Experience & Expectations
The institute is predicated on the belief that you, as an instructor, care deeply about your students and are committed to creating equitable educational experiences and furthering learning about social justice.
This intensive, multi-day, hands-on experience will challenge you to critically reflect on your role as an educator, learn about equitable teaching practices and social justice pedagogies (e.g., experiential, arts-integrated, place-based, reflective, etc.), practice deep listening to the perspectives of others, and work on designing or redesigning aspects of your course to better align your practices with your values. We expect that you will bring an open and curious mind, engage fully throughout the week, take responsibility for your own and others’ well-being, and contribute to creating powerful learning experiences for all involved.
Our Process
During the institute, we will explore pedagogies, principles, and practices in a large group setting and then you will work on applying them to your own course in a small learning team. Your learning team, led by an experienced facilitator, will provide you with opportunities for brainstorming, individualized feedback, and ongoing support. You are also invited to consult one-on-one with institute faculty throughout the week.
The principles on which the institute rest are grounded in the literature on critical pedagogy, social justice education, universal design for learning, learning science, inclusive learner-centered teaching, and student motivation.
Our Goals
The institute is designed to expand participants’ pedagogical content knowledge, strengthen their skills in designing equitable learning spaces, and foster community and personal growth. During the institute, you will:
reflect on your own identity and your commitment to the values of equity and social justice;
define your goals for social justice learning within the context of your field and a particular course you are planning to teach;
explore strategies for fostering inclusive and equitable learning spaces and democratizing your classroom;
design a signature assignment that furthers your goals for students’ learning;
revise your syllabus to respond to your students’ diverse backgrounds, interests, and needs;
create a plan for facilitating difficult conversations across difference; and
devise compelling ways to communicate your teaching goals and approaches with your students.