Ohio Professional Development Consortium

The Ohio Professional Development Consortium (OPDC) seeks to equip instructors across the state with evidence-based teaching strategies that contribute to learning environments conducive to the success of all learners, especially first-generation students, minority student populations, and adult learners seeking to complete a college degree or retrain for the workforce.

The OPDC includes members from the Ohio Association of Community Colleges, the Inter-University Council of Ohio, the Ohio Department of Higher Education, and colleges and universities from across the state. 

Inclusive Teaching in Higher Education Endorsement

College classrooms are one of the few places in an increasingly polarized world where students have to engage with different perspectives over time. These environments present opportunities for transformative learning experiences, directly correlated with motivation, engagement and achievement (Zumbrunn et al. 2014).

Many teachers, however, feel underprepared to foster meaningful discourse or support a diverse student body. Inclusive teaching describes the range of approaches to teaching that creates a learning environment where all students feel valued and have equal access to learning.

OPDC's Inclusive Teaching in Higher Education Endorsement allows instructors to explore issues and tools for creating inclusive learning environments. 

Any instructor currently teaching at an Ohio post-secondary institution is eligible to participate.

Endorsement Outcomes

Instructors who earn an Inclusive Teaching in HIgher Education Endorsement will:

  • define inclusive teaching,

  • discuss research on how effective inclusive teaching strategies impact learning, 

  • practice identifying opportunities and proactive measures for inclusive learning environments, 

  • identify challenges and supports to inclusion within their current courses,

  • plan specific inclusive strategies to apply toward their teaching practice.  

Getting Started

1. Let us know you're interested by filling out an Inclusive Teaching in Higher Education Endorsement interest form.

2. Participate in at least six events, sessions or workshops (about 9-12 hours total) that have been approved by the OPDC. Synchronous and asynchronous offerings are housed on this website and are updated regularly.

3. Complete an endorsement activity reflection for each event attended. Each reflection will be reviewed using this rubric.

4. Participants will be awarded a certificate upon successful completion of the endorsement. Participants also have the option of selecting two individuals whom the OPDC will notify

Endorsement Award Calendar 

Reflection Reviews: The next review of reflections will begin March 15, 2021 and a final review of reflections for this pilot year will begin May 31, 2021. Endorsements to all who have qualified will be formally awarded on June 15, 2021. 

Once you have reached the required hours (9 to 12) of programming, you will be notified of completion. Of course, you are welcome to continue to join any of the events remaining. Please note that given the success of this pilot, the OPDC hopes to continue the endorsement program in 2021-22, and any hours earned this academic year will be credited forward.

Upcoming Endorsement Events

Workshop on Equity (Feb. 22, noon to 1:30 p.m.)

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:

  • 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

 

Please use the following link to register. Information on how to join the synchronous session will be provided by email shortly before the session begins.

Session 1: Equity – February 22nd 12:00p – 1:30p

Providing Students Feedback to Promote Motivation, Persistence, and Retention (Feb. 24, 10-11:30 a.m.)

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.

During the workshop, we will explore theories of motivation, mindset, and stereotype threat and how instructors can use these concepts to provide feedback that support all students’ desire to learn and improve. Important to this effort is making sure feedback conveys high expectations, along with the instructor’s assurance that the student can meet them.

The workshop will culminate with an opportunity for participants to practice providing such feedback in the context of one of their own courses. NOTE: The last portion of this workshop will use online breakout rooms for participants to practice providing feedback.

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

  • Identify best practices for providing students with feedback that promotes engagement, motivation, and persistence.
  • Incorporate these best practices into written and oral feedback to students.
  • Reflect on how they might improve the quality of feedback they provide to students in the future.

Facilitator: Beth Faller 
Partner Institution: University of Cincinnati 

REGISTER 

SUBMIT REFLECTION 

Workshop on Bias and Microaggresssions (March 23, noon to 1:30 p.m.; session repeated on March 31, noon to 1:30 p.m.

