Inclusive Pedagogy Academy

Inclusive pedagogy honors and celebrates difference within the classroom by engaging faculty in various approaches to teaching and student engagement. Traditional educational practices do not always support students in reaching their full potential. Inclusive pedagogy challenges faculty to think and teach differently.

The Inclusive Pedagogy Academy is a collaborative offering of the Office of Instructional Innovation and the Division of Diversity and Inclusion, with the support of two faculty co-chairs.

Mission and Goals

The mission of the Inclusive Pedagogy Academy is to empower faculty to maximize student learning and achievement by working with faculty to enact inclusive teaching approaches across all disciplines. The goals of the group are as follows:

  • Critically engage with, and modify, one’s 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 one’s academic discipline
  • Embed co-curricular student engagement within course requirements
  • Envision the challenges and possibilities for diversity and inclusion within one’s field to consider how learning outcomes can align with intercultural competencies in order to assist student achievement in their careers
  • Mentoring and consulting opportunities from both peers and students in curricular redesign
  • Reflect on one’s own 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 first cohort will begin to meet biweekly (Wednesdays, 10 a.m.-Noon) in the spring of 2020. Participants will identify the series of courses they would like to design or redesign, and they will begin the administrative process to implement changes by the end of spring semester. This process will continue in the fall (Wednesdays, 10 a.m.-Noon), with new courses or redesigned courses released in spring 2021.

Application Information

Eligibility Information

Applicants who are committed to change should consider applying, even if they have not engaged with this topic before. The 2019-2020 inaugural cohort will consist of up to 18 interdisciplinary faculty participants.

Members will take part in cohort meetings with all participants over the course of 18 months, as well as smaller meetings with those from their department and a facilitator. There will be optional participation in discussion groups over the summer months.

Application Template and Components

Teams should include three faculty applicants from your department/school including:

  • The curriculum chair or proxy (member of the curriculum committee)
  • Tenure track and instructional faculty, and faculty from regional campuses if possible

Submit the following team and individual components to your chair/director, following this format.

Individuals should submit the following:

  • A list of one’s courses regularly taught, including information for each course regarding average number of students; learning outcomes; and if it is a general education course, upper division or lower division, and major/non-major course. For an example, review the Course Descriptor Table.
  • Short biography (one to two pages) related to one’s goals within the Inclusive Pedagogy Academy, which may include one’s service, pedagogical publications, or teaching philosophy.

The team of faculty applicants from each school/department should submit a joint statement that is a brief one-page rationale that reflects on the following:

  • The current status of inclusive teaching within one’s school/department/division
  • Your team’s goals in participating in the Inclusive Pedagogy Academy
  • The composition of this team

Application Submission

Applications should be provided to the chair/director, and the chair/director should submit the applications with a letter of support for the submission to inclusive.pedagogy@ohio.edu.

Applications are open from October 1, 2019, to December 1, 2019. Applications will be reviewed by the committee shortly thereafter, with applicants being notified on December 10, 2019.

Compensation

Participants who successfully complete the program will be compensated $1,000 in a PTA (Project Task Award) account for professional development.

Current Leaders


Purba Das, Ph.D.

Purba Das is an associate professor in communication studies at Ohio University’s Southern Campus. She is the academic lead for GLOBAL COIL. She also directs Southern’s OMSAR peer mentor program which is funded by an 1804 grant.

Das’s research interests are intercultural communication and health communication. Her research employs a critical approach in the field of intercultural communication, and a culture-centered approach to health communication in understanding the problematics of nations, national identity, media, and health narratives in marginalized populations in the U.S. (Appalachia) and India. Das has been published in journals such as Journal of International and Intercultural Communication, Journal of Intercultural Communication Research, and Asian Journal of Communication. She regularly presents her research at scholarly conferences such as the National Communication Association and the International Communication Association.


M. Geneva Murray, Ph.D.

Geneva Murray became the director of the Women’s Center at Ohio University in November 2015 and has taught courses in the Women’s, Gender and Sexuality Studies program, as well as a course on mentoring adolescent girls in the Patton College of Education. Through her work at the Women’s Center, Murray oversees several leadership programs, including Women Leading OHIO, an early career faculty and staff development program. Her work on leadership for women was recognized in 2017 by the International Leadership Association’s Women and Leadership Affinity Group’s award for Outstanding Practice with Local Impact.


Tim Vickers

Tim Vickers has worked in the Center for Teaching & Learning since 1998 and has more than 30 years of experience in education. He holds master’s degrees in both applied linguistics and philosophy, and he has taught linguistics and technology in education courses for over 20 years. Vickers’s wealth of knowledge related to teaching and learning, along with his desire to emphasize teaching excellence, makes him a dedicated faculty champion. He connects instructors to scholarly articles and evidence-based practices that spur their success.


Sarah Wyatt, Ph.D.

Sarah Wyatt is a professor in environmental and plant biology and director of the Interdisciplinary Molecular and Cellular Biology Graduate Program. Wyatt has received numerous teaching and service awards at Ohio University, including twice receiving the Presidential Teaching Award, and the College of Arts and Sciences’s Outstanding Teaching Award and Outstanding Faculty Leadership and Service Award, and has received national recognition for the Tech Savvy OHIO program, 2018 Inspiring Programs in STEM Award, and the American Society of Plant Biologist’s Excellence in Education Award. In addition to her research and teaching, Wyatt also serves on Faculty Senate at Ohio University and the Education and Outreach Committee for her international research society.