Engaging Difference

SpectrumEngaging Difference: CTAL opportunities focused on teaching, diversity, and inclusion

We seek to create a safe space for the teaching community of UD to think about the realities of power and difference—differences across race, gender, sexuality, class, and learning needs—in the classroom.  Through a series of engaged conversations and a summer institute, we will connect with, educate, and empower faculty and graduate instructors to think together about how student learning is influenced and can be enhanced by difference. We ultimately hope to strengthen our abilities to ensure that all students benefit from the opportunities of diversity.

It requires intentional activity to reap these benefits of diversity, as cited by Jill Flynn*:

  • Reduction in prejudiced attitudes (Daye, Panter, Allen, & Wightman, 2012)
  • Deepening learning experiences and developing more nuanced notions of individual and group identities (Henry, Fowler, & West, 2011)
  • More active participation in society as democratic citizens (Gurin, Nagda, & Lopez, 2004)
  • More favorable campus climate (Park, Denson, & Bowman, 2013)

Teaching and Learning Conversations (TLCs)

256px-Chat_bubbles.svgJoin us for facilitated discussions and lunch. We invite you to share your questions, challenges, and practices that succeed or flop to these open, collegial conversations. Faculty, Graduate TAs, Instructors, and all those who teach at UD are welcome. Please register.

February 25, 2015: How can I manage controversial discussions?
12:30-2pm in Faculty Commons – Pearson Hall 116
Recent events surrounding racial profiling, sexual assault, and hate crimes can provide fuel for rich classroom conversations and student learning. This TLC explores how faculty and staff can initiate and manage potentially controversial discussions.

March 25, 2015: What are micro-aggressions and how do they impact learning?
12:00-1:30pm in Faculty Commons – Pearson Hall 116
This TLC will explore how unintended discrimination hinders, hurts, silences, and disadvantages students (e.g., How might ascribing high mathematical achievement to all Asian students limit artistic creativity and aspirations among some?) It will also provide time to figure out ways to avoid this in the classroom.

April 22, 2015: How can I mitigate stereotype threat and impostor syndrome?
12:00-1:30pm in Faculty Commons – Pearson Hall 116
Stereotype threat and impostor syndrome refer to internalized, negative intellectual ideas that can lead to poor academic performance of minorities (e.g., a student of color, a first-generation student, or a woman in a male-dominated field). This TLC will consider how instructors can work against these phenomena and help all students succeed.

Engaging Diversity, Equity, and Inclusion Summer Institute

June 1-4, 2015
The Faculty Enrichment Summer Institute is designed for UD Faculty with keen interests in learning and promoting diversity and inclusive teaching practices in their classrooms, departments, and throughout the university. The Institute aims to enhance faculty knowledge of issues around diversity and pedagogies that effectively and intentionally engage difference and include all learners. In addition, it will provide time and resources for faculty to create a useful classroom product.

This Institute is a part of the UD Summer Faculty Institute. Select participants will attend meeting_16-150p-01shared events such as keynote addresses and lunches with all faculty and enjoy concentrated time to deeply explore issues of diversity, equity, and inclusion that impact their classrooms. It is selective and includes a small stipend. Learn more and apply here.

Share our printable poster.


*Flynn, J.E. (2015)  ‘Collaborative To Diversify Teacher Education, White Paper Results’. Presentation at the University of Delaware.

Daye, C., Panter, A.T., Allen, W. & Wightman, A. (2012). Does race matter in educational diversity? A legal and empirical analysis. Rutgers Race and the Law. Retrieved fromhttp://papers.ssrn.com/sol3/papers.cfm?abstract_id=2101253

Gurin, P., Nagda, B. A. and Lopez, G. E. (2004). The benefits of diversity in education for democratic citizenship. Journal of Social Issues, 60(1), 17-34.


Henry, W.J., Fowler, S.R., & West, N.M. (2011). Campus climate: An assessment of student perceptions in a college of education. Urban Education, 46(4), 389-718.

Park, J.J., Denson, N., & Bowman, N.A. (2013). Does socioeconomic diversity make a racial difference? Examining the effects of racial and socioeconomic diversity on the campus climate for diversity. American Educational Research Journal, 50(3), 466-496.

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