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:

  • Understand various concepts around bias and microaggressions
  • Develop strategies for counteracting biases participants may have and addressing microaggressions
  • Identify resources for continued learning and support

 

Please use one of the following links to register for a specific session date and time. Workshop content will be identical on both days. Information on how to join the synchronous session will be provided by email shortly before the session begins.

Session 2: Bias & Microaggressions – March 23rd 12:00p – 1:30p

Session 2: Bias & Microaggressions – March 31st 1:00p – 2:30p

What Do I Do in the Moment? Addressing Diversity, Equity, Inclusion, & Justice Issues in Teaching (March 24, 2-3:30 p.m.)

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 the comments in the moment. The aim of the workshop is to create a space for dialog 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.

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

  • Recognize microaggressions and subtle forms of racism.
  • Reflect on the variety of viewpoints and perspectives on how fellow workshop participants react to racism in the classroom.
  • Identify strategies and classroom policies they will use in their teaching to explicitly address racism.

Facilitators: Kimber Andrews and Anna Donnell 
Partner Institution: University of Cincinnati 

 

THIS SESSION IS CURRENTLY AT CAPACITY
To be added to a waitlist, please email Laura Cotton.1072@osu.edu 

SUBMIT REFLECTION 

Learning Analytics to Support Inclusive Instruction (April 7, 9-10:30 a.m.)

This panel will focus on the use of Institutional Research (IR) data to evaluate program curriculum and identify classroom instructional strategies that support student success. Attendees will learn how partnerships between IR staff and faculty at Columbus State Community College and Lorain County Community College have promoted inclusive teaching practices and learning contexts. 

Panelists will share strategies with participants who will be encouraged to consider leveraging data available to them at their own institutions. In addition, participants will have the opportunity to consider “real life” data sets relevant to the success of first-generation, returning adult learners and students of color.  

A Zoom link will be sent upon registration.

Partners: Columbus State Community College, Lorain County Community College

REGISTER
SUBMIT REFLECTION

Workshop on Safe Space Ally Training (April 6, 10 a.m. to noon, session repeated on April 21, 1 to 3 p.m.)

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

 

Please use one of the following links to register for a specific session date and time. Workshop content will be identical on both days. Information on how to join the synchronous session will be provided by email shortly before the session begins.

Session 3: Safe Space Ally Training – April 6th 10:00a – 12:00p

Session 3: Safe Space Ally Training – April 21st 1:00p - 3:00p

Workshop on Understanding Race, Racism and Anti-Racism (May 3, noon to 2 p.m., session repeats on May 13, 5 to 7 p.m.)

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:

  • 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
  • Identify resources

Please use one of the following links to register for a specific session date and time. Workshop content will be identical on both days. Information on how to join the synchronous session will be provided by email shortly before the session begins.

Session 4: Understanding Race, Racism and Anti-Racism – May 3rd 12:00p – 2:00p

Session 4: Understanding Race, Racism and Anti-Racism – May 13th 5:00p – 7:00p

Workshop on Inclusive Teaching (June 10, noon to 2 p.m., session repeats on June 21, 4 to 6 p.m.)

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. Participants will be able to:

  • Identify teaching practices that promote equity and inclusion (and those that do not)
  • Describe strategies to address microaggression and other challenging situations in the classroom
  • Evaluate their own teaching practices through the lens of equity and inclusion
  • Set goals for more inclusive teaching in their own courses.

Please use one of the following links to register for a specific session date and time. Workshop content will be identical on both days. Information on how to join the synchronous session will be provided by email shortly before the session begins.

Session 5: Inclusive Teaching – June 10th 12:00p – 2:00p

Session 5: Inclusive Teaching – June 21st 4:00p – 6:00p

 

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Content

Past Endorsement Events 

Most of our endorsement events are available for viewing asynchronously. We encourage you to view events with other instructors at your institution to foster collegial conversation and share approaches for implementation.

If you have participated in any of the following OPDC events, please submit an endorsement reflection using the links below. 

