Inclusive Teaching at UO
UO defines inclusive teaching as instruction designed to ensure every student can participate fully and that their presence and participation is valued. UO’s definition also describes an inclusively taught course as one in which "course content would reflect the diversity of the field's practitioners, the contested and evolving status of knowledge, the value of academic questions beyond the academy and of lived experience as evidence, and/or other efforts to help students see themselves in the work of the course."
Each academic unit is making this definition their own in terms of policy, and UO instructors are bringing inclusive teaching to life through practices in their own classes across disciplines.
As a recipient of a six year Howard Hughes Medical Institute Inclusive Excellence grant to resource inclusive teaching initiatives on campus, UO looks forward to an increased capacity to support inclusive teaching.
Resources
About the Grant
Over the next six years, the University of Oregon will receive nearly $500,000 from the Howard Hughes Medical Institute to fund projects that define, develop, evaluate, and reward inclusive excellence in teaching.
We anticipate deep, collaborative work undergirded by this new funding: we’ll attend to students’ experiences, lift up faculty and GE instructors’ leadership and resource-sharing, offer teaching development opportunities, and create new tools to better understand the prevalence and impacts of inclusive teaching practices, especially for students historically excluded by U.S. higher education and underrepresented at UO.
Inclusive Teaching Task Force
The new Inclusive Teaching Task Force will help identify and refine HHMI-funded programming plans. The group connects faculty teaching leaders, the University Senate, United Academics, administrative leaders, and teaching support professionals at TEP and UO Online. Our goal in coming together is to accelerate UO’s years-long work to define, develop, evaluate, and reward inclusive teaching in a way that palpably improves the experiences and demonstrably improves the outcomes of students.
Camisha Russell Associate Professor of Philosophy, Teaching Academy Board
Grant Schoonover Assistant Vice Provost for Academic Success, UESS, HHMI Leadership Group
Dan Tichenor Professor of Political Science, President, University Senate
Mike Urbancic Senior Instructor of Economics, President, United Academics, Teaching Academy Board