Despite recent opposition to diversity, inclusion, and equity (DEI), effective instructional methods that truly enable all students to succeed are still critical to the success of the U.S. STEM workforce. Inclusive teaching is instrumental in helping instructors reflectively examine how their identities intersect and interact with their students and how they can structure and implement their courses and teaching practices that will uplift and support all students to succeed. Inclusive teaching is about inviting all to enter a learning environment that is safe, inviting, and supportive and that produces learning, thus promoting ongoing persistence into STEM fields and careers.

This workshop will share and synthesize research results from the The Inclusive STEM Teaching Project (ISTP) into a practical, integrated FITS Guidebook that contains validated scales, resources, and recommendations to create reflective and inclusive practitioners that embrace ongoing growth and development. By the end of this workshop, participants will be prepared to:

• Develop as iterative, reflective, and inclusive practitioners by engaging in deep, reflective prompts and peer-peer learning focused on ISTP research results
• Examine the lived experiences of learners (e.g., students, faculty members) and campus constituents that impact and influence the development of inclusive instructors
• Advance an inclusive teaching action plan

Instructors

Kim Weaver, University of Utah
Lucas Hill, University of Wisconsin-Madison
Linden Higgins, University of Vermont

Workshop Schedule

This two-part online workshop meets in Zoom on Tuesday, June 30th and Wednesday, July 1st at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona.

Audience

This workshop is designed for graduate students and postdoctoral scholars who are interested in developing as iterative, reflective, and inclusive practitioners.

Registration and Enrollment

No cap. Registration opens on Monday, June 8th at 10am CT and closes on the first day of the workshop.

Accessibility

If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@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:

• 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

About CIRTL Programming

CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.

This institute supports the following CIRTL learning goals at an intermediate level:

• Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
• Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.
• Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
• Goal 4: Prepare for an impactful career. See more Goal 4 programming.