Inclusive and Antiracist Pedagogies

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 continued a two-pronged initiative this winter, which included offering 1) a series of programming concerning curricular development and inclusive pedagogies, and 2) a small-group cohort where participants engaged with the workshop lessons and each other over a quarter to develop concrete materials for their departments and their classrooms. In spring, we will continue the workshop series with a focus on digital accessibility.

Spring Digital Accessibility Workshops

The college and UW are working quickly to understand and share resources to assist faculty and staff in meeting the Department of Justice’s new rule on digital accessibility, which requires the University’s web content, including academic course content, to be accessible by April 24, 2026. 

In the spring, we will partner with UW-IT Accessible Technology Services (AST) and the Center for Teaching and Learning (CTL) for three virtual workshops.

• Wednesday, April 16th 11-12:30 — Starting the Journey: Accessibility Tips for Everyday Tasks

• Friday May 2nd 11-12:30 — Universal Design for Learning: A Low- and No-Tech Start

• Tuesday May 20th 11-12:30— Making a Plan: Developing a Strategy for Course Accessibility

Please use this form to RSVP for these workshops. Zoom information will be shared a few days before each session.

Register for Virtual Workshops

See also the resources found on the UW Digital Accessibility page and the College’s Admin Gateway.

Winter Workshops

In winter quarter, instructors in CAS had access to two workshops. On January 17th from 10:30am-noon, UW’s Center for Teaching and Learning (CTL) facilitated a virtual workshop where participants considered inclusive pedagogy in our institutional context. CTL provided resources and strategies to help instructors build more inclusive learning environments. This was an interactive workshop with opportunities to engage in activities and discussions. This workshop was 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 facilitated an in-person workshop focused on disability justice and accessibility.  This was an interactive workshop with opportunities to engage in activities and discussions. While open to all, this workshop was more geared for intermediate or advanced practitioners of inclusive pedagogies. 

Winter Cohort

Summary

The second part of the initiative convened small group meetings that scaffolded the workshops. Leveraging the lessons and skills learned, this cohort of eight instructors met 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 received peer mentorship around classroom EJI interventions and created a community of practice so that they wouldn't have to grow their EJI practice alone. Participants had 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 were required to attend at least one workshop but ideally both. They also needed 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 received a $1,000 course development grant to support the continued creation/modifications of their courses.

The application consisted of a short essay (200-250 words) on why you wanted to participate and a syllabus abstract (500-750 words) that included a course title, a clear articulation of course outcomes and learning objectives, a description of how and why you intended to structure your course, and the type of readings, weekly themes, activities, assignments, and/or projects that would help you effectively reach desired instructional goals.

While anyone could participate in the workshops, only faculty were eligible for the cohort. Priority was given to those creating or modifying large, lower division courses.

The deadline was Thursday December 5, 2024 by 11:59 pm.