Developing Strategies for Inclusive Teaching Practices

Monday, Tuesday, Wednesday 8-11am PT / 9am-12pm MT / 10am-1pm CT / 11am-2pm ET Online


Blair Schneider, University of Kansas Main Campus
Ángel A. Garcia Jr., James Madison University
Amy Weislogel, West Virginia University
Yadira Ibarra, San Francisco State University

During this 3-day workshop, participants will learn to solicit diverse viewpoints and amplify voices of all students, to decolonize instruction and identify the influence of race and perspective, and work collaboratively to diversify course syllabi and classroom instruction.


During this workshop participants will be introduced to and engage in discussions around inclusive teaching practices and how to integrate material that is culturally-relevant. Participants will engage in activities and exercises around identity, intersectionality, and implicit biases. In addition, we are going to dedicate a portion of the workshop in the discussion of strategies on how to gather, organize, and introduce curricula material for the development of inclusive teaching in geosciences.

Workshop Program »

Target Audience

This workshop is intended for all faculty and instructors interested in learning about and implementing strategies to improve inclusive teaching practices. Participants may be involved in teaching Earth science at the K-12, 2Y, and 4Y colleges.


By participating in this workshop, participants will:

  • Be able to define intersectionality and evaluate the different types of identity that exist in our society.
  • Be able to define and identify how unconscious biases impact our teaching and our students.
  • Be able to summarize and compare strategies to prevent negative impacts of unconscious biases in their course.
  • Construct a sustainable action plan, based on strategies that can be implemented in the short-term.
  • Develop strategies for searching and organizing culturally-relevant information that can be introduced in the developing of some geoscientific ideas (ex. place-based education).
  • Be introduced to strategies to start collaboration efforts with communities in the co-creation of knowledge.
  • Be able to summarize ethical principles at the moment to share culturally-relevant knowledge.

Prior to the workshop

Reflect on what are some scenarios (ex. a specific topic that you teach in physical geology) that you might use to enrich your teaching through this workshop. You will build on this scenario as we move through the development of the workshop.

We also recommend the following readings:

González-Espada, W., Llerandi-Román, P., Fortis-Santiago, Y., Guerrero-Medina, G., Ortiz-Vega, N., Feliú-Mójer, M., & Colón-Ramos, D. (2014). Impact of Culturally Relevant Contextualized Activities on Elementary and Middle School Students' Perceptions of Science: An Exploratory Study. International Journal of Science Education, Part B, 1–21.

Anne-Marie Núñez, Jessica Rivera & Tyler Hallmark (2020) Applying an intersectionality lens to expand equity in the geosciences, Journal of Geoscience Education, 68:2, 97-114, DOI: 10.1080/10899995.2019.1675131


Days 1 and 2 will include introductions to topics around identities, intersection of identity, implicit bias, and what constitutes culturally-relevant, yet appropriate to share knowledge that is engaging to your students. Each day will include elements of group discussions, activities, and exercises to develop strategies to promote justice, equity, diversity and inclusion in our teaching practices.

During Day 3, participants who have similar teaching interests will work collaboratively on modifying a particular activity, assignment, syllabi, etc. from their own course based on what it's been discussed during the workshop. We will conclude the workshop with an open discussion on strategies to develop resources that promote accessibility, justice, equity, diversity, and inclusion in Earth science instruction in the long-term.

Participant Workspace 

Workshop participants will have access to a private Participant Workspace.