Center for Innovations in Teaching and Learning Workshops

Center for Innovations in Teaching and Learning Staff

The Center for Innovations in Teaching and Learning offers workshops in collaboration with other units and professional pedagogy development certificate programs for graduate students with teaching assistant (TA) and graduate student instructor (GSI) appointments. The certificate series consist of five 2-hour workshops and are held at the Graduate Student Commons in its Fireside Lounge, with lunch provided.


Graduate Certificate in Inclusive Teaching

The certificate program in inclusive teaching is offered spring quarter and covers key principles and teaching practices for promoting equity and inclusion in higher education classrooms.

Christie McCullenChristie McCullen
Sociology Department

Dr. McCullen received her Ph.D. from UC Santa Cruz in Sociology and Feminist Studies. In pursuit of these degrees, she researched the affective dynamics of conversations about race in sociology, writing, and theater classrooms. She currently lectures in Sociology and at Oakes College at UC Santa Cruz and has taught writing and sociology courses at Cabrillo College and San José State University. Before attending UCSC, she led anti-racist workshops at UC Davis and taught for several multicultural education organizations in California and Costa Rica.

Spring Quarter
Graduate Student Commons
Fireside Lounge
11:00 a.m.–1:00 p.m.

  • Friday, April 5
  • Friday, April 12
  • Friday, April 19
  • Friday, May 10
  • Friday, May 31

Maximum enrollment of 25 has been reached. Email Sonya Newlyn at to be added to the waiting list.


“Whose Classroom?”: Teaching and Learning Through Conflict

Friday, November 9
12:30–2:30 p.m.
Graduate Student Commons
Fireside Lounge

With the proliferation of public online teacher evaluation forums and platforms dedicated to targeting faculty for their political beliefs, many faculty members, graduate instructors, and teaching assistants feel more vulnerable than ever. Cognizant of the ways in which their course content and classroom interactions can be recorded, decontextualized, and circulated, many instructors seek to mitigate the potential for conflict and controversy in their classrooms. While this impetus necessarily dulls educational goals and obscures important opportunities for engaging critical issues, it also, paradoxically, can lead to greater institutional conflict, as students feel increasingly silenced, censored, and marginalized. This workshop will bring faculty and graduate students together to delineate strategies that can move us beyond the paradigms of shutdown and escalation toward a more honest and thorough engagement with controversial material. Using conflict as a starting point for engagement rather than a disruption or an end to conversation, we will discuss the ways in which conflict can be used as an opportunity to foster deeper understanding of the material and one another, as well as greater resilience, intellectual rigor, and self-reflection.

Sarah LappasSarah Lappas
Ethnomusicologist specializing in musics of African Diaspora and music instructor
Sacramento State School of Music
2017-18 Culture and Activism Fellow
UC Berkeley: The American Cultures Center

Dr. Sarah Lappas is an award-winning educator and facilitator dedicated to fostering learning environments that leverage the apparently intractable conflicts and greatest divides in American culture as our best opportunities for learning, transformation, and growth. As the 2017-2018 Culture and Activism Fellow at the UC Berkeley American Cultures Center, Dr. Lappas spearheaded a campus climate survey on classroom conflict, culminating in a workshop that brought faculty and students together to discuss strategies for creating classroom environments that foster the generative educational potential of conflict. As a Chancellor’s Public Scholar at UC Berkeley, Dr. Lappas designed original courses and community partnerships that provided comparative and integrative analyses of race, ethnicity, and culture in the United States, dynamically analyzing these formations across time and space in traditional classroom settings and beyond. She has designed and taught original courses at UC Berkeley, UC Davis, and Sacramento State University, where she currently teaches courses on the intersection of popular music and the American racial imagination.


Interdisciplinary Graduate Writing
Challenges and Strategies II
Nadia Roche, Sociology
Veronika Zablotsky, Feminist Studies
Presented in collaboration with The Humanities Institute
Monday, December 3
12:30–2:00 p.m.
Humanities 1, Room 210


Graduate Certificate in Teaching with Technology

The certificate program in teaching with technology is offered winter quarter. Participants meet five times to explore various issues related to teaching with technology: theory, design strategies, techniques, platforms, resources, policy, evaluation, and students’ expectations and skills. The main project for the program will be a technology-enhanced assignment or activity that participants will implement and evaluate with their students.

Rachel Deblinger

Rachel Deblinger
Research Program Manager
The Humanities Institute

Dr. Deblinger, former director of the Digital Scholarship Commons at McHenry Library, works at the intersection of graduate training, digital humanities, and public scholarship and continues to conduct research about the construction of the Holocaust memory in postwar America. 

Winter Quarter
11:00 a.m.–1:00 p.m.

  • Friday, January 11
  • Friday, February 1
  • Friday, February 8
  • Friday, February 15
  • Friday, March 15

Humanities 2 Building, Room 259
Lunch provided


CITL Office