Inclusive Pedagogy Academy
What is Inclusive Pedagogy?
Inclusive pedagogy honors and celebrates differences within the classroom by engaging faculty in various approaches to teaching and student engagement. Traditional educational practices may not always support students in a way that allows them to reach their full potential.
A student-centered learning approach, inclusive pedagogy acknowledges that the social identities of both instructors and students have an impact on the learning experience. Inclusive pedagogy challenges faculty to think and teach differently by creating a learning environment that works for everyone.
What is the Inclusive Pedagogy Academy?
The Inclusive Pedagogy Academy is a unique offering in which instructors learn more about how to implement inclusive teaching approaches across all disciplines. Led by the Center for Teaching, Learning, and Assessment, the academy is offered in collaboration with the Office of Instructional Innovation and the Division of Diversity and Inclusion.
The academy combines asynchronous learning through online modules with synchronous meetings to allow for deeper discussion, practical application and understanding. Through four online, asynchronous modules and seven synchronous meetings, participants address inclusivity on personal, structural and interactional levels. The online modules provide resources (e.g., video lectures, readings, resources, activities and reflections) to facilitate deliverable changes (e.g., revised content and policy documents) for one course you plan to teach in spring or fall 2024. Modules one and two will occur during the fall semester and module three and four will be completed in spring (review the schedule to learn more).
Schedule and Important Dates
- The academy will begin with a hybrid synchronous meeting to orient participants to inclusive pedagogy.
- A synchronous meeting will follow the completion of each module to allow participants to engage in a deeper discussion about the content covered in the module.
- In week 8 of fall semester 2024, the academy will have a synchronous meeting to discuss lessons learned and mentor the next cohort of Inclusive Pedagogy Academy participants.
- January 10, 2024: Before the spring semester begins, there will be a synchronous meeting to discuss changes participants are making in spring classes.
Module Open and Due Dates and Synchronous Meeting Dates
|Module||Module Open Date||Module Due Date||Synchronous Meeting Dates|
|Module 1||September 11, 2023||October 12, 2023||
Monday, Sept. 11, 2023
Monday, Oct. 16, 2023
|Module 2||October 17, 2023||November 30, 2023||
Monday, Dec. 4, 2023
Wednesday, Jan. 10, 2024
|Module 3||January 15, 2024||February 29, 2024||March 4, 2024|
|Module 4||March 18, 2024||April 18, 2024||April 22, 2024 - Final synchronous meeting|
Mission and Goals
The mission of the Inclusive Pedagogy Academy is to empower faculty to maximize student learning and achievement by working with instructors to enact inclusive pedagogy approaches across all disciplines.
Through the academy, participants:
- Critically engage with and modify courses to infuse inclusive pedagogical practices, paying attention to syllabi creation, choice of readings, pedagogy and/or approach in framing the various identities of those who have created milestones within an academic discipline
- Embed co-curricular student engagement within course requirements
- Envision the challenges and possibilities for diversity and inclusion within a field to consider how learning outcomes can align with intercultural competencies in order to assist student achievement in their careers
- Mentor and/or consult with peers and students in curricular design
- Reflect on positionality, as well as how privilege and oppression may function within the classroom and metrics for assessment
- Create guidelines for departmental pedagogical approaches that are inclusive of diverse populations with the objective of increased academic achievement and retention of marginalized communities
- Provide training and guidance for participants invested in changing the curriculum
The academy will result in concrete products (e.g., revised course syllabus, policy documents and resources) to facilitate inclusivity in a participant's course that can also be used to demonstrate teaching effectiveness in annual reports and promotion/tenure dossiers.
Successful academy completes will receive a $1,000 stipend.
Inclusive Pedagogy Academy Facilitators
The CTLA Inclusive Pedagogy Academy is currently being reimagined and relaunched by three faculty who completed the inaugural Inclusive Pedagogy Academy and began sharing inclusive pedagogy within their respective colleges.
Past Inclusive Pedagogy Academy Facilitators
- Purba Das, Ph.D. – 2020-2021
- Sarah Wyatt, Ph.D. – 2020-2021
Applicants who are committed to change should consider applying, even if they have not engaged with this topic before. Applications will be reviewed on a team-level and each team should include two or three faculty interested in incorporating inclusive pedagogy in their courses and the school/department/campus curriculum. Teams should include tenure track and/or instructional faculty from any of OHIO's campuses. Faculty may propose cross-disciplinary teams at their discretion.
How to Apply
Please collect all required team information before beginning this form. We recommend you save your team's application information in a Word document on your computer as a backup. All form fields must be filled out and submitted in the same session.The application consists of team and individual components along with a support letter from the team’s director/chair/dean. You may view the application form for complete instructions.
The team of faculty applicants from each school/department should submit a joint application (one per team) that includes:
- List of team members
- Courses targeted for change
- A rationale that reflects on (a) the current status of inclusive teaching within your team’s school, department or division; (b) your team’s goals in participating in the inclusive pedagogy academy; and (c) the rationale for the composition of this team and how the team can affect systemic change within your school, department or division.
- Short biosketches for each team member
- A letter of support from the team’s chair/director/dean including a commitment to scheduling the team members’ teaching and other obligation in such a way that permits their participation in the synchronous components of the academy
Ready to get started? Apply by Thursday, April 6, at 5 p.m. EST for full consideration. Questions? Send an email to Melinda Rhodes-DiSalvo, Executive Director of the Center for Teaching, Learning, and Assessment.
Please note: Applicants will be informed about their application status for the academy by April 25, 2023.