Understand how language shapes student belonging, and explore resources and identify practices that center inclusive language in your teaching practice in this two-part workshop. Participants will engage in discussions, co-creation of a vocabulary related to DEIJ, a case study, and activities that highlight the impact of both inclusive and non-inclusive language on students. The workshop will cover topics such as avoiding microaggressive language, using person-centered language, promoting gender and cultural sensitivity, and fostering a sense of belonging for students from diverse backgrounds. By the end of this workshop, participants will be able to:

• List examples of commonly used words and expressions language that can be improved to be more inclusive and make suggestions.
• Explain how language can drive behaviors and perceptions (in teaching and learning environments).
• Reflect on what prior experiences are creating/affirming your sense of belonging. Connect how language, identity, and bias impact belonging.
• Propose actions for using your power, privilege and agency to support inclusive language.

This workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals.

Instructors

April Dukes, University of Pittsburgh
Martina Rosenberg, University of Connecticut
Jordan Vinikoor, University of Connecticut

Workshop Schedule

This workshop meets in Zoom on Wednesday, October 11 and 25 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT.

Audience

This workshop is designed first and foremost for graduate students, postdoctoral researchers, faculty, instructional staff, and other staff in STEM/SBE disciplines, and is generally relevant to anyone looking to explore how language can shape an inclusive learning environment at the college level.

Registration & Enrollment

* At capacity and registration is closed as of Wednesday, October 4 *

Cap: 40. Registration opens Monday, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority.

Accessibility

If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

• Using alt-text on images in reading materials
• Sending pre-session reminders with upcoming assignments to all students
• Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes

All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.

Associate: Evidence-based teaching

• Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.