Graduate Teacher Program Intercultural and Diversity Workshop Series
All workshops count toward GTP certificate requirements.
All graduate students, undergraduate teaching & learning assistants, postdoctoral fellows, faculty, and staff are welcome at GTP events and activities.
For further information, please call 303-492-4902.
Beyond Demographics: Content Diversity in Course Design
Valentina Iturbe-LaGrave, Lead Coordinator, Graduate Teacher Program
In this workshop we will unpack the meaning of diversity in the college classroom, brainstorm strategies to incorporate diverse content and activities into your course and arrive at a concrete approach to considering key aspects of content diversity in your course design.
Unpacking Intercultural Competence
Ashmi Desai, PhD Candidate, Media Studies
In this workshop we will develop a general understanding of what cultural competence means. After looking at the origins of the concept, participants will frame a mutually acceptable definition, which will then be used to craft a rubric that will help design culturally competent syllabi.
Connecting Students to the Broader Context
Becca Kaplan, GTP Lead, School of Education
How can we engage our students to consider themselves as civic agents, to develop their civil skills and connection to their communities? Are we supporting students in developing as democratic citizens and participants? How might we add to the discussions and assignments in our courses to this end? In this workshop, let’s consider these and other questions, and discuss the implications of work connected to coursework.
Our Engineering Center: How a 50-year-old Building Continues to Impact Access and Equality for Modern Students
Janet Tsai, Post-Doctoral Research Associate, Engineering Plus
The CU Engineering Center celebrates its quinquagenary (50th birthday) in May 2016. Built at the height of the Space Race and Cold War, its distinctive concrete brutalist exterior was intended to demonstrate the cutting-edge research being performed there. Using the building as an example of a physical structure which has shaped and organized student activities across five decades, we will discuss ways that we can learn from the past and take informed action in light of historical legacies and traditions which may be surreptitiously limiting inclusion and diversity efforts in our disciplines.
Creating an Inclusive Learning Environment for All Students
Scarlet Bowen, Director, Gender and Sexuality Center
This workshop will cover best practices for creating inclusive learning environments, from taking attendance to designing assignments and intervening when students reproduce prejudiced ideas in class discussions. We will briefly touch on the research that shows the benefits of diverse and inclusive classrooms on learning. We will also discuss the controversies about trigger warnings and how to support students.
Diversity in the University Classroom: Is Everyone Whining About Nothing?
Kaylan Haizlip, Post-Doctoral Fellow, MCDB
This workshop will focus on determining the role of diversity in the classroom, the purpose it serves, and the how’s and why’s of taking it into consideration. Addressing diversity is not about making everyone feel welcome, it is about doing education right.
Who Is in the Room?
Zoe Levitt, Academic Coordinator, McNeil Academic Program
We will discuss the experiences of underrepresented, first generation, marginalized students in the classroom and on campus. Participating teaching assistants and instructors will learn about fostering an inclusive, welcoming environment for all students rather than contributing to existing institutional barriers.
Unpacking Trans* Microaggressions: Creating Safe, Inclusive, and Affirming Spaces for Recognizing Trans* and Gender- Creative Students
sj Miller, Associate Professor, School of Education
This presentation demonstrates how trans* and gender creative (T*GC) students experience myriad microaggressions throughout the school day and beyond. Because people are unaware of how they enact microaggressions, T*GC students live a double-consciousness about their identities and suffer in its wake from a lack of recognition, often experiencing emotional and psycho-social turmoil. Participants are invited to reflect on how the schooling experience marginalizes T*GC in order to disrupt and shift the broader schooling context. Through a Queer Literacy Framework (QLF), participants will develop solutions for teaching, affirming, and recognizing T*GC students to create safe, inclusive and affirming classrooms.