 

Asynchronous:

Inclusive Teaching: Responding to -isms in the Classroom (Dec. 2 and Jan. 8)

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? Whether due to high pressure, not being an expert on the identity group being targeted, or simply not knowing what to say in the moment, many of us struggle to address biased comments in the classroom—especially if we are not sure whether the student making the biased comment meant to cause harm. As educators, we must be empowered to take action when bias manifests in our classrooms so that we can build inclusive connections with all students. This session incorporates research related to the bystander effect, microaggressions, perceptions of bias in college classrooms, and benefits of creating inclusive learning environments. 

Following this 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, formerly with the Kirwan Institute for the Study of Race and Ethnicity.

VIEW THE EVENT

SUBMIT REFLECTION

 

Foundations of Inclusive Teaching (Nov. 19)

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

Partner: The Ohio State University

VIEW THE EVENT

SUBMIT REFLECTION

Online Teaching to Support Inclusion (Nov. 10)

Student success has many components that rely on people from all over the university. In this session participants explored their student audience, adult learner attributes, course design that supports inclusion, and tips and ideas to consider when applying inclusive techniques to their classes. They walked away with tools to support the design process, the needs of students and inclusion. Presenters: Dawn Clineman, director of the University of Cincinnati Online, and Carolyn Stoll, associate director. Clineman and Stoll also shared this handout with attendees.

Partner: University of Cincinnati

VIEW THE EVENT

SUBMIT REFLECTION

Creating a Culture of Caring keynote and concurrent session, (Sept. 18)

Dr. Russell Lowery-Hart, president of Amarillo College, was the keynote speaker on Creating a Culture of Caring, followed by breakout sessions on the 8-week academic model and leading culture change by addressing poverty barriers facilitated by Amarillo College leaders. 

Partner: Ohio Association of Community Colleges

VIEW THE EVENT 

SUBMIT REFLECTION

Introduction to Diversity, Equity, and Inclusion: Simple Strategies (Jan. 20)

This workshop is a basic introduction to Diversity, Equity, and Inclusion (DE&I) teaching strategies and is designed for instructors who are just starting to dip their toes into creating more inclusive and equitable courses. We will briefly explore four areas including course content, instructor presence, participation and assessment, and student feedback. Participants will discuss strategies within these four areas in breakout groups (verbally or through chat) and choose a few strategies to implement in the spring semester.

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

  • Explain the relationship between Diversity, Equity, and Inclusion and the impact on students’ sense of belonging as well as success within a course.
  • Explore a variety of strategies within the areas of course content, instructor presence, participation and assessment, and student feedback to create more inclusive and equitable courses.
  • Identify a few strategies they plan to implement in their own teaching to create more inclusive and equitable courses.

Facilitator: Anna Donnell 
Partner Institution: University of Cincinnati 

VIEW THE EVENT 

SUBMIT REFLECTION

Learning Analytics to Support Inclusive Instruction (Jan. 27) 

This panel, led by faculty from Columbus State Community College and Lorain County Community College, focuses on the use of Institutional Research (IR) data to evaluate program curriculum and identify classroom instructional strategies that support student success. Attendees will learn how partnerships between IR staff and faculty at Columbus State and Lorain County Community College have promoted inclusive teaching practices and learning contexts. Panelists share strategies with participants, who are encouraged to consider leveraging data available to them at their own institutions. In addition, participants have the opportunity to consider “real life” data sets relevant to the success of first-generation, returning adult learners and students of color. 

VIEW THE EVENT 

SUBMIT REFLECTION 

Synchronous:

Teaching Strategies for Equity (Oct. 22)

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) in Washington, D.C., 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

SUBMIT REFLECTION

Becoming a Student Ready University: Strategies for Teaching First Generation Students (Nov. 10)

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

SUBMIT ENDORSEMENT REFLECTION

Promoting Mindset Supportive Practices in F2F and Online Settings (Dec. 11)

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 & 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

SUBMIT REFLECTION

 

 

About the OPDC

The OPDC was formed in spring 2020 to respond to the following:

  • increased demands on post-secondary instructors to pivot to remote or hybrid learning,
  • budgetary challenges that impact the breadth or depth of professional development offerings available to those who teach, and as a result, a need for extending the reach of diversity, equity and inclusion professional development opportunities to instructors, 
  • enrollment trends that require instructors to be equipped with instructional strategies that increase achievement of learning outcomes or enhance the learning experience of an increasingly diverse student population, 
  • the ability to collaborate across institutions and promote evidence-based teaching strategies.

