About the Seminar
Since 2017, the Institute has facilitated the Inclusive Pedagogy Seminar, a cohort-based, semester-long engagement with frameworks and strategies for inclusive teaching. Through an intensive intersession phase and several meetings across a subsequent semester, faculty explore approaches to establishing an inclusive classroom culture, representing in their curricula the work and experiences of diverse scholars and communities, facilitating class discussion on challenging hot-button topics, implementing inclusive grading strategies, and more. Together, cohorts reflect on their teaching practices, develop and workshop instructional materials, syllabi, and in-class activities, and support one another through classroom implementation.
We invite you to hear directly from some faculty members about their experiences participating in the Seminar!
From 2016-2021, the Seminar was facilitated by Meechal Hoffman and later also by Julia Goldstein. Starting in 2021, in order to diversify Seminar leadership and reach more participants, the Institute’s Directors trained faculty (all alums of the Seminar) to facilitate. Starting in 2022, those faculty were joined by Institute Fellows, trained to support participants in thinking about the overlap between inclusive and communication-intensive pedagogies.
You can learn more about our recent and current faculty and fellow facilitators here:
123 faculty have participated in the Inclusive Pedagogy Seminar so far: 38 from the Marxe School of Public and International Affairs; 49 from the Weissman School of Arts and Sciences; and 36 from the Zicklin School of Business.
That means that ~15.5% of Baruch’s full-time, and ~5.5% of Baruch’s part-time faculty have participated in the Seminar. In our most recent analysis of our assessment data, drawn from anonymous engagement surveys at the conclusion of each cohort’s Seminar, we learned the following:
98% of faculty said they were “extremely likely” or “somewhat likely” to implement something they learned in the Seminar into an upcoming course, and 96% of faculty said they “strongly agree” or “somewhat agree” that they believe their students will feel more included, represented, and intellectually stimulated as a result of their participation in the Seminar.
We encourage you to listen to some faculty members reflect on some of the concrete changes they made to their teaching as a result of their participation in the Seminar.
For more, please see our assessment report here.
Call for Participants
Since 2017 the Bernard L. Schwartz Communication Institute has facilitated a Faculty Seminar on Inclusive Pedagogy. To date, 148 faculty members across Marxe, Weissman, and Zicklin have participated.
We are delighted to announce that we’ll be running the Seminar again this January and Spring 2024. We invite faculty from all three Schools, both full- and part-time, to participate. In particular, we welcome Baruch’s new and recent classes of Lecturers to join us.
All participants will be compensated $500, and space in each cohort is limited. If you’d like to participate, please respond to this brief survey by Tuesday, January 2.
What does the Seminar cover? We will explore strategies for:
- Establishing an inclusive classroom culture that makes space for every student to learn and be heard
- Evolving course design to represent the work and experiences of diverse scholars and communities
- Designing and facilitating class discussion of challenging topics, with a special focus on race
- Reflecting on and implementing inclusive grading strategies
The Seminar is designed to support faculty from all disciplines – including technical and quant-heavy fields – and teaching in all modalities and class sizes.
When and how often does the Seminar meet? The Seminar starts with two full days in January and continues with two meetings at the start and end of the Spring semester. Seminar participants will also have a series of 1-1 or small-group meetings with a member of our team for individualized support, guiding you through the process of applying what you learn to your teaching.
Throughout, participants will develop new teaching materials and classroom strategies, and join a diverse community of colleagues invested in creating and supporting a College-wide culture of equity, inclusion, diversity, and learning for all.
Our call for participants survey gives you the opportunity to choose one of the following Cohorts:
Cohort Option 1 – for part-time faculty only: Session 1) Tuesday, January 16 from 10am – 2pm; Session 2) Friday, January 19 from 10am – 2pm; Session 3) Thursday, February 15 from 5 – 7pm; Session 4) Thursday, May 16 from 5 – 7pm.
Cohort Option 2 – for full- and part-time faculty: Session 1) Thursday, January 11 from 10am – 2pm; Session 2) Wednesday January 17 from 10am – 2pm; Session 3) Thursday, February 15 from 12:30 – 2:30pm; Session 4) Friday, May 17 from 12:30 – 2:30pm.
- You must be available for all 4 sessions to join a Cohort.
- Sessions are in-person.
- If you’re an adjunct, and the scheduling allows, we encourage you to join Cohort 1. But all are welcome to join for Cohort 2.
In 2016, the diversity committee of the Marxe School of Public and International Affairs approached the Institute for pedagogical support developing student-centered, inclusive teaching strategies. In 2017, the Institute offered its first Inclusive Pedagogy Seminar, and it has been running continuously ever since, first for Marxe faculty, and later for faculty in all three Schools.
If you’re interested in inclusive pedagogy, you might like to look at some of the resources our first cohort produced, and some of the materials we prepared or shared over the years.
- 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
Members of the 2017 Cohort can log in to their page here
Members of the 2018 Cohort can log in to their page here
Members of the 2019 Cohort can log in to their page here.
Members of the 2020 Cohort can log in to their page here.
Members of the Fall 2021 Marxe Cohort can log in to their page here.
Members of the Fall 2021 WSAS & ZSB Cohort can log in to their page here.