How?

Workshops/Keynotes offered:

  • Inclusive Teaching Workshop (90 minutes); depending on COVID and dates we may only be able to offer a Zoom version, please contact us if you are thinking in-person.

Teaching strategies that emphasize structured active learning can create more equitable classrooms and improve learning for all students. As an introduction to inclusive teaching techniques, Professors Kelly Hogan and Viji Sathy of the University of North Carolina will ask participants to reflect on inequities and diversity in their classrooms through interactive, hands-on activities. After providing a framework for inclusive design and their own research results, Hogan and Sathy will lead participants through active learning exercises and case studies that explore inclusive techniques. Drawing upon their own teaching experiences and educational research, they will model approaches that can be readily implemented with any discipline or class size to help all students achieve to their potentials. This workshop can be split into a 50 minute keynote and a 40 minute follow-up case-study workshop session. The workshop can be customized to have an emphasis on technology. See the objectives and learn more here.

  • Inclusive Teaching Workshop Distance-Based (90 minutes)

In collaboration with a local facilitator, we can deliver our inclusive teaching workshop via Zoom to your local group that meets in person.

  • Inclusive Teaching Interactive Keynote (50-60 minutes); Zoom or in person, depending on COVID and dates.

An interactive keynote to explore inequities and diversity in the classroom. Participants are provided a framework around inclusive teaching and examples of how using this framework can reduce inequities. Professors Kelly Hogan and Viji Sathy of the University of North Carolina will discuss and model some techniques in real time.

  • Backwards Design using Inclusive Pedagogy (typically 2 hours); Zoom or in person, depending on COVID and dates.

Faculty bring a lesson in which they want to build inclusive activities. During the workshop, faculty spend time writing objectives and incorporating inclusive instructions for in-class activities. The session will end with time for peer review and discussion. It is expected that participants have already been exposed to the Inclusive Teaching Workshop and this builds from the framework presented and modeled OR we can work with you to do a shortened version plus backwards design. Participants are best prepared for the backwards design workshop if they do short pre-work assignment on writing effective learning objectives. See the goals of the session and learn more here.

  • Inclusive communication in the STEM classroom; Interactive Keynote (50-60 minutes); Zoom or in person, depending on COVID and dates.

The most effective teachers do more than simply communicate facts and information. They create a sense of belonging for their students – every student – and empower them to make mistakes and thrive in their learning environment. These strategies can help counteract feelings of exclusion that cause a disproportionate number of minoritized students to leave STEM majors. What are the strategies underlying this inclusive teaching style and how can it be implemented in a STEM classroom?

  • Become a Better Facilitator for Leadership (60-90 minutes); currently, webinar version only, contact us if you are thinking in-person

Do you and others find yourself facilitating a lot of meetings in which people express frustration for how few people felt heard? Let us show leaders at your institution or organization how to bring structure to the discussion to ensure the environment feels safe for all voices to be heard.

  • Difficult Conversations (60-90 minutes); currently, webinar version only (up to 200 participants online).

Do you have a conversation that you need facilitated by experts who can ensure all voices are being heard? We can work with you to customize the prompts for the discussion. We bring the techniques and structure to the facilitation to ensure the environment feels safe for all voices to be heard. Requires advanced planning.

  • Inclusive techniques for faculty or business meetings; currently, webinar version only (up to 200 participants online).

This interactive workshop brings awareness to the power dynamics that keep some members of the faculty or organization from fully participating. Through group activities, we empower the group to adopt techniques we model to immediately bring more equity to meetings and harness the power of the diversity in the room.

  • Leveling the K-12 Playing Field by Building Equitable Learning Environments (faculty meetings or PD sessions)

This interactive workshop is modeled after the Inclusive Teaching workshop, but modified for K-12 environments and designed to assist teachers and school administrators interested in seeing the techniques in action. It is co-facilitated by an educator experienced in elementary/secondary instruction and school administration. Follow-up in-class observations and consultations are available.

  • Building a Compliment Culture: Leveraging the Power of Authentic Compliments to Create Equitable and Courageous K-12 Classrooms (Conference session, Plenary, or PD session offered by Kumar R. Sathy)

Drawing upon research into growth mindset, burnout, happiness, culturally responsive teaching, and the power of vulnerability, this session will explore the value and process of crafting authentic compliments as a way of honoring the growth of all students. Participants will explore the role of intentional compliments in their own lives and craft meaningful scenario-based compliments for students and colleagues based on a framework that challenges them to be vulnerable and incorporate elements of culturally responsive teaching in the messages they write. Building a compliment culture is an inclusive teaching strategy that does not require research, funding, or program materials. It is a strategy that is within grasp and can be implemented immediately using the tools and inquiries provided in this session.

Interested in costs and booking a workshop? Contact us at: inclusified.workshop@gmail.com


Testimonials about our workshops

I wanted to drop a quick note to thank you for the wonderful keynote today. I have been going to teaching talks, workshops and discussions for more than 35 years (and have seen some very good ones). Your talk was, by far, the most useful talk I have ever attended. It was well planned, perfectly arranged, inspiring and chock full of great examples that I can incorporate into my classes tomorrow (and will). -Workshop participant

"The initial group exercise illustrated systemic inequality very well -- and in a non-threatening (I thought) way. That's an exercise that I think I can modify to use with my colleagues and students when the opportunity arises."

Anonymous Participant in the Inclusive Teaching Workshop

The interactive workshop “Structuring the Classroom for Inclusive Teaching” is a fantastic opportunity for faculty and others who teach to get hands-on experience and ideas for more inclusive teaching. We’ve brought Drs. Hogan and Sathy to Duke twice, and each time faculty were enthusiastic about the practical, easy -to-implement techniques to use with their own students.

Andrea Novicki, Academic Technology Consultant, Duke University

"I am currently putting together an application package and would like to cite your work in my Diversity statement.... Thank you so much for your work - it has given me some very clear, attainable objectives in course design and teaching." -Workshop participant


When we ask participants one thing they would do after the workshop, they demonstrate a lot of learning.



Students in inclusive classrooms say things like

“I really liked being "forced" to sit and communicate with people we didn't know before coming into the class…it allowed us to gain different perspectives on the material and allowed us to always have people to work through problems with, especially for people that came into the class without knowing anyone.”


“I'm also a transfer student and already felt behind and kind of alone when I got here. Sitting with the same people and working with them every class was a really cool thing. We are now friends and I feel comfortable talking to them about anything in the class. Without them, I might've been too shy to have any allies in class, so having them as friends has been so helpful. Thank you for making me comfortable in the classroom and confident in my own voice and contributions.”