Winter 2026 Registration

Registration for DIP is now open!

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Discussions on Inclusive Pedagogy

The Chicago Center for Teaching and Learning invites faculty and instructors to join Discussions on Inclusive Pedagogy (DIP). DIP is designed to support the development of a thoughtful, inclusive approach to teaching and learning. Participants can expect a discussion on inclusive practices with cross-disciplinary colleagues, reflection on one’s teaching practices, and an examination of select scholarly literature. Participants are welcome to attend any and all sessions that fit their interests and schedules. See below for a full list of topics and session dates. All meeting materials, including the articles and discussion questions, will be shared via email upon registration.

2026 Session Dates and Topics | Register Here

    Topic: Transparency as a tool to build students’ self-efficacy and sense of belonging

    Readings:

    • Bearman, M., & Ajjawi, R. (2019). Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria. Studies in Higher Education, 46(2), 359–368. https://doi.org/10.1080/03075079.2019.1637842
    • Ojha, V., Watkins, A., Perdriau, C., Isenegger, K., & Lewis, C. M. (2024). Instructional Transparency: Just to Be Clear, It’s a Good Thing. In Proceedings of the 2024 ACM Conference on International Computing Education Research (ICER ’24) (pp. 192–205). Association for Computing Machinery. https://doi.org/10.1145/3632620.3671091

    Topic: Introducing choice and flexibility to increase access and student autonomy

    Readings:

    • Cullen, S., & Oppenheimer, D. (2024). Choosing to learn: The importance of student autonomy in higher education. Science Advances, 10(29), eado6759. https://doi.org/10.1126/sciadv.ado6759
    • El Galad, A., Betts, D. H., & Campbell, N. (2024). Flexible learning dimensions in higher education: aligning students’ and educators’ perspectives for more inclusive practices. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1347432

    Topic: Using student and faculty/instructor self-reflection to promote metacognition and self-directed learning

    Readings:

    • Denke, J., Jarson, J., & Sinno, S. (2020). Making the invisible visible: Enhancing information literacy and metacognition with a constructivist activity. International Journal for the Scholarship of Teaching and Learning, 14(2). https://doi:10.20429/ijsotl.2020.140207
    • Tanner, K. D. (2012). Promoting student metacognition. CBE — Life Sciences Education, 11(2), 113–120. https://doi.org/10.1187/cbe.12-03-0033