Recorded Events

Recordings of select Drake Institute sponsored workshops, panels and other events can be found below. 

Teaching About Violence


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 these challenges and concerns that surround teaching about violence, and will 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


Isms in the Classroom

Responding to -isms in the Classroom


Have you ever been in a class discussion when a student said something biased, but you were not sure how to respond as the instructor? This session incorporates research related to the bystander effect, microaggressions, and perceptions of bias in college classrooms.

Following the session, participants will be able to: 

  • apply techniques to communicate effectively in challenging situations,  
  • facilitate educational conversations in response to comments/actions that are racist, homophobic, transphobic, ableist, etc., 
  • avoid eliciting a defensive reaction from the student who has (perhaps unintentionally) caused harm through their biased remarks. 

Presenter: Lena Tenney, Diversity, Equity & Inclusion Officer, Ohio State College of Pharmacy

Foundations of Inclusive Teaching

Foundations of Inclusive Teaching


What is inclusive teaching and why does it matter? This session explores foundational principles for teaching inclusivity through the lens of Universal Design for Learning (UDL). Participants will contrast the concept of non-performativity to effective practices offered by UDL. They will also discuss equity in the classroom, student identity and strategies in order to cultivate a welcome learning environment. Participants will:

  • Consider non-performativity as a barrier to inclusive teaching

  • Review UDL as a framework for applying inclusive teaching strategies

  • Make decisions about best practices for inclusivity in own course 

Presenters: Michael V. Drake Institute for Teaching and Learning Instructional Consultant Shadia Siliman and Assistant Director Laurie Maynell

Instructional Redesign Faculty Panel 11 12 20

Instructional Redesign Faculty Panel



  • Jolynn Pek, Ph.D.,  assistant professor of quantitative psychology, College of Arts and Sciences
  • Hea-Jin Lee, Ph.D. associate professor of mathematics education, College of Education and Human Ecology at Lima campus
  • Saeedeh Ziaeefard, Ph.D., lecturer, College of Engineering, Electrical and Computer Engineering
  • Leah Herner-Patnode associate professor of special education, College of Education and Human Ecology at Lima campus
  • Julie Field, associate professor of anthropology, College of Arts and Sciences

Calling In Workshop

Calling In Workshop


What do we do when a student makes an uncomfortable or even outright racist/sexist/etc. remark? How do we confront microaggressions in class? Rather than 'calling out' students who create discomfort in the classroom, this workshop focuses on how to generatively call them 'in,' and turn difficult moments into teachable ones. 

IR Workshop on Assessing Instructional Redesign 10 6 20

Instructional Redesign Workshop: Assessing Instruction 


The measurement of student learning provides useful feedback to instructors about the extent to which students meet course- or module-level outcomes. When instructional strategies are redesigned to promote student learning or enhance the student experience, assessment supports reflective teaching and development of a rationale for teaching practices. This workshop will introduce participants to methods for measuring the effectiveness of instructional redesign and provide the opportunity for considering, developing, or refining IR assessment.

Instructional Redesign Faculty Panel 9 24 20

Instructional Redesign Portfolios: Faculty Panel 



  • Katherine Kelley, Ph.D. associate dean for assessment and strategic initiatives ad professor-clinical, College of Pharmacy
  • Audrey L. Begun, Ph.D., professor, College of Social Work
  • Stavros T. Constantinou, Ph.D., associate professor of geography, College of Arts and Sciences at Mansfield campus