Ohio College Teaching Consortium Events

After you attend a live event or view an on-demand event, please complete a post-event report.

Please Note: Only events in the Inclusive Teaching category count toward the Inclusive Teaching Endorsement.

Developing Community Agreements


Community agreements are a shared set of values and expectations developed in collaboration with students aimed at making guidelines for classroom interactions transparent. In this 90-minute interactive virtual workshop, we will both discuss the process of engaging students in designing community agreements, as well as participate in the process of creating community agreements as part of our workshop. The workshop will outline a general process for facilitating the creation of community agreements, explore a range of situations and question prompts where community agreements might be valuable, and case study examples of how community agreements might be utilized in the classroom. Please note, this is an interactive workshop and attendees will be encouraged to participate in small group discussion via breakout rooms as well as contribute to a shared virtual document.

What Happened to the Adult Learner?


This session is designed to reinvigorate the conversation on instructional approaches that best support the adult learner, or those age 25 and older who may or may not be juggling families and work in addition to pursuing a degree or certification. This panel discussion takes up the questions, who are the “new adult learners” and how can faculty both best respond to their needs, but also leverage their experiences in the classrooms. Faculty and staff share data on the new adult learner, insight into adult learners at OHIO, and new scholarship on adult learning, while adult learners themselves share the types of instructional contexts and strategies that have supported their success.

Teaching for Transfer of Learning


Transfer of learning, or the use of learning gained in one situation to help in another, is a fundamental goal of education and primary aim of teaching. Unfortunately, transfer of learning is also one of the least solved, most challenging problems in educational research, with much more empirical evidence supporting failure to transfer among students. However, by designing your instructional practices to meet the conditions for transfer, your students will be more likely to achieve it. The purpose of “Teaching for Transfer of Learning” is to introduce the phenomenon of transfer, from research to practice, to better foster it in your classroom via next-day strategies for practical, immediate action.

Education Elevated (e2) Annual Conference


Education Elevated brings together multiple partners to share knowledge, skills, and teaching strategies that elevate students’ learning through leveraging technology in service of effective teaching.

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