As an exceptional graduate and professional student development program we seek to achieve excellence and inclusion through the support of graduate students as college and university educators, researchers, and leaders, and prepare them for future academic and professional careers in the public or private spheres. Our workshops and other activities encourage graduate students to embrace teaching as an intellectual and inclusive act and to pursue their personal and professional development through participation in the program.
Diversity is what exists; inclusiveness is how we approach our teaching, our students’ learning, and our scholarship. Attending to the following areas allows graduate teachers and other faculty to create inclusive classrooms in which all students are challenged to learn and expand their understanding of each other and of their disciplines and communities.
Demographics include: gender, race, ethnicity, indigenous communities, sexual identity, age, socio-economic status, religion, disciplinary content, sexual preference, students from urban versus rural settings, and students who are domestic versus international.
Academic Preparation refers to: elementary and secondary preparation (private versus public), home schooling, specialized secondary schools (arts versus science, technology, engineering and math), demographics of the secondary school, curriculum of the secondary school (college preparatory versus traditional), languages studied, level of math and science achieved.
Visible and Invisible Abilities refers to: ambulatory or physical abilities and cognitive abilities, hearing, sight, emotional, medical, or mental.
Affective Wisdom refers to: the teacher’s and students’ sense of identity, motivation, belonging, purpose, their level of optimism or pessimism, their interactional skill level, and their ability to focus on their goals.
Disciplinary Content and Resources refer to how open or closed the discipline is to diverse content, resources and methods; how open the discipline is to collaboration with other units or other disciplines; access to diverse resources from other universities, other researchers, indigenous communities studies, ethnic studies, Black Studies, Women Studies; and whether or not research and course content extends to varied areas of research, cultural approaches, or various national or language sources.
Assessment of Teaching and Learning refers to: the ongoing formative assessment of instructional methods throughout the term by students and by peer observers; professors’ own assessment of their performance annually through reflective portfolios on their instructional practice; students’ evaluation of their instructor’s teaching at the end of the term; instructors’ use of classroom assessment techniques (Angelo & Cross, 1993) throughout the semester to support and check on student progress in learning; and students’ production of learning portfolios to reflect on their learning.