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Teaching for Humility and Engagement Through Dialogue

In 2018, Tisch College invited all members of the Tufts University faculty to participate in a project to implement dialogic practices in the classroom. This training was designed to help faculty members create a “bold space” or a “safe-enough space” for deep, meaningful conversation that challenges students to be present for people who think and speak differently than they do and deepen their own curiosity and engagement with the material.

Note: The application period for this project has closed. Stay tuned for future opportunities.

During the workshop you will learn how to:

  • Help students share their values and beliefs, especially those that touch on their identity as it relates to course content
  • Create productive discussions on polarizing issues represented in course content
  • Overcome barriers that limit open-minded conversation by providing a space for sharing concerns and hopes in ways that inspire curiosity, humility, empathy, and greater understanding of others
  • Empower students to develop a deeper understanding of themselves in ways that bring out many sides of issues raised through course content

This opportunity is part of a research study, Intellectual Humility in Public Discourse, being run by co-PIs at Bridgewater College, Gordon College, Tufts University, and Southern Methodist University. The study is being led by Essential Partners, a non-profit focused on dialogue, and is funded by the University of Connecticut Humanities Institute with the support of the Templeton Foundation (Study ID number H17-003-DETJ).

If you take part in this training, we ask that you use the dialogic techniques gained during your day-long training at least three times during the semester. The co-principal investigators—John Sarrouf and Dr. Jonathan Garlick—will visit your classroom and support your use of these strategies learned during the workshop.  After the completion of your course, they would interview you about your experiences teaching with these techniques and survey your students about their perceptions of themselves as learners. 

Please direct any questions or inquiries to