Inclusive Teaching at a Predominantly White Institution Workshop Series

This 6-workshop series explores inclusive teaching by focusing on racial and Indigenous dynamics. We will explore the context of the UMN as a Predominantly White Institution (PWI) and its implications for classroom climate, equitable pedagogy, diversifying course content, and equitable assessments. The first workshop on Pedagogy Basics will provide a refresher on tools and practices that will be referenced in the following workshops.

Upcoming Events

Register through Training Hub for each session you wish to attend.

All workshops held on Fridays, 10:00-11:30am CT via Zoom.


  • Pedagogy Basics: Bloom’s Taxonomy and Principles of Course Design (Sep 29)
    • This workshop introduces basic pedagogical tools that instructors use for effective teaching and course design. After we explore distinctions between content knowledge and pedagogical knowledge, we will use Bloom’s Taxonomy as one tool to understand and apply Backwards Course Design principles. This workshop will introduce concepts that will be referenced throughout the workshop series. 
  • Teaching and Learning at a Predominantly White Institution (Oct 27)
    • This workshop will explore dynamics of race and Indigeneity at Predominantly White Institutions (PWIs) like the University of Minnesota. Participants will examine and reflect on  foundational assumptions about teaching and learning using core concepts such as PWI, identity, positionality, and race and identity stressors, among others. 
  • Creating Climates of Inclusion and Belonging (Dec 1)
    • We will examine the differential experiences of BIPOC students, using data and scenarios. Participants will explore strategies (proactive, ongoing, and “in the moment”) that address racial and Indigenous dynamics of class climate. Participants will consider typical PWI frameworks as well as stereotype threat as a race stressor.
  • Toward Equitable Pedagogical Practices (Feb 2)
    • Equitable pedagogical practices require challenging the assumption that there is a set of fixed “best practices” for all teaching contexts. Rather, participants will be guided to diversify their teaching methods as well as to examine their teaching through the lens of BIPOC students’ experiences in their courses. Participants will increase their awareness of how dynamics of race and Indigeneity affect discussion and other learning experiences.
  • Diversifying Curricula and Course Content (Mar 1)
    • Participants will learn how to audit course content and curricula using a 3-part framework that presents possible approaches to this work. Participants will also examine their discipline’s approach to knowledge and consider disciplinary knowledges as “situated.”
  • Equitable Assessments (Apr 5)
    • Assessments of student learning are graded or ungraded assignments and activities that measure learning. In this workshop, participants will be introduced to three key principles that make assessments more equitable: 1) using multiple assessment types (formative and summative), 2) providing options and choices for students to demonstrate their learning, and 3) being specific and transparent about student expectations.


  • Anita Gonzalez, Center for Educational Innovation
  • Clare Forstie, Center for Educational Innovation

Post-session resources

These sessions will not be recorded. Slides and resources will be sent to all registrants within two business days following the session.

Accessibility & Accommodation Requests

We strive to host inclusive, accessible events that enable all individuals to engage fully. For inquiries about accessibility or if you’d like to request an accommodation, please email at least one week prior to the event (requests for live captioning should be made two weeks prior). We will do our best to accommodate any access requests received after that time.