Inclusive Teaching Endorsement Events

Partner: University of Cincinnati

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

Partner: Miami University

Description: You will gain a deeper understanding of language difficulties ELL/multilingual students experience when they move to discipline-based courses. This workshop will also provide specific strategies for responding to ELL students’ writing effectively and efficiently.

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

1. learn about empirically confirmed observations about ELL writing
2. gain an understanding of general principles and practices for responding to ELL writing
3. learn about typical ELL grammar errors
4. identify grammar error patterns and respond to them

Session Contact: Larysa Bobrova, bobrovl@miamioh.edu

Partner: University of Cincinnati

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

Partner: University of Cincinnati

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

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

Ohio instructors have the opportunity to attend either a morning or afternoon session that reviews the backward design process and opportunities for purposefully building courses that promote inclusion and equity through examining goals, content and teaching practices.

A series of short presentations followed by activities during which instructors apply concepts will support refinement of a spring 2023 course.

Following this session, participants will

• Redraft course goals or learning outcomes with access and equity in mind.
• Consider possible meaningful and authentic diversification of course content.
• Identify opportunities for integrating active learning in course instruction.

Partner: Ohio University Center for Teaching, Learning, and Assessment

From Debate to Dialogue: Conversation strategies to build connection across difference is a cross-institutional training series presented by The Office of Diversity and Inclusion's Strategic Diversity Planning, Training and Assessment unit and American University’s Center for Teaching, Research, and Learning. The training is also a qualifying event for the Inclusive Teaching Endorsement, offered through our campus partners at the Michael V. Drake Institute for Teaching and Learning.

Day 1 Outcomes:
Participants will be able to:
• Reflect on the role debate and dialogue plays in difficult conversations
• Differentiate between dialogue and debate
• Build dialogic skills to increase collaborative understanding
• Practice utilizing dialogic skills for de-escalation

Day 2 Outcomes:
Participants will be able to:
• Identify the relationship between what is controversial and what is polite
• Identify their boundaries using the concepts of learning edge and harmful zone
• Practice strategies for walking away from a harmful conversation
• Create an action plan for dialogue at their workplace

Partner: The Ohio State University

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.

Participants will be able to:

1. Describe strategies that support student connections, community and belonging
2. Evaluate strategies for use in their own teaching

Partner: Kent State University

We will explore the factors influencing assessment decisions and approaches to grading ELL students’ writing in content-area courses. Bring a writing assignment to assess it in light of the discussion.

By the end of the session you will be able to:

1. Recognize factors influencing assessment decisions when grading ELL students' writing
2. Differentiate style errors from grammar errors to grade ELL writing fairly
3. Apply three assessment approaches to ELL writing in content-area courses

Partner: Miami University

Belongingness has been identified as a key ingredient for promoting student’s academic, personal, and social connections to a campus. In this workshop, participants will become familiar with different ways belongingness has been described and the effects of this concept within academic research.  Participants in this session reflected on different practices and policies that may diminish sense of belonging. The workshop will also offered different low-stakes strategies and examples for faculty and staff to attend to belongingness within academic spaces whether in-person, hybrid, or online. 

Following this session, participants 

• Articulate about different conceptualizations/definitions for sense of belonging within academic research.
• Consider why academic research about classroom experiences classifies belongingness as a key ingredient for student learning and performance.
• Analyze practices and procedures from their courses that detract from or build belongingness within curricular spaces.
• Identify quick, no stakes strategies for taking the belongingness “temperature” of their class. 

Presenter 

Dave Nguyen, Ph.D. (he/him) is an Associate Professor of Higher Education and Student Affairs within the Patton College of Education and Dean of University College. His research and teaching interests explores how campus ecology contributes to student success. Dave has published more than 50 works calling attention to how individuals and organizational features hinder or widen equitable opportunities for students, especially students holding minoritized identities.  

