Inclusive Teaching Fellows Workshops

Developing a Practice of Critical Self-Reflection: A Resource for an Inclusive Pedagogical Praxis
Thursday, February 12 from 2:30 to 4:00 p.m. in ACAD 625

Reflection on one’s positionality is regarded as best practice in research but is less emphasized in teaching. However, positionality significantly impacts course design, teaching methods, grading practices, and relationships with students. The lack of awareness that a teacher has regarding how their positionality influences their teaching practice can be detrimental to effectively teaching students whose positionality differs from their own. Conversely, awareness of positionality can positively contribute to the inclusivity in school climates and classroom settings. Critical self-reflection is a resource for teachers who want to understand their positionality’s impact on their teaching to create a more inclusive classroom. This workshop introduces two self-reflection activities on positionality that can also be adapted as classroom exercises. Participants will complete a social positionalities table and then discuss lived experience and the salience of certain social positions. Then each participant will complete an “I Come From” poem, which can also be adapted for the undergraduate classroom. This activity promotes critical self-reflection that can inform instructors’ ongoing reflection on their teaching effectiveness. Rather than a one-time activity, this workshop suggests that critical self-reflection is a continuous ongoing practice; studies have shown the effectiveness of repeated reflection for promoting self-awareness of positionality and an inclusive pedagogy. As such, we will consider approaches to what I call a “Critical Self-Reflection Journal” or building a resource we can turn to for our own continued self-reflection in the future. 

Presented by:
Annie Ring, Ph.D.

The Structural Advantages of Online Asynchronous Education
September 16, 2025 from 2:30 p.m. to 4 p.m. in ACAD 625

Online asynchronous classes are easier for students to fit into their schedule and do not require a commute to campus. These are natural advantages of OA classes, but the academic world tends to look at OA an overall step down from the traditional face-to-face classroom experience. In this workshop I will challenge this view. I will look beyond the surface-level advantages in scheduling and convenience, and explore how OA classes have inherent pedagogical advantages over face-to-face classes. The workshop will end with a discussion about how to leverage these advantages to create more inclusive and inviting OA classes. The talk will also include results from a short survey of online asynchronous student engagement.

Presented by:
Andrew Pavelich, Ph.D.

Prioritizing Wellness - Strategies for Preventing Burnout
January 21, 2025 from 1:00 p.m. - 2:30 p.m.

The demands of teaching at the university level in the ever-changing landscape of higher education, we as educators often experience overwhelm and burnout. This workshop will work to provide educators with tools to prioritize the demands of teaching in a way that it enhances student learning while at the same time valuing the boundaries of the professor. Outcomes will include practical strategies for course design, incorporation of new technologies, and streamlining assessment.  

Presented by:
Ashley Archiopoli, Ph.D.

Implementing Inclusivity with Open Educational Resources using Perusall
September 12, 2024 from 1:00 p.m. - 2:30 p.m.

Perusall Training and Implementation in