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.

Cuyahoga Community College Annual Faculty Colloquium

Date/Time: Tuesday, Jan. 10, 2023, 8:45 a.m. - 4 p.m.

Registration Link: https://2023tricfacultycolloquium.eventbrite.com/

Description: Cuyahoga Community College’s annual Faculty Colloquium provides an opportunity for faculty to engage in a day of professional development through dialogue and sharing of research, scholarly pursuits and effective teaching strategies. This virtual event will be open to faculty from Ohio's two- and four-year institutions.

There are 5 sessions during colloquium that are in the “Inclusive Excellence” pathway, and each can be used toward the OCTC certificate. In order to receive credit toward your certificate, please submit a post-event report for each session attendance.

10:15 – 11:15 a.m.
A4 | Using Story-Based Pedagogy To Create a Culturally Responsive Classroom

At the end of this presentation, attendees will be able to:

  1. Define culturally responsive teaching
  2. Identify story-based strategies to support culturally responsive teaching
  3. Identify practical activities for developing more inclusive classrooms

10:15 – 11:15 a.m.
A9 | Shape Talk

At the end of this presentation, attendees will be able to:

  1. Identify what personality shape they belong to
  2. Understand their own method of communication in the workplace and thus “shape” their careers
  3. Relate to others by understanding their communication shape and applying it in their careers

11:30 a.m. – 12:30 p.m
B4 | Are Your Interventions Improving Student Performance?

At the end of this presentation, attendees will be able to:

  1. Identify various intervention tools and strategies and choose the one that is most likely to result in student success
  2. See the valuable learning and development that occurs when a student takes part in a micro-internship
  3. Identify how they can engage with students through micro-internships

11:30 a.m. – 12:30 p.m.
B9 | The Developmentally Attuned Educator: Rethinking the Way We Are Meeting Students Where They Are

At the end of this presentation, attendees will be able to:

  1. Differentiate between affective and cognitive empathy
  2. Articulate the value of each form of empathy when working with students
  3. Understand how a student’s developmental mindset influences how an educator can best meet a student where they are

1:30 – 2:30 p.m.
C4 | Open for Business: Creating a Trauma-Informed Environment

At the end of this presentation, attendees will be able to:

  1. Describe the impact of trauma on students’ emotional, physical and cognitive presence inside and outside the classroom and their ability to access the parts of the brain needed to engage and learn
  2. Understand the difference between trauma and trauma-informed care and the important role faculty and staff play in implementing a trauma-informed approach
  3. Reflect on the impact of student behavior on faculty and staff

Introduction to Inclusive and Equitable Teaching Strategies for Teaching Assistants (TAs)

logo for University of CincinnatiPartner: University of Cincinnati

Date/Time: Jan 19, 2023 02:00 PM

Registration Link: https://forms.office.com/r/X2RT3zHG8n

Description: Thursday January 19, 2023 from 2:00-3:30 PM (Virtual)

In this interactive virtual workshop, Teaching Assistants (TAs) will explore how they can support student learning by gaining awareness of the student experience and working to create an inclusive and equitable learning environment. Coming together with other graduate students, participants are also welcome to share tips and strategies that have helped them in the past and challenges they anticipate for the upcoming year. Participants will investigate how to infuse Diversity, Equity, and Inclusion into their teaching and how this may be similar or different to faculty. NOTE: This workshop will be open to instructors from other Ohio colleges and universities through the Ohio College Teaching Consortium (OCTC).

Presenter: Jackie Dell (ducjd@mail.uc.edu), 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:

  • Discuss how to increase awareness of the student experience to support student learning
  • Describe strategies Teaching Assistants (TAs) can use to create an inclusive and equitable learning environment
  • Identify strategies they would like to implement within their role as a TA.

Session Contact: Anna Donnell, PhD, donnelaa@ucmail.uc.edu

Designing Rubrics for Equitable Grading In Your Course

logo for University of CincinnatiPartner: University of Cincinnati

Date/Time: Feb 09, 2023 10:00 AM

Registration Link: https://forms.office.com/r/wAD2iZg3vK

Description: Thursday February 9, 2023 from 10:00-11:30 AM (Virtual)

This workshop will focus on creating equitable rubrics. Specifically, we will discuss the pedagogical benefits of using rubrics, when rubrics might not be a good fit, and how to design rubrics for specific assignments. Rubrics are a great way to streamline comments, give students specific directions, and ensure equitable grading. We will also go over how to create rubrics in Canvas. NOTE: This workshop will be open to instructors from other Ohio colleges and universities through the Ohio College Teaching Consortium (OCTC).

Presenter: Daniel Dale (daledl@ucmail.uc.edu), PhD, Assistant 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 pedagogical value of equitable rubrics
  • Use equitable rubrics in their own courses
  • Design rubrics in Canvas

Session Contact: Daniel Dale, PhD, daledl@ucmail.uc.edu

What Does it Mean to Engage and Support Today's Students?

logo for University of CincinnatiPartner: University of Cincinnati

Date/Time: Feb 23, 2023 10:00 AM

Registration Link: https://forms.office.com/r/nEEY9V8e46

Description: Thursday February 23, 2023 from 10:00-11:30 AM (Virtual)

We often have little information about our students until the course begins! By thoughtfully planning our courses, we can be proactive and prepare to teach a wide range of students. At the same time, we can still remain flexible so that we can adapt our teaching as we get to know our students. In this interactive virtual workshop, we will explore multiple dimensions of student engagement, how we can overcome barriers to learning, and how we can structure our courses to support all of our students. Participants will leave with strategies that they can easily implement into their course design and teaching to create an inclusive and equitable learning environment. This workshop will be open to instructors from other Ohio colleges and universities through the Ohio College Teaching Consortium (OCTC).

Presenter: Anna Donnell (donnelaa@ucmail.uc.edu), PhD, Associate Director, Center for the Enhancement of Teaching & Learning, 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 strategies for how to get to know students.
  • Explain to engage students through communication, feedback, and active learning.
  • Identify common barriers to learning and describe ways to address these barriers.

Session Contact: Anna Donnell, PhD, donnelaa@ucmail.uc.edu

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: https://forms.office.com/r/NX7KGAmh3V

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 (ducjd@mail.uc.edu), 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, donnelaa@ucmail.uc.edu

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: https://forms.office.com/r/MG1mmgacH4

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 (fallersn@ucmail.uc.edu), 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, beth.faller@uc.edu


FEATURED ON-DEMAND EVENTS

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): https://drive.google.com/drive/folder...