Inclusive Teaching Endorsement Events

Fall 2022 Sessions

Building Belongingness in Your Class

11 a.m. to noon, Thursday, Oct. 6
Partner: Ohio University Center for Teaching, Learning, and Assessment
To register, email

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 will reflect on different practices and policies that may diminish sense of belonging. The workshop will also offer 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 will

  • 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. 


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.  

Designing Transparent Assignments and Rubrics to Grade Them

Noon to 1 p.m., Monday, Oct. 17, AND 24
Partner: Ohio University Center for Teaching, Learning, and Assessment
To register, email

Students benefit from instructors who clearly communicate the rationale behind instructional practices. Being transparent in crafting assignments and how they will be graded motivates students to learn and be more successful. This session introduces instructors to the TILT (Transparency in Teaching and Learning) framework and approaches to rubric construction. Participants will begin working on a transparent assignment and corresponding rubric with their colleagues during session 1 and return to refine a final assignment used this semester or develop a transparent assignment for a spring 2023 course with the support of peer reviewers.
Following these two sessions, participants will

  • Outline the Transparency Framework for academic work.
  • Apply the framework to one of their fall or spring semester assignments.
  •  Identify three types of grading rubrics.
  • Apply the most appropriate rubric to a given assignment.
  • Evaluate rubrics created by peers and provide constructive feedback.
  • Refine a rubric created during the sessions.

Optional Pre-reads

Presenters: CTLA Staff

Course Design for Equity

9 a.m. to noon OR 1 to 4 p.m., Friday, Nov. 11
Partner: Ohio University Center for Teaching, Learning, and Assessment
To register, email

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.

Those intending to participate in this course design offering are invited to explore these resources prior to the event.

  • The Derek Bok Center for Teaching and Learning. (2022). Backward Design.
  • Kishimoto, K. (2018). Anti-racist pedagogy: From faculty’s self-reflection to organizing within and beyond the classroom. Race Ethnicity and Education (21)4, 540-554.


Melinda Rhodes-DiSalvo, executive director, CTLA, and Jody Monk, instructional designer, Office of Instructional Innovation, Ohio University


Connections, Community and Belonging for First Generation Students

kent state university logoNov 07, 2022 01:30 PM

Kent 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

Register at: receive link to attend

Contact Person: Nancy Daczko-Krestan,


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.”