About the Seminar
Nation-wide and across disciplines, there’s an increasing interest in developing student-centered approaches to teaching and learning that reflect and celebrate diversity. Faculty are creating classroom cultures that encourage participation, civil discourse, and debate; they are diversifying representation on their syllabi and in their instructional materials; they are arguing for the value of diversity to the project of knowledge-building. Much of this work relies on foundations of active learning: when faculty teach to support diversity, encourage rhetorical awareness, provide strategies for evidence-based argumentation about difficult topics, and challenge students to interrogate their received worlds, their students are speaking and writing to learn, working in groups and pairs, reporting out, debating, presenting, and providing and receiving peer feedback.
The diversity committee of the Marxe School of Public and International Affairs wanted to engage in this project, and approached the Institute for pedagogical support. After a period of research and development, the Institute facilitated an intensive seminar, followed by a series of working lunches. Over the January intersession and Spring 2017 semesters, an inaugural cohort of Marxe faculty reflected on their practice; developed and workshopped instructional materials, syllabi, and in-class activities; and supported one another through classroom implementation. At the seminar’s conclusion, each participant produced a portfolio of new or revised teaching materials, reflections on their personal inclusive pedagogy goals, and strategies or plans toward meeting those goals.
Following the success of the first cohort, we convened a second cohort of Marxe faculty in January and Spring 2018. In 2019, for the first time, we convened the Seminar for faculty in the Weissman School of Arts and Sciences. In the future, we plan to continue to reach more faculty across the disciplines. In Spring 2020, we will, for the first time, convene participants from all three cohorts to share outcomes, reflect on ongoing challenges, and learn from one another.
If you’re interested in inclusive pedagogy, you might like to look at some of the resources our first cohort engaged with and produced.
- Goals for Engaging in Inclusive Pedagogy. Inclusive pedagogy is an expansive project, and so identifying one’s goals is both especially challenging and important. This document was co-authored by the cohort on our last day together and is meant to be comprehensive. Individual participants have shorter or more targeted lists for particular courses, modules, or activities.
- Very Short Guide to Inclusive Pedagogy
- Inclusive Pedagogy: An Annotated Bibliography
- Inclusive Pedagogy: A Glossary of Terms
- “Inclusive Teaching Strategies: Reflecting on Your Practice” from the University of Michigan’s Center for Research on Teaching and Learning
- Activities and Assignments
- Structured Discussion Activities