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
HELD on Wednesday, January 27, 2021
American society seems to be getting more polarized and more violent, but teachers-at every level-feel more trepidation than confidence about addressing issues that are even slightly controversial. Based on Koritha Mitchell's expertise regarding how violence functions and the purpose of all forms of violence (from hate speech to physical attacks), 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. As important, you will leave the session with activities you can immediately take into the classroom.
To learn more about Mitchell, visit her website.
To request accommodations for a disability please contact the McGraw Center, email@example.com.
Prior events in the Inclusive Teaching at Princeton series:
- 7 into 15: Scenes from the Classroom - October 26, 2016
- Anthony Jack, a conversation with Cecilia Rouse - September 30, 2020
- Classroom (IN)Sight Juried Student Photography Competition - Exhibition and Award Ceremony; May 12, 2017
- The Ethical Costs of Upward Mobility - December 10, 2019
- Identity and Authority in an Inclusive Classroom - March 29, 2017
- Just Teaching: Why Inclusive Classrooms and Campuses Matter - February 26, 2018
- "The Niceties: performance and post-show discussion - February 8, 2019, February 10, 2019
- Metacognition is the Key - March 26, 2019
- Politics of the Classroom: Who Speaks? Who is Heard? - February 16, 2016
- Teaching to Make a Difference: Faculty Perspectives on Scholarship, Teaching, and Social Change - March 8, 2017
- Trigger Warnings and Microaggressions - March 2, 2017
- What Makes Teaching and Learning Inclusive? - September 26, 2016
- Widening the Pipeline: Inclusive Teaching for a Diverse Scientific Workforce - February 7, 2017