Inclusive Teaching Endorsement Events

Spring 2023 Sessions

Please see below for upcoming events and programming. Check back regularly, as OCTC is constantly adding new workshops and events.

AI and the Future of Education

Partner: Wright State University

Date/Time: Mar 08, 2023 03:30 PM

Registration Link: Register Here

Description: In this interactive forum, we bring together experts from multiple fields and vantage points to provide interdisciplinary background crucial to understanding advances in artificial intelligence and their impact on education. Our aim is to foster informed discussion on recent developments so that educators, administrators and students may better realize the potentials (as well as the pitfalls) of these technologies. After brief presentations by experts in computer science engineering and human-AI writing processes, representatives from the WSU College of Education and Human Services, College of Engineering and Computer Science, College of Liberal Arts, College of Education and Human Services, College of Science and Math, Provost's Office, Dean of Students Office, and WSU Lake Campus will pose questions to the panelists. There will also be time for questions from attendees, both in person and virtual (for those viewing the program synchronously).

Learning Outcomes: After attending this session, participants will:

  • Gain a deeper appreciation of the role of ChatGPT and similar chatbots, including their technical capabilities, limitations, and basic operations;
  • Develop an understanding of the ways that educators and students may utilize artificial intelligence to further develop their own (and students’) thinking, writing, and producing;
  • Be able to consider practical responses to artificial intelligence in their classrooms, labs, and teaching practices.

Session Contact: Regina Klotz,

Introduction to Accessibility for Teaching Assistants (TAs)

logo for University of CincinnatiPartner: University of Cincinnati

Date/Time: Mar 23, 2023 01:00 PM

Registration Link:

Description: Thursday March 23, 2023 from 1:00-2:30 PM (Virtual)

This introductory interactive workshop will help TAs and new faculty to consider how they can make their teaching and materials more accessible to all students through the use of basic principles of Universal Design. Participants will explore available resources and have the opportunity to reflect on and apply basic strategies for making course content accessible for all students. NOTE: This workshop will be open to instructors from other Ohio colleges and universities through the Ohio College Teaching Consortium (OCTC).

Presenter: Jackie Dell (, Graduate Assistant, Center for the Enhancement of Teaching & Learning (CET&L), University of Cincinnati

This workshop will be held via Zoom. A link will be sent to all registered attendees within 24 hours of the workshop.

Learning Outcomes: By the end of this workshop, participants will be able to:

  • Define Universal Design for Learning (UDL) and how it is used to make learning more accessible
  • Explore resources available to make courses more accessible
  • Practice making sample course content more accessible
  • Identify strategies that could be used to make their own teaching more accessible

Session Contact: Anna Donnell, PhD,

Infusing A Growth Mindset Culture Throughout Your Courses

logo for University of CincinnatiPartner: University of Cincinnati

Date/Time: Apr 19, 2023 01:00 PM

Registration Link:

Description: Wednesday April 19, 2023 from 1:00-2:00 PM (Virtual)

Mindset culture refers to the degree to which values, norms, policies, and practices in an environment signal that ability can be improved over time with effort and feedback (growth mindset culture) or is stable and fixed from birth (fixed mindset culture). Instructors convey their courses’ mindset culture through their teaching practices, policies, and implicit and explicit messages. This mindset culture then impacts student engagement and learning. This workshop invites instructors to think more intentionally about the mindset culture of their courses. We will focus on crafting messages that contribute to a growth mindset culture at key points in a course. These key points include at the beginning of the course, before important exams or assignments, when providing feedback on student performance, and at the end of the semester. We will also discuss messaging pitfalls that can unintentionally decrease student engagement and motivation. NOTE: This workshop is based on resources created by the College Transition Collaborative and will be open to instructors from other Ohio colleges and universities through the Ohio College Teaching Consortium (OCTC).  

Presenter: Beth Faller (, EdD, Associate Director, Center for the Enhancement of Teaching & Learning (CET&L), University of Cincinnati

This workshop will be held via Zoom. A link will be sent to all registered attendees within 24 hours of the workshop.

