The primary aim of the 看看中心’s 文化响应教学机构 and supporting programming is to build pedagogical capacity for teaching an increasingly 多元化的学生群体. While the Institute was designed with a focus on the particular needs of international and multilingual students, the framework is rooted in the research 论以学习为中心的课程设计与教学. 由此，提出了理论和方法 underpinning the Institute create more inclusive learning experiences for a broad 不同学习者的范围.
In general, the 文化响应教学机构 seeks to:
- Expand instructor awareness and understanding of cultural variations in teaching and learning contexts and of their own situated expectations about what teaching and 学习可能看起来像;
- Deepen instructor understanding of foundational pedagogical strategies and concepts that can support learning for a wide range of students (not just international students);
- Provide hands-on, supported time for instructors to revise course materials to better support culturally responsive learning experiences;
- Introduce instructors to campus resources and partners who may support their work 与国际学生;
- Create communities of practice focused on culturally responsive teaching, which can in turn create a support and collaboration network for instructors (and thus diversify their perspectives about what teaching and learning can look like in increasingly 不同的教室).
The CRTI is a five-day summer institute, followed by monthly, optional Community of 在学年期间举行练习会议. 在暑期研修期间，学员 can expect a combination of informational presentations, interactive workshops and 讨论和个人工作时间. 暑期学院提供了关于 主要议题(e).g., cultural differences in higher education, particular needs of English Language Learners, culturally responsive pedagogies) and creates space and support for participants to (re)design existing course materials. 在学年中， Community of Practice members read texts in common, share challenges and strategies for working effectively with international students, learn with and from colleagues from a range of disciplines across the University.
Cohort members are expected to attend all five days of the summer institute.
Space is limited; priority consideration is given to instructors who expect a large enrollment of international students in their course and are scheduled to teach those courses during the academic year in which they participate in the CRTI.
Past cohort members have identified many benefits of participation, including: a greater awareness of cultural differences represented in their classrooms; time and support for revising course materials for greater inclusion and student engagement; increased confidence in working 与国际学生; and opportunities to engage with 来自整个大学的同事.
In recognition of the time commitment for this program, the Provost’s office also supports a limited number of participants with a financial incentive. 细节将会 在注册通知中概述.
Finally, faculty who fully participate in both the summer institute and the following fall and spring semesters of the Community of Practice are designated Culturally Responsive 助教.
Since the CRTI was first piloted in 2015, the program has experienced strong participation. 要查看过去参与者的名单， 点击这里.
Culturally responsive teaching is teaching that demonstrates awareness of the ways in which the norms and values experienced in a classroom – by both teachers and learners -是由文化塑造的. Students come to our courses with a range of backgrounds and experiences and often with only-half-understood “rules” for what teaching and 学习就像在大学里一样. 从课堂参与，到教师/学生 interactions, to writing and research: the norms of academic culture look different depending on when and where the teaching and learning is happening. 以及学术文化 是“文化” – though it’s easy for many of us to forget this because we are so steeped in it. (Of course, faculty and graduate students who come to American universities from other 上下文可能更清楚这个事实.)
Culturally responsive courses make explicit and visible for all students the assumptions and expectations instructors bring to those courses. 这很重要，不仅仅是因为 international students, but also for first-generation college students, students from traditionally under-represented groups, returning adult students, veterans, others who come back to the classroom after having been steeped in workplace, military,/or 家庭文化.
While the concept of culturally responsive teaching emerged from the literature on 美国的初等和中等教育.S. (强调种族和民族) diversity in urban schools), the concept has begun to appear in the literature on international students’ experiences in Western / U.S. 教室(看到林 & Scherz 2014).
For our purposes in the CRTI, we recognize that culturally responsive teaching shares much with inclusive teaching and with universal design. 我们承认这些做法 of culturally responsive teaching are good for all students, that culturally responsive courses can maintain their rigorous academic standards and support achievement of 这些标准适用于所有学生.