Inclusive Teaching Endorsement Events

Upcoming Events at a Glance

  • Anti-bias Workshop Series: February through June
  • Pukllay Pampa: Instructional Strategies for the Open Classroom: May 12
  • Is it Working? Assessing Inclusive Teaching Strategies, May 24


Anti-Bias Workshop Series

Kent State University invites those seeking an Inclusive Teaching Endorsement to attend its Center for Teaching and Learning Anti-Bias Workhops. Session information and registration links are included below for each of the sessions in the series.

Pukllay Pampa: Instructional Strategies for the Open Classroom

Thursday, May 12
12:30 to 2 p.m. 

Facilitators: Michelle Wibbelsman and Amanda Tobin Ripley, The Ohio State University

This session promises to challenge instructors’ assumptions of classroom learning through presentation of an Andean-inspired Pukllay Pampa– “playing ground” of ideas and practices.  Michelle Wibbelsman, associate professor of Latin American Indigenous Cultures, Ethnographic Studies and Ethnomusicology in the Department of Spanish and Portuguese at The Ohio State University, will 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.

This session showcases applied methods and practices emergent from OSU’s Kawsay Ukhunchay Andeam and Amazonian Indigenous Art and Cultural Artifacts Research Collection. The project centers around engagement with indigenous epistemologies and practices as experiential, activities- and collaborative project-based pedagogical approaches that can inform and enrich our learning experiences. 

This session will model dialogical exchange between the two presenters and focus on instructional strategies for an open classroom model.

According to Wibbelsman and co-presenter Amanda Tobin 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.”


Inclusive Teaching Strategies: Are They Working?

Tuesday, May 24
11:30 a.m. to 1 p.m.

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.

After this workshop participants will be able 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. 


  • Dave Sovic, Ph.D., Assistant Director for Instructional Redesign and Research-related Programs, Drake Institute for Teaching and Learning, The Ohio State University.
  • Melinda Rhodes-DiSalvo, Ph.D., Associate Director for Strategic Partnerships and Operations, Drake Institute for Teaching and Learning, The Ohio State University.