Inclusive Pedagogy: Session and Presentation Menu

Topics

In this session we discuss the differences between “not racist” and “anti-racist,” while also mapping out anti-racist pedagogy. We also address strategies and approaches to beginning to make your course anti-racist.

In this session, we discuss what indigenous pedagogies are and what they may look like in a classroom setting and/or department. We explore, along with instructors, what changes can be incorporated in our teaching practices that can be aligned with indigenous ways of teaching and learning.

Formerly known as decolonizing your syllabus/curriculum, in this session we will outline and discuss the movement from the use of "decolonization" in faculty development to "culturally sustaining pedagogy." With an end goal of investigating how power circulates in your classroom or field and how to best develop a course and syllabus that does the same.

As our campus becomes more demographically diverse, we will be met with more opportunities to work and learn across differences. During socially and politically tumultuous times conflicts may arise in our classrooms. In this session we will discuss the nature of conflict and suggest some strategies to more effectively communicate across differences.

This session aims to prepare staff and faculty to better serve genderqueer, trans, and non-binary students by defining each of these identities, discussing the differences between gender, sex, and sexual orientation and by offering strategies to make your classrooms and workspaces more welcoming to people who are gender non-conforming.

In this session we define "inclusive pedagogy," reflect on our own classroom landscapes, and begin to map out the challenges we encounter when trying to create inclusive spaces on campus. We will discuss specific response strategies such as microresistance and microaffirmations. Finally, we will develop strategies and discuss resources that can move us toward more inclusive classrooms, departments, schools, and universities.

Also available:

  • Discipline specific Inclusive Pedagogy (Business, Law, the Sciences)
  • Inclusive Pedagogy for Graduate Pedagogy Classes
  • Inclusive Pedagogy for New Faculty

Communicating across difference requires skills that, fortunately, can be developed with practice over time. In this session, we will define vocabulary relevant to intercultural communication, discuss cultural values as well as misunderstandings and how to navigate them, and introduce intercultural competencies we can work on as a lifelong process.

For more information on this topic contact Dr. Amber Cordell at International Student and Scholar Services (ISSS) or Dr. Cecilia Gomez at the Center for Faculty Development and Excellence (CFDE).

In this session we will define the following terms: microaggression, microvalidation, and microaffirmation, discuss the research and theories behind the terms, and suggest strategies for interrupting microaggressions.

In this session we define "ally," "accomplice," "performative" allyship, and "authentic" allyship. We also discuss the differences between being an ally and being an accomplice. We then map out steps to becoming a better ally/accomplice.

In a period of major social, economic, and political disruption, the challenges of community engaged teaching and research can be more acute. As an institution, we say we value diversity, want to create more equitable opportunities, and believe that inclusion fosters excellence. But what does that mean in our relationships with community-based organizations? How can we model those values with students so that community engaged learning is truly transformative for the students and responsive to the societal needs we all face? This session offers concrete ideas about how to intentionally link community engaged learning and the values of diversity, equity, and inclusion by re-defining community engaged learning and putting into practice specific pedagogical tools.

How can faculty support first-gen students at Emory? In this session, we will discuss the specific needs of Emory's first-generation student body and the concrete challenges these students face to succeed at Emory.Our goal is to help faculty reflect on how their teaching and mentoring practices actively contribute to our first-generation students' academic and social success. From textbook selection to course assignments and expectations, from preferred communication methods to recommendation letters, we will discuss strategies to meet the needs of our first-generation student body.

This session puts the theories and practices of Abolitionist Teaching, Anti-Racist Pedagogy, Culturally Sustaining Classrooms, and Trauma Informed Pedagogy into conversation.

In times of political polarization, divisive rhetoric, a global pandemic, and continued protests for racial justice, managing a classroom can be difficult. Utilizing theories and practices of Trauma-Informed Pedagogy, Anti-Racist Pedagogy, and various resources on campus for helping students in distress, this session will offer up some ways you can respond to the stress of these times in your classroom.

In this session we define "trauma" and explain how it might show up in a classroom. We then provide "trauma-informed" teaching strategies that emphasize flexibility, caring, and belonging.

In this session we define "bias" and suggest strategies to reduce bias in your own work. Looking for bias training for work done outside of the classroom? Contact the Office of Diversity, Equity and Inclusion at this link.