Developing EJI-Focused Course Materials through Workshops and Small-Group Cohort Support
Overview
Instructors in CAS have indicated immense anxiety around engaging in difficult conversations about highly politicized topics as well as an overwhelming desire to learn how to best approach these conversations in the classroom and elsewhere. Instructors also want to ensure that their classrooms, no matter the subject matter, are spaces where all students can learn and thrive.
After last year’s success, the College is continuing a two-pronged initiative this winter, which includes offering 1) a series of programming concerning curricular development and inclusive pedagogies, and 2) a small-group cohort where participants engage with the workshop lessons and each other over a quarter to develop concrete materials for their departments and their classrooms.
Workshops
In winter quarter, instructors in CAS will have access to two workshops. On January 17th from 10:30am-noon, UW’s Center for Teaching and Learning (CTL) will facilitate a virtual workshop where participants consider inclusive pedagogy in our institutional context. CTL will provide resources and strategies to help instructors build more inclusive learning environments. This will be an interactive workshop with opportunities to engage in activities and discussions. This workshop is geared towards instructors who are relatively new to discussions on inclusive pedagogies.
On February 28th from 10:30am-12:30pm (Oak Hall, Denny Room), the CTL will facilitate an in-person workshop focused on disability justice and accessibility. This will be an interactive workshop with opportunities to engage in activities and discussions. While open to all, this workshop is more geared for intermediate or advanced practitioners of inclusive pedagogies.
Register for In-Person Workshop
Cohort
Summary
The second part of the initiative will convene small group meetings that scaffold the workshops. Leveraging the lessons and skills learned, this cohort of eight instructors will meet four times during winter quarter to design or revamp lower division courses as well as create course modules that “encourage thinking critically on topics such as power, inequality, marginality, equity, and justice, and promote effective communication across differences.” (Div Task Force Report).
Goals
By working with others in a cohort, participants will receive peer mentorship around classroom EJI interventions and create a community of practice so that they don’t have to grow their EJI practice alone. Participants will have the opportunity to present their course materials at the CTL’s Spring symposium and share their process of developing and building their skills as well as shifting their mindsets and practices.
Requirements
Participants in the cohort are required to attend at least one workshop but will ideally attend both offered. They will also need to be available for four 1.5-hour Friday meetings with their cohort throughout winter quarter (10:30-noon on January 24, February 7, February 21, March 7). Upon successful completion of the program, participants will receive a $1,000 course development grant to support the continued creation/modifications of their courses.
The application consists of a short essay (200-250 words) on why you want to participate and a syllabus abstract (500-750 words) that includes a course title, a clear articulation of course outcomes and learning objectives, a description of how and why you intend to structure your course, and the type of readings, weekly themes, activities, assignments, and/or projects that will help you effectively reach desired instructional goals.
While anyone can participate in the workshops, only faculty and, in limited circumstances, staff are eligible for the cohort. Priority will be given to those creating or modifying large, lower division courses.
The deadline is Thursday December 5, 2024 by 11:59 pm.
Apply to inclusive pedagogies 2025 cohort