Read a teaching-focused book with the CTL. Book clubs typically meet weekly and discuss the text as well as ways we can apply this understanding in our own classrooms and lives. Book clubs are open to anyone interested, including faculty, teaching professors, lecturers, graduate students, postdoctoral scholars, and staff. 

Fall 2022

This fall semester, join CTL Professional Development Lead Preston Cumming alongside instructors of all levels to read and discuss authors Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell, and Mallory SoRelle’s book What Inclusive Instructors Do: Principles and Practices For Excellence in College Teaching. During this time, we will have discussion of the text as well as ways we can apply this understanding in our own classrooms and university lives.

The group will meet weekly on Wednesdays from August 31st to October 5th, 10:00-11:00 a.m. Mountain Time. You can choose to join this book club in-person in the CASE building, or remotely via Zoom. 

*Space will be limited to the first 15 participants. We will collect a wait list for additional interest.

Register for Book Club

Purchase the book from the Boulder Book Store or directly through the publisher. If you would like to attend and cannot afford the text, please reach out to Preston at preston.cumming@colorado.edu for assistance. 

Participants can receive credit toward the CTL's graduate and postdoctoral scholar teaching certificates or micro-credentials. Contact preston.cumming@colorado.edu for details.

The following is a description of the text from Stylus Publishing: 

Inclusive instruction is teaching that recognizes and affirms a student's social identity as an important influence on teaching and learning processes, and that works to create an environment in which students are able to learn from the course, their peers, and the teacher while still being their authentic selves. It works to disrupt traditional notions of who succeeds in the classroom and the systemic inequities inherent in traditional educational practices.—Full-time Academic Professional, Doctorate-granting University, Education
This book uniquely offers the distilled wisdom of scores of instructors across ranks, disciplines and institution types, whose contributions are organized into a thematic framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that will help their students succeed.

The authors asked the hundreds of instructors whom they surveyed as part of a national study to define what inclusive teaching meant to them and what inclusive teaching approaches they implemented in their courses.

The instructors’ voices ring loudly as the authors draw on their responses, building on their experiences and expertise to frame the conversation about what inclusive teachers do. The authors in addition describe their own insights and practices, integrating and discussing current literature relevant to inclusive teaching to ensure a research-supported approach.
Inclusive teaching is no longer an option but a vital teaching competency as our classrooms fill with racially diverse, first generation, and low income and working class students who need a sense of belonging and recognition to thrive and contribute to the construction of knowledge.

The book unfolds as an informal journey that allows the reader to see into other teachers’ practices. With questions for reflection embedded throughout the book, the authors provide the reader with an inviting and thoughtful guide to develop their own inclusive teaching practices.

By utilizing the concepts and principles in this book readers will be able to take steps to transform their courses into spaces that are equitable and welcoming, and adopt practical strategies to address the various inclusion issues that can arise.

The book will also appeal to educational developers and staff who support instructors in their inclusive teaching efforts. It should find a place in reflective workshops, book clubs and learning communities exploring this important topic.

Participants can receive credit toward the CTL's graduate and postdoctoral scholar teaching certificates or mirco-credentials. Contact preston.cumming@colorado.edu for details.