Application for Fall 2023-Spring 2024 program has now closed. Please check back in the future for more opportunities.
Sponsored by the Office of the Provost in partnership with the Center for Teaching and Learning, the Faculty Pedagogy and Curriculum Enhancement Program is a year-long opportunity for faculty wishing to learn about and develop a plan for enacting inclusive and anti-racist practices in their teaching and curriculum design in a collaborative, cohort-based setting. The program is open to faculty who have completed a Crossroads Anti-Racism Organizing and Training through the Office of the Provost and to those who have engaged in other EDI professional development programing within the past two academic years and who are committed to implementing pedagogical and curricular enhancements that will measurably improve the WashU undergraduate educational experience, especially for historically underrepresented and first-generation college students.
This program is developed and facilitated by Educational Development Staff from the CTL in collaboration with Lorien Carter, associate professor of practice in the Brown School of Social Work and current faculty fellow for inclusive pedagogies in the Office of the Provost. The program will use a collaborative, cohort-based Faculty Learning Community (FLC) model to support faculty as they develop equitable and inclusive learning practices within a particular course. FLCs are small groups of cross-disciplinary faculty who “engage in an active, collaborative, year-long program with a curriculum focused on enhancing teaching and learning.”[i]
In this program, faculty will first participate in guided conversation in cohort meetings to enhance their understanding of inclusive and anti-racist pedagogical practices and curricular approaches. Cohort sessions in the fall semester will begin with a set of readings and activities that describe inclusive pedagogies and culturally responsive teaching practices and provide suggestions for implementation of pedagogical and curricular change appropriate to various fields and disciplines. Topics will focus on: inclusive and equitable course design, decolonizing the curriculum, designing transparent and equitable assessments, and fostering an inclusive classroom climate.
Then, in the second half of the fall, faculty will develop a concrete implementation plan that includes specific and substantive changes to a course (design, content, assessment, curriculum, and/or teaching methods) that will have the potential for a measurable positive impact on equitable student learning and academic success. In the spring semester, faculty will implement their inclusive teaching plans and share their ongoing results with their faculty colleagues in monthly meetings and through an end-of-program reflection.
Faculty participants will be expected to make a year-long commitment (Fall 2023-Spring 2024). The time commitment is anticipated to be between 30 and 35 hours total, which includes preparation time of 1-2 hours each month, cohort meetings, and individual course planning and reflection time. In Fall 2023, the cohort will meet 8 times (twice per month) and in Spring 2024, the cohort will meet 4 times (once per month). Each cohort meeting will be 60 minutes in length. The standing session dates and times will be determined based on availability of participants.
The cohort sessions are structured as in-person to build community and foster engagement. Virtual participation may be considered based on the individual needs of one or more participants.
You can download a complete program outline, including list of participant deliverables, here.
Inclusive Teaching Grant
Faculty who actively participate throughout the cohort meetings, develop and then implement their inclusive teaching plan in a Spring 2024 course, and complete the program reflection will receive a $2,000.00 inclusive teaching grant in the form of a contribution to the faculty member’s professional development, discretionary or research account from the Office of the Provost.
This innovative program supports key aspects of the CTL’s mission of advancing educational excellence through initiating and sustaining collegial conversations about teaching and learning and by fostering a culture of reflecting practice that values collaboration, innovation, and inclusivity.
Frequently Asked Questions
Who is eligible to participate?
At this time, the program is limited to full-time faculty who teach on the Danforth Campus and who have participated in a Crossroads Conversation, those who will participate in a conversation in Fall of 2023, and those who have actively participated in other EDI professional development programming within the past two academic years.
If there are more registrants than space in the program, how will decisions on applications be made?
The program is currently limited to 12 faculty per school year. While a number of factors will be considered as we decide acceptance, there will be a particular emphasis on including candidates from a variety of departments and disciplines across WashU when possible. We are also committed to including both tenure-track and teaching and practice track faculty, with an emphasis on selecting participants at varied career stages.
What if I’m interested, but I haven’t participated in a Crossroads Conversation yet?
Don’t worry! There will be opportunities to participate in a Crossroads Conversation this fall. You will simply acknowledge on the application form that you will attend a future session.
How do I apply to participate?
You can apply to participate in the program by filling out this form. Please note that applications to take part in the program will be due on June 5th.
How do I fulfill the requirements to receive an inclusive teaching grant?
Faculty who actively participate in the cohort sessions during the 2023-2024 academic year, who develop and then implement their inclusive teaching plan in a Spring 2024 course, and who complete the program reflection will receive a $2,000.00 inclusive teaching grant in the form of a contribution to the faculty member’s professional development, discretionary or research account from the Office of the Provost. Grants will only be distributed to those who complete the program, including inclusive teaching plan implementation and reflection, in its entirety.
Do I have to be an inclusive teaching expert to join?
No! While we welcome those with expertise in these areas, and we do ask that everyone participates in either an initial Crossroads Conversation or other EDI professional development programming, we recognize that each faculty participant may be in a different place in their understanding of anti-racist and inclusive teaching and curriculum practices at the start of the program. All who are interested are welcome to apply!
What if I want to participate, but I am not teaching in Spring 2024?
Depending on space in the program, a limited number of spots may be opened up for those wishing to work on a class that they will teach in Summer or Fall 2024. If you wish to participate but are not teaching in Spring 2024, please acknowledge this in the application form.
Who do I contact if I have further questions or if I need more information?
Please contact Dr. Sally Wu, Assistant Director, Center for Teaching and Learning at firstname.lastname@example.org if you have questions or would like further information about the program.
[i] Cox, M. (2004). “Introduction to Faculty Learning Communities.” in Building Faculty Learning Communities, Number 97, Spring 2004 issue of New Directions for Teaching and Learning. pg. 8.