Call for Proposals: Inclusive Pedagogy


Amount: Up to $2500
An individual is eligible for a maximum of $2,500.  Teams may obtain a maximum of $5,000 for their projects.
Purpose: Designed to support the development and incorporation of course content and pedagogical practices that enhance diversity and inclusion in the classroom.
Eligibility: All faculty, other academic appointees, postdocs, and graduate student instructors.
Application Timing: Applications are due by midnight on April 17, 2018Grant activities must begin in Summer or Autumn 2018 and be completed within 12 months of receiving the award. 


University of Chicago Inclusive Pedagogy Request for Proposals

What is inclusive pedagogy?

Inclusive pedagogy refers to the ways in which classroom activities, curricula, and assessments are designed and delivered to engage all students in learning that is meaningful, relevant, and accessible.  It embraces a view of the individual and individual difference as a source of diversity that can enrich the lives and learning of others. In an inclusive classroom, the content is explicitly viewed from multiple perspectives and a range of experiences. It promotes respect and inclusion for a wide range of learners that bring unique experiences, strengths, and ideas to the classroom. These differences can be along dimensions of race, ethnicity, sexual orientation, gender, socio-economic status, ability, religious or political beliefs.

Inclusive Pedagogy RFP

The 2016 Campus Climate Survey clearly showed that a significant number of students do not feel included and respected in our classrooms. The data show that students who identify as Black/African American, Latino, Muslim, gender non-conforming and non-heterosexual are most likely to feel excluded. Similarly, students with disabilities experience a more negative and strained classroom climate than other students. Research demonstrates the link between lack of belonging and lower educational performance and satisfaction with the institution.

This fact creates an opportunity for University of Chicago educators to learn new approaches to better include these populations and others in the classroom. In addition, when all students are fully included in learning, all students reap the increased problem solving and creative benefits of diversity.

We therefore request proposals from individuals or groups who wish to explore and advance a particular idea around inclusive pedagogy. Recognizing a wide range of experience around issues of inclusion, the program welcomes exploratory to experimental proposals. The goal is to have broad and diverse participation across academic divisions. Group applications are encouraged. Examples of expenses that may be funded include purchase of books or supplies, hire graduate teaching assistants, engage guest lecturers, and attend conferences and training.

Applications are now open at the University of Chicago Funding Portal. UChicago users can log in directly with a CNetID or UCHADID. Search ‘pedagogy’ to find the application questionnaire. All proposal submissions are due by midnight on Tuesday, April 17, 2018.


Your proposals should address one or more of the following areas:

Course Content. For example, a team of graduate students make modifications in course content such that it includes material written or created by people from a variety of backgrounds or perspectives.

Skill development. For example, a group of postdocs learn about a discipline-specific strategy (eg. lab group design) that focuses on engaging all learners, especially those that have traditionally been excluded (this may include but is not limited to students from underrepresented racial, ethnic, gender, cognitive and ability backgrounds) in order to incorporate it into their practice.

Knowledge acquisition. For example, a faculty member develops a deeper understanding of the educational value of diversity, including issues that exclude specific learners and hinder the learning process and methods for mitigating exclusion.

Practice. For example, a set of core course instructors learn, practice and receive feedback on inclusive pedagogies by doing a practice teaching session or observing each other.

Knowledge sharing. For example, a faculty member attends a conference and shares a set of practices with their division.


Grant activities must be completed by the end of Spring Quarter 2019.

Successful proposals are those that address specific areas of inclusive teaching, are executable within 12 months, and incorporate some mechanism for assessing the success of the project. Projects begin Summer Quarter (June 18) or Autumn Quarter (October 1) of 2018. Each project is expected to provide a progress report halfway through implementation. At the end of the year, recipients will share their work with colleagues (eg. via a brown bag, a formal presentation, a workshop, or a paper or digital poster).

Applicants are strongly encouraged to develop, design, and implement their project in regular consultation with Cheryl R. Richardson (, Assistant Director for Inclusive Teaching, Chicago Center for Teaching and Office of the Provost.


Examples of projects that might be funded

Individual proposals

  • Introduce new pedagogies to your department by attending a relevant conference and returning with resources and information.
  • Revise a course such that it integrates alternative perspectives and experiences into its content, incorporates inclusive classroom activities, and offers multiple, varied, and cumulative means of assessment.
  • Invite a speaker to address issues of inclusion relevant to your discipline. Ask them to share their research and practices with your division and organize a series of conversations about how to incorporate these practices in your classrooms.

Group proposals

  • Gather a group of faculty to read about and discuss intercultural teaching and its application to your discipline. Conclude the quarter by sharing your knowledge at department meetings.
  • Working with other departmental members, administer a survey to capture the current climate within courses and develop a strategic plan to improve or maintain a positive learning environment.
  • Conduct research on discussion techniques that intentionally engage different types of learners and adapt them for use in a core course. Develop a teaching guide around these techniques to share with instructors and create processes for instructors to observe and give feedback to one another while practicing the techniques. Convene the group at the end of the quarter to share what was learned.
  • With a colleague, research and develop a skills-based workshop for creating productive classroom climates. Invite colleagues from your department to participate in the workshop and assess the usefulness of the techniques in your classes six months later.

Grant Information Sessions

We will hold a grant information session to answer questions and provide detail on fundable proposals, eligible and ineligible expenses, and other FAQs. This session will be held at the Chicago Center for Teaching (Wieboldt 310 D/E) on Friday, March 30, from 2 to 3 pm.

To register, click here. RSVPs are encouraged but not required.

How to Apply

Apply online at the University of Chicago Funding Portal. University of Chicago users can log in directly with a CNetID or UCHADID. If you are a first time visitor to the portal and do not have a CNetID or UCHADID, you will need to sign up for an account. Once you have logged in, choose “View Funding” and search for “pedgogy” to start your application. Once you have started an application, you will be able access it directly on your dashboard during future visits.

All proposal submissions are due by midnight on Tuesday, April 17, 2018.

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