Learning Outcomes: By the end of this workshop, participants will be able to:

  • Describe the characteristics and significance of a growth mindset culture
  • Recognize key points in a course where it is important to reinforce a growth mindset culture
  • Create messages that contribute to a growth mindset culture in a postsecondary course

Session Contact: Beth Faller, EdD,


Breaking Barriers with Pedagogical Practice: Strategies for Faculty to Support Equity and Inclusion for Parenting and Caregiving

kent state university logoPartner: Kent State University

Date/Time: Apr 20, 2023 12:00 PM, Live

Registration Link:

Description: Nationally, 20% of college students are parents, and many others have caregiving responsibilities; these numbers are expected to rise in upcoming years. This workshop will equip faculty members with strategies for building equity and inclusion for parenting and caregiving in their undergraduate and graduate courses. Upon completing this workshop, participants will have the skills to integrate accessibility into their course design and delivery. Faculty will leave with the confidence to build a culture of social belonging and empower parenting and caregiving students to reach their full potential.

Learning Outcomes: By the end of this workshop, participants will be able to:

1. Identify who parenting and caregiving students are; nationally, regionally, and within/around the institution.
2. Describe the experiences and unique challenges of parenting and caregiving students.
3. Outline the legal protections, such as Title IX, that protect pregnant and parenting students.
4. Provide a framework for pedagogical praxis to support parenting/caregiving students.
5. Apply Universal Design Principles to build accessibility into the course structure.
6. Demonstrate how flexibility can be applied for equity and maintain academic rigor.
7. Explore ways to cultivate a culture of support and care.
8. Create student-centered approaches that provide opportunities for the application of learning to the lives of parenting and caregiving students.

Session Contact: Jennifer Marcinkiewicz,


Inclusive Teaching Strategies: Are They Working?

Assessing the effectiveness of inclusive teaching practices should be an ongoing effort that leads to positive classroom environments and/or learning outcomes.

What we often don’t consider is how we will eventually know what worked and what didn’t. This workshop will suggest ways to generate data and student feedback to determine whether or not changes to your teaching practice are effective.

Moreover, the process for assessing student learning or the impact of instrutional strategies on the learning context need not require extensive expertise or data analysis. With some planning and focused design, classroom assessment techniques can be easily integrated.

During this workshop, Dave Sovic, Ph.D., Drake Institute for Teaching and Learning at Ohio State, assists participants to: 

  • Identify multiple forms of assessment of student learning to understand the impact and effectiveness of instructional practices.
  • Consider which forms of assessment will work best in your course given the discipline, course modality and your time constraints.
  • Develop a plan for building assessments into a course. 

Equity and Inclusion in Higher Education

Rita Kumar, Ph.D., executive director, Faculty Enrichment Center, Office of the Provost, University of Cincinnati and Brenda Refaei, Ed.D., co-director of the Learning + Teaching Center and a professor of English and Communication at the University of Cincinnati, Blue Ash College, will join the OCTC to discuss their new publication from the University of Chicago Press, Equity and Inclusion in Higher Education: Strategies for Teaching, which details the necessity for an inclusive curriculum with examples of discipline-specific activities and modules.

Puklay Pampa: Instructional Strategies for the Open Classroom

This session challenges instructors’ assumptions of classroom learning through presentation of an Andean-inspired Pukllay Pampa– “playing ground” of ideas and practices.  Michelle Wibbelsman, Ph.D., associate professor of Latin American Indigenous Cultures, Ethnographic Studies and Ethnomusicology in the Department of Spanish and Portuguese at Ohio State University, and graduate student Amanda Ripley present on a set of instructional methods and practices that open the classroom, creating an inclusive environment.

In Pukllay Pampa, participants create freely in the realm of possibility, on a space of transformation, a pampaor conceptual open field that connotes openness and potentiality where play has the effect of reinvigorating skill and creativity.

According to Wibbelsman and Ripley, “Our discussion will problematize practices of frontloading outcomes as fundamentally at odds with epistemologies that prioritize process and rehearsing emergent forms of inquiry, collective reflection, collaboration and intercultural engagement that often lead to unpredictable and exciting outcomes. 

“We highlight the value of shifting spaces of learning that break out of assigned classrooms to make use of the wealth of resources at an R1 institution and consider the benefits of less structured approaches to learning that promote joy, wonder, excitement, inquisitiveness, and, yes, fun as key elements for sustained and sustainable DEI work and for cultivating a passion for life-long learning among our students.”

Kent State CTL: Connections, Community, and Belonging for First Generation Students

In this session, educators will learn inclusive strategies that value first-generation students’ lived experiences through approaches such as open-ended student questionnaires and co-creating community agreements that can positively contribute to students’ self-efficacy and motivation for learning in our classrooms.

This session was held virtually via Teams on November 7th, 2022. KSU instructors and those from other institutions participated in this 90 minute long workshop.

Link to the google drive folder (resources & slides included in folder):