Teaching & Learning in the Diverse Classroom Online Course
"I have completed that course myself, and was impressed both by the moving firsthand stories of our students and faculty and by the specific recommendations, grounded in research, for enhancing the classroom experience. I urge our faculty to take this course during the coming semester, as it provides excellent tools for becoming better teachers."
—President Martha Pollack
The Center for Teaching Innovation is offering a new online course, Teaching & Learning in the Diverse Classroom. This course is open to the Cornell teaching community, with all disciplines and any level of diversity expertise welcome.
We encourage you to take the course with a friend or group of colleagues. This could be your department, teaching team, or other learning community. A facilitator's guide is available for leading a group; indicate your interest in the guide here.
The Fall 2019 course will run from October 7 - November 1. Register here.
The Spring 2020 course will run from May 26 - June 16.
More about the Course
is a four-week, self-paced online course for anyone with teaching responsibilities at Cornell, at any level of diversity expertise. Modules explore strategies for inclusive course design, social identity and self-reflection, and pedagogical practices that effectively support student engagement and belongingness across difference.
- Designed for anyone teaching at Cornell, across all disciplines
- Open to all experience levels—no expertise in diversity necessary
- 10 to 15-hour total time commitment anticipated
- Voluntary opportunities for face-to-face discussions with peers
- Sign-up as an individual or in a cohort (e.g., within your college, department, or peer group)
- This is a four-week, self-paced course.
The course includes videos, activities, readings, and opportunities for some discussion with peers within the Cornell community. In addition to inclusive course design and teaching strategies, participants will be invited to reflect on their own formative experiences as learners, teachers, and members of disciplines. The content addresses:
- A framework for inclusive course design and related resources.
- Strategies and exercises helpful in facilitating discussion and modeling inclusivity when unexpected issues arise.
- Opportunities to reflect on the implications of social identities — both students’ and instructors’— within the teaching and learning environment.
- A showcase of evidence-based learning strategies.
- A framework for evaluating a course syllabus from a diversity perspective.
- Skills to communicate effectively with students across difference in challenging situations.
- Action plans for future endeavors.
If you complete the course, you will be able to:
- Use a framework for inclusive course design to evaluate and plan for inclusive teaching;
- Explore the implications of social identities—both students’ and instructors’—within your teaching and learning environment through reading, writing, and dialogue;
- Identify evidence-based pedagogical strategies proven to support student-centered learning across interdisciplinary contexts;
- Increase your confidence to model inclusivity and facilitate discussion, throughout the semester and when unexpected issues arise;
- Evaluate your curriculum and discipline to identify patterns of exclusion and inclusion and discipline-specific approaches to thinking about diversity, equity, and inclusion.