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SLATE aims to ensure that HKS faculty match their intellectual distinction with a mastery of classroom skills and a toolkit of tested materials, so that all participants in the HKS enterprise can make the most of every precious opportunity to learn.
No other professional school of public service has mounted a comparably ambitious effort to promote pedagogical excellence.
SLATE’s mission has three aspects, each led by a faculty co-chair:
SLATE hosts a variety of programs for Kennedy School faculty through the academic year. Below are some key dates to note.
“The mission of the Kennedy School is to train exceptional public leaders and to generate ideas that help solve pressing public problems. One of the strengths of the School is the wide range of backgrounds, interests, and perspectives of its students, faculty and staff—in terms of race, gender, country of origin, sexual orientation, religion, political viewpoint, physical abilities, life experience, and much more. Making the best use of our diversity and becoming a more inclusive community are important for our daily lives at HKS, for the impact we have on the world today, and for the ability of our students to work effectively in a complex world after they graduate.”
--Dean Douglas Elmendorf, 27 January 2016
The following resources are designed to enhance HKS faculty’s capacity for leveraging diversity in creating inclusive, productive learning experiences for all.
Created by and for HKS faculty, this resource offers ten strategies to help instructors more effectively “to take advantage of opportunities for teaching and learning that diversity creates, to grapple with some challenges posed by the diversity of our student body, and to foster considerate speaking and generous listening.”
Based on research findings from social psychology and learning science, this guide from the University of Pennsylvania’s Center for Teaching & Learning provides six evidence-based practices for reducing stereotype threat and bias, and engaging all students.
Written by Lee Warren (former Director of Professional Pedagogy at SLATE and Emerita Associate Director at the Derek Bok Center for Teaching and Learning), these guides present approaches for “turning difficult encounters into learning opportunities” as instructors engage “important, but hot, topics -- religion, politics, race, class, gender” in classroom discussions.
Coming from the University of Michigan’s Center for Research on Learning and Teaching, these resources offer strategies for addressing pedagogical challenges likely to emerge in the intense U.S. presidential election season this fall: “Maintaining a commitment to inclusive teaching during an election that is itself fraught with hostility around questions of diversity requires a renewed insistence on the free and fair exchange of ideas. To support this commitment, we offer the following three questions instructors might ask themselves while preparing to teach.”