Partner: Ohio University Center for Teaching, Learning, and Assessment

This workshop was offered by Kent State University Division through a partnership between the Office of Diversity Equity and Inclusion and the Center for Teaching and Learning.

Goals of the workshop are to:

• define relevant terms for understanding race, racism and anti-racism,
• discuss how social location influences understanding on the journey to become anti-racist,
• identify the ways institutional policies and practices perpetuate racism,
• identify action steps to employ anti-racist strategies.

Partner: Kent State University

This workshop is offered by Kent State University Division through a partnership between the Office of Diversity Equity and Inclusion and the Center for Teaching and Learning.

Goals of the workshop are to:

• develop a deeper awareness of personal ideas, stereotypes, and assumptions related to gay, lesbian, bisexual, transgender, queer and questioning (LGBTQ) students,
• develop an increased comfort level in addressing concepts and language regarding LGBTQ communities with students and the university community,
• develop an increased awareness of services that support LGBTQ and allied individuals,
• develop a network of community to support people of all sexual orientations, gender identities and gender expression.

Partner: Kent State University

For many instructors, teaching topics related to violence (such as the pandemic, war, genocide, hate crimes and sexual violence), can be daunting, or perhaps even anxiety-provoking.

Cultural taboos around discussing violence might tempt instructors to skip over deeper analyses, which risks leaving students with "bad feelings" about violence, rather than any disciplinary or theoretical tools for understanding it.

In this workshop, participants will discuss the challenges and concerns that surround teaching about violence and acquire strategies to help facilitate generative classroom experiences.

After this workshop participants will be able to: 

• explain why, indirectly or not, addressing violence with students can be problematic,
• articulate how violence connects to their teaching,
• articulate their classroom goals for teaching about violence,
• describe strategies for discussing violence with students.

Partner: Michael V. Drake Institute for Teaching and Learning 

Encountering racism, implicit bias and microaggressions in the classroom presents an opportunity for discussion and learning. However, it can be challenging to know how to address comments in the moment. The aim of the workshop is to create a space for dialogue and sharing strategies for addressing these issues in the moment, as well as how to move forward with a continued discussion, if needed.

In this workshop, we will begin with guiding principles for addressing racism in the classroom, and then move into a community centered conversation on identifying and addressing both subtle and more blatant forms of racism in the classroom through the use of case studies.

The type of feedback instructors provide has a significant impact on students’ subsequent performance. This interactive online workshop is designed to give instructors the tools needed to give feedback that promotes engagement, motivation and persistence.

This workshop was offered by Kent State University Division through a partnership between the Office of Diversity Equity and Inclusion and the Center for Teaching and Learning. Goals of the workshop are to:

• increase our awareness and understanding of terms relevant to equity,
• explore the importance of identity, self-awareness, and blind spots,
• recognize individual and institutional detours to equity.

Partner: Kent State University

Students with productive learning mindsets are more motivated to take on challenging work, persist in the face of setbacks and achieve at higher levels. In this webinar, participants will learn about the role of learning mindsets and how they can use this knowledge to help their own students succeed. 

Yoi Tibbetts from the University of Virginia's Motivate Lab leads a session focused on three main learning mindsets, collectively referred to as Mindset GPS: 

• Growth mindset: belief that intelligence can be developed 
• Purpose and relevance: belief that learning is valuable 
• Sense of belonging: belief that the student belongs in the school environment 

Partners: Motivate Lab and Strong Start to Finish

The Kent State Center for Teaching and Learning and University College hosted an interactive virtual workshop during their I Am First Celebration week. 

Partner: Kent State University Center for Teaching and Learning

Tia Brown McNair, vice president in the Office of Diversity, Equity and Student Success and executive director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U), delivered the keynote address at the Ohio Strong Start to Finish Fall 2020 Learning Network Convening.

Visit the SSTF 2020 Fall Learning Network Convening site for more information.

Partner: Ohio Department of Higher Education