Inclusive Pedagogy Academy
CU Denver’s Inclusive Pedagogy Academy (IPA) is focused on helping faculty create meaningful, effective, and equitable learning experiences for all students.
Throughout the course, participants will update their own syllabi, course policies, teaching philosophy, and other course assignments and materials to make them more student-centered and inclusive. Upon successful completion of the Inclusive Pedagogy Academy, participants will be awarded a certificate of completion that they can include in their CV, professional networks, evaluations, and in promotion and tenure dossiers as evidence of teaching effectiveness.
Inclusive pedagogy aims to create learning environments where students of all backgrounds and identities feel valued and respected. By embracing inclusive pedagogy, educators foster a sense of belonging and honor student strengths and experiences. This approach also encourages instructors to address structural and historical inequalities that have often marginalized certain groups in education.
This academy was developed and funded by the University of Colorado Denver Office of Diversity and Equity, the College of Liberal Arts and Sciences, and the Teaching Innovation and Program Strategy Division (TIPS)
The fall 2024 Inclusive Pedagogy Academy will run from October 7th-December 9th.
Registration for the fall IPA is now open!
Inclusive Pedagogy Academy Outcomes
- Describe how inclusive pedagogies can be used to challenge inequitable social, cultural, and historical structures that impede student success in higher education
- Examine how social identities and experiences shape the ways instructors and students perceive and participate in learning.
- Implement equity-minded teaching practices and materials that are welcoming and responsive to the different identities, lived experiences, and needs of our students.
- Articulate how your teaching and learning attitudes and practices will promote equity and inclusion.
Schedule, Topics, and Format
We anticipate that participants will spend approximately 6-8 hours on coursework for each 2-week unit. The IPA is a blended learning experience that consists of asynchronous online learning in Canvas, synchronous remote drop-in sessions as needed, a kick-off session, and a wrap-up celebration bash. This mix of modalities is designed to give you opportunities for both individual reflection and collaboration within your cohort.
- Unit 1: Introduction to the Inclusive Pedagogy Academy
- Unit 2: Identities and Dimensions of Diversity
- Unit 3: Inclusive Practices and Policies
- Unit 4: Assessment, Reflection, and Wrapping Up
In each unit you'll have:
- a discussion space to share ideas for inclusive practice with your peers
- an assignment where you can start to think about how to apply what you are learning to your own context
- a brief reflection that will help you wrap up each unit and move on to the next
- readings, videos, and resources that will help you explore course themes and concept
Tentative Dates:
Note: The welcome bash is optional, and will be recorded and shared with the cohort. Participants are only required to attend one of the synchronous check-in sessions.
- Monday, October 7th: Inclusive Pedagogy Academy Opens (Participants have access to the Canvas course)
- Tuesday, October 8th 4pm: Welcome Bash (Online) OPTIONAL
- Tuesday, October 22nd 4pm: Synchronous Check-In and Due Date for Unit 1
- Tuesday, November 5th 4pm: Synchronous Check-In and Due Date for Unit 2
- Tuesday, November 19th 4pm: Synchronous Check-In and Due Date for Unit 3
- November 25-30: Fall Break (IPA will be paused during this break, though participants can use this time to catch up if needed)
- Monday, December 9th: Celebration Bash/Wrap-Up (Time TBD) and Due Date for Unit
Fall 2024 IPA Facilitators
Dr. Soumia Bardhan
Soumia Bardhan is associate professor of Communication and interim director of International Studies. Her scholarly interests include media and global communication, intercultural communication, Islam/religion, politics, and communication, Muslim minority identities and discursive practices, intercultural pedagogy and curriculum internationalization. Her teaching philosophy is informed by critical pedagogy and intercultural praxis. She sees teaching and learning as having three interwoven stages: help learners think in new ways and think for themselves, expose them to new content and teach ways to learn and organize new ideas, and facilitate the development of well-supported arguments that challenge existing thinking. Her courses usually focus on promoting global learning and diversity, as she is committed to advancing education that engages issues of difference to promote the learner’s preparation for life in a diverse and global society.
Testimonial from Dr. Bardhan:
Serving as co-facilitator and instructor in CU Denver’s Inclusive Pedagogy Academy (IPA) has been a incredibly fulfilling experience. The program's focus on promoting equitable and student-centered teaching practices resonated deeply with me, and it was a privilege to support fellow faculty members on this transformative journey. Through the course, I saw participants passionately reimagining their syllabi, course policies, and teaching philosophies to better align with inclusive principles. Although this journey is challenging, the growth and transformation I witnessed were truly inspiring. Their commitment to creating more welcoming and supportive learning environments was remarkable. This experience reinforced my belief in the profound impact that inclusive pedagogy can have on both educators and learners. It was an honor to contribute to such a meaningful and impactful program.
Dr. Jennifer Camacho Taylor
Jennifer Camacho Taylor (she/her/ella) is someone who values equity in every aspect of her life and is consistently working on decolonizing her mindset. Her research focuses on the intersection of mental health and racial ethnic socialization. She has prioritized social justice while teaching, serving as a university DEI facilitator, working as an Assistant Director at a Multicultural center, through her scholarly writing, and in her daily work. Her work is aimed at honoring her first generation journey, immigrant parents, and any historically excluded individual who does not see themselves represented in higher education.
She currently serves as the internship community liaison supporting undergraduate students in finding internship sites and maintaining relationships with current community partners. She loves learning from students and is thankful for the insight they offer every day. She aims to never take their stories for granted. Her goal is to offer inclusive, relatable, and relevant support to students. She enjoys offering research opportunities, graduate school support, professional development, and meeting students where they are at.
Testimonial from Dr. Taylor:
The IPA has offered me the opportunity to continue my investment in interdisciplinary work. I am thankful to have been able to meet and co-lead with a wonderful faculty member in CLAS. I have appreciated the vulnerability participants have offered and enjoy supporting faculty from all walks of life (graduate students, part-time instructors, etc.). We are always looking for insight and opportunities to enhance the IPA, so I would say for anyone interested, know the journey is fluid.