 

Partner Institutions

  • The Ohio Association of Community Colleges serves all 23 Ohio community colleges by providing: advocacy and policy development, support in developing and executing strategic directives and innovative practices, professional development, working opportunities to facilitate the exchange of ideas and information, and promotion of the benefit and economic impact of community colleges to Ohioans.
  • The Ohio Department of Higher Education (formerly known as the Ohio Board of Regents) is a Cabinet-level agency for the Governor of the State of Ohio that oversees higher education for the state.
  • The Michael V. Drake Institute for Teaching and Learning advances at-scale professional learning, evidence-based instructional strategies, and research and policy that elevate, across the university, the work of all who teach.
  • Columbus State Community College
  • Lorain County Community College
  • The Kent State University Center for Teaching and Learning has a primary mission to provide opportunities, leadership, and support for all faculty to grow in their scholarly and professional endeavors. The long-term aim is to support community members in the process of creating, transforming, and/or maintaining Kent State University’s environments for learning as spaces where all students can succeed.
  • The Ohio University Center for Teaching & Learning works collaboratively to enhance the connection between instruction and knowledge. The center offers workshops, faculty learning communities, individual consultations, and other programs and resources for faculty development. 
  • The Miami University Scripps Gerontology Center, founded in 1922, is one of the nation's top centers for research in aging. With 19 staff and over 20 affiliated faculty and research fellows, the center conducts research that makes a positive difference for our aging population.
  • The University of Cincinnati Center for the Enhancement of Teaching and Learning cultivates great teaching by fostering communities of inquiry, practice and scholarship to impact student success. Areas of expertise include classroom pedagogy and innovation, assessment, scholarship of teaching and learning, among others.
  • The University of Akron Institute for Teaching and Learning supports faculty by focusing on improving teaching and enhancing student learning. We offer workshops, information sessions, and training related to professional development, general education, student learning assessment, course design and development, and implementation of technology to enhance teaching.

​OPDC partners are encouraged to share professional development activities, events or programming from their respective institutions that promote inclusive teaching and create supportive classroom environments.

SUBMIT AN EVENT

 

Questions?

​For general questions about the OPDC or the Inclusive Teaching in Higher Education Endorsement, please contact Melinda Rhodes-DiSalvo, associate director of operations and strategic partnerships, or Laura Cotton, program coordinator, Michael V. Drake Institute for Teaching and Learning. 

OPDC Planning Committee 

Laura Cotton 
Program Coordinator 
Michael V. Drake Institute for Teaching and Learning 
The Ohio State University 
cotton.1072@osu.edu 
 
Phyllis Cummins 
Assistant Director of Research 
Senior Research Scholar 
Miami University of Ohio 
cumminpa@miamioh.edu

Stephanie Davidson 
Vice Chancellor, Academic Affairs 
Ohio Department of Higher Education 
sdavidson@highered.ohio.gov 

Terry Filicko 
Associate Professor
Clark State Community College
Ohio Faculty Senate Chair
filickot@clarkstate.edu 

Ben Givens 
Associate Professor 
The Ohio State University
Ohio Faculty Council Chair
givens.7@osu.edu
 
Kay Halasek 
Director 
Michael V. Drake Institute for Teaching and Learning 
The Ohio State University 
halasek.1@osu.edu 
 
Melinda Rhodes-DiSalvo 
Associate Director of Operations & Strategic Partnerships  
Michael V. Drake Institute for Teaching and Learning 
The Ohio State University 
rhodes-disalvo.1@osu.edu 
 
Thomas Sudcamp 
Executive Director 
Ohio Strong Start to Finish 
tsudkamp@highered.ohio.gov
 
Lori Zakel 
Faculty Lead Coach 
Ohio Association of Community Colleges 
lzakel@ohiocc.org