Inclusive Teaching Toward Justice

Program Overview

Co-sponsored by CETL and the Division of Diversity, Equity, and Inclusion (DEI), this three-part workshop series is a professional development opportunity aimed at preparing instructors to effectively teach UWM’s diverse student body. Instructors who complete the workshop series will further their understanding of how to apply inclusive teaching practices in their course design and classroom management. They will be prepared to:

  • explain how their own and their students’ identities impact teaching and learning
  • facilitate classroom activities that promote equitable participation and a sense of belonging among students
  • write an inclusive course syllabus
  • design assignments that effectively support and assess student learning

These workshops are an updated version of the “Teaching for Multicultural Inclusion and Equity” program offered in 2019–2020. “Inclusive Teaching Toward Justice” (ITTJ) builds on UWM’s Racial Justice and Equity Program by focusing on how inclusive teaching can contribute to UWM’s goal of becoming a more radically welcoming and equitable campus.

Registration is open to all UWM instructors — faculty, academic staff, graduate TAs, and adjuncts — in all disciplines.

This event is partially funded via Academic Staff Group Professional Development Awards.

Session Descriptions

Session 1: Teaching and Learning through the lens of Social Identities

This session offers a brief introduction to inclusive teaching goals and underlying values, emphasizing how this teaching approach benefits all students and especially those from groups historically underrepresented in higher education. The session also focuses on social identities and how identity is relevant to teaching and learning.

Session 2: Building Inclusive Classroom Communities

This session addresses two components of how instructors can foster inclusive classroom communities. First, building on the previous session’s focus on identity and diversity, we consider how each student’s sense of belonging (or not) in the classroom can impact their engagement and learning. Second, we consider the significance of conflict in the classroom and discuss proactive and responsive ways of engaging conflict constructively.

Session 3: Inclusive Course and Assignment Design

This session focuses on practical ways of implementing inclusive design—which can range from course planning and syllabus creation, to designing specific assignments or classroom learning activities. How do we provide students with, on the one hand, the structure and transparency they need to meet expectations, and on the other hand, enough flexibility to support their own agency and growth in learning?

ITTJ formats and schedule

Currently, ITTJ is offered as synchronous workshops during the Summer. Each workshop session is offered in two modalities—in-person lunch meetings and virtual meetings via Zoom—so participants can choose the attendance option that suits their needs. An accompanying Canvas course site provides preparatory materials, online activities, and further resources to supplement each workshop session and permit attendees to earn a digital badge of completion if they choose.

Work is also underway to create a fully self-paced, online version of ITTJ.

Summer 2024 schedule:

  1. Session 1
    • In-person option: Wednesday, July 10, 12–2pm
    • Virtual option: Thursday, July 11, 10am–12noon
  2. Session 2
    • In-person option: Wednesday, July 24, 12–2pm
    • Virtual option: Thursday, July 25, 10am–12noon
  3. Session 3
    • In-person option: Wednesday, August 7, 12–2pm
    • Virtual option: Thursday, August 8, 10am–12noon


Register Here

Frequently Asked Questions

If I register for one session, am I automatically registered for the other two?
No. Each session has its own registration form. When you register, you’ll also need to choose whether to attend the in-person or the virtual session.
Do I need to attend all three sessions?
Not necessarily; since each session has its own registration, you may choose to attend only one or two that are of interest to you. However, the three sessions are designed to build on and complement each other, so you’ll receive the most benefit from attending them all. In addition, participants who attend all three sessions (in either format) and complete the post-session reflections can earn a digital badge of completion.
Is it okay to attend some weeks in person and others virtually?
If possible, it’s recommended that you choose one of the formats to attend consistently, which will help to build community and deepening conversations from one week to the next. However, it’s also fine to mix and match if scheduling needs require this!
What if I have a last-minute emergency and can’t attend?
If you were planning to attend the in-person meeting and can’t make it, it’s fine to come to the virtual session the following day instead (and helpful if you can alert us to your change in plans). The virtual meetings will be recorded, so if you miss a week altogether, you will be able to watch the recording — although note that breakout-room activities will be missing from that, and watching a recording isn’t nearly as rich an experience as participating in discussions.
Is food provided for the in-person meetings?
Yes! Thanks to an Academic Staff Group Professional Development Award, we will be providing food for lunch. More details about this will be available to those who register for these meetings.
Will I receive resources, handouts, or other takeaways?
Absolutely! When you register for one or more of the sessions, you’ll also be enrolled in a Canvas site containing additional resources and readings, as well as optional online activities to help you prepare for each session. The digital badge of completion will be administered through this site. Earning that badge requires attending all three sessions (in any modality) and submitting each of the post-session reflections.