Inclusive Teaching Endorsement

Inclusive Teaching in Higher Education Endorsement

College classrooms present opportunities for transformative learning experiences, directly correlated with motivation, engagement and achievement (Zumbrunn et al. 2014).

Many teachers, however, feel underprepared to foster meaningful discourse or support a diverse student body. Inclusive teaching describes the range of approaches to teaching that create learning environments where all students feel valued and have equal access to learning.
 
 

Endorsement Outcomes

Instructors who earn an Inclusive Teaching in Higher Education Endorsement will:
 
  • define inclusive teaching,
  • discuss research on how effective inclusive teaching strategies impact learning, 
  • practice identifying opportunities and proactive measures for inclusive learning environments, 
  • identify challenges and supports to inclusion within their current courses,
  • plan specific inclusive strategies to apply toward their teaching practice.  
 
The Inclusive Teaching in Higher Education Endorsement offered by the Ohio College Teaching Consortium allows instructors to explore issues and tools for creating inclusive learning environments. Any instructor currently teaching at an Ohio post-secondary institution is eligible to participate.

Step 1: Tell us about yourself.

This interest form will tell the Ohio College Teaching Consortium about you, your higher education institution affiliation, your appointment, your discipline and your courses. Submitting this information will put you on our newsletter and event announcement lists, as well as allow the OCTC to formally recognize you as an Inclusive Teaching Endorsement participant.

A photo of The Oval at dawn.

Step 2: Select from, register for and participate in at least six workshops, events or sessions.

A number of Ohio higher education institutions, organizations and centers and offices for teaching and learning contribute workshops and sessions designed to promote inclusive teaching practices and evidence-based instructional strategies. These events feature international or national speakes, as well as regional and local experts. They all have in common a focus on practices you can implement to improve student achievement of learning outcomes or enhance the student experience in your course. Our events are regularly updated, so be sure to check newsletter announcements and our events page frequently. In addition, some of our events are recorded for on-demand viewing. They may be counted towards the endorsement.

Step 3: Complete a reflection form for each of the events or engagements in which you participate.

Event reflections comprise your responses to two prompts: 

Q1. Please describe 2 or 3 highlights of the endorsement workshop or session you attended. These might include new research on teaching and learning, effective instructional strategies or approaches, insights from colleagues also participating, or networking/peer-to-peer opportunities. (Response should be between 150 and 300 words.)

Q2. As a result of attending this workshop or session, what changes, refinements or adjustments to current teaching practices will you make in the short- and long-term. (Response should be between 200 and 500 words.)

Before you submit a reflection, be sure to check out this rubric. Teaching and learning consultants from centers and offices across the state assist in reading and evaluating the submissions.

SUBMIT REFLECTIONS HERE 

Endorsees

Participation in the Inclusive Teaching Endorsement program is self-directed, and credit is earned via synchronous and asynchronous engagements that can be undertaken as your time allows. Reflection submissions are accepted on a rolling basis and are reviewed three times a year in January, June, and September. Participants who submit six approved reflections will be awarded an endorsement certificate at the end of each the review period.  

View Endorsees