Developing Strategies for Inclusive Teaching Practices

Inclusive teaching is a broad topic - there is no one activity or exercise that makes an educator or their course inclusive. In order to practice inclusive teaching, educators must focus on reflection, critical thinking, and apply a growth mindset to their own practices and goals. Participants in this workshop will be introduced to and engage in discussions around inclusive teaching practices and how to integrate material that is culturally-relevant. 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. The second day will include elements of group discussions, activities, and exercises to develop strategies to promote justice, equity, diversity and inclusion in our teaching practices. In addition, at the end of the second day, 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.

Prior to the workshop

Please complete this Pre-workshop Survey.

Day 1: Please visit the Project Harvard site and take 1-2 Implicit Association Tests. You can select any test of your choice, each one takes approximately 15 minutes.

Day 2: 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 before attending the workshop:

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

David-Chavez, D. M., Valdez, S., Estevez, J. B., Martínez, C. M., Angel A Garcia, J., Josephs, K., & Troncoso, A. (2020). Community-based (rooted) research for regeneration: Understanding benefits, barriers, and resources for Indigenous education and research: AlterNative: An International Journal of Indigenous Peoples.

Garcia, A. A., Semken, S., & Brandt, E. (2020). The Construction of Cultural Consensus Models to Characterize Ethnogeological Knowledge. Geoheritage, 12(3), 59.

Semken, S. (2005). Sense of place and place-based introductory geoscience teaching for American Indian and Alaska Native undergraduates. Journal of Geoscience Education, 53(2), 149–157.




8:00-8:25 Welcome Day 1 and Introductions

8:25-9:00     Let's talk: Why are DEI initiatives so important in Earth Sciences?

5 minute break

9:05-10:00     Introduction to the topics of identity, intersectionality, and implicit bias

5 minute break

10-10:55      Breakout group discussions - when can our biases negatively impact students while teaching?

10:55-11:00   First day general conclusions and overview of next day

Road check and adjourn for the day


8:00-8:05        Welcome Day 2

8:05-8:55        Identity scenario discussions

5 minute break

9:00-9:55     Introduction to culturally-relevant geoscientific material, place, sense of place, and place-based education

5 minute break

10:00-10:55    What is appropriate to share in my classroom, anyways?

10:55-11:00    Second day general conclusions and overview of next day

Road check and adjourn for the day


8:00-8:05       Welcome Day 3

8:05-8:40       Identifying, organizing, and introducing culturally-relevant material in the classroom

8:40-10:00     Breakout group discussions - Designing material that is place-rooted and culturally-relevant

5 minute break

10:05-10:50   Large Group Exercise: Strategies to develop, compile and evaluate resources that promote accessibility, justice, equity, diversity, and                                inclusion in Earth Science instruction

10:50-11:00    Workshop evaluation and adjourn