Inclusive Teaching at Princeton Events

What does it mean for classrooms to be inclusive spaces? How can Princeton’s community enhance learning by more fully engaging with diversity? The Inclusive Teaching at Princeton series invites undergraduate and graduate students, postdoctoral associates, faculty, and staff to come together to discuss diversity in teaching and learning at Princeton today. Over the years the McGraw Center has partnered with the Office of the Dean of the College, Teagle Foundation, Office of the Dean of the Graduate School, Office of the Dean of the Faculty, and the Vice Provost for Institutional Equity and Diversity as co-sponsors to create a framework for a campus dialogue exploring these questions.

The goals of the inclusive Teaching at Princeton series are:

  • To promote campus conversations about the important role that teaching plays in creating an inclusive University community.
  • To increase awareness of best practices for inclusive teaching, both improving climate and allowing faculty and graduate student participants to take these important ideas with them into their future teaching projects.
  • To offer faculty and graduate students access to a variety of expert perspectives on diversity and inclusion in the classroom.
  • To create Princeton-specific resources for inclusive teaching.
  • To assist all teachers and learners engage more meaningfully with the diversity in their classrooms.


Spring 2021 event in the Inclusive Teaching at Princeton series:

Responsible Teaching in a Violent Culture

An Inclusive Teaching at Princeton event, co-sponsored with the Lewis Center for the Arts and the Office of Institutional Equity and Diversity

Wednesday, January 27, 2021, 9:30 a.m. via Zoom  

More information forthcoming

This workshop will address how we teach, and teach charged topics, in a deeply polarized moment. Mitchell's workshop empowers faculty to develop strategies that allow them to be proactive rather than reactive, to operate from a clear affirmative stance rather than respond only when a classroom norm is violated. Instructors will leave with conceptual frameworks they can use to assess the strategies they are currently using in the classroom, as well as to develop additional strategies.

Mitchell is an award-winning authorcultural critic, and professional development expert. She offers guidance to scholars at every stage of their careers through various types of institutions, including the Ford Foundation and the American Society for Theatre Research (ASTR). To learn more about Mitchell, visit her website

We invite you to mark your calendar and join us on Wednesday, January 27 at 9:30 a.m. You may also pre-register at More details about this informative event will be sent soon.

Prior events in the Inclusive Teaching at Princeton series: