also be offered at a future date.
Creating the Accessible Syllabus - Opportunities will be offered during Spring 2017 semester for faculty to gain skill in using Word to create documents that are accessible for people with visual disabilities, and to transform a syllabus to make it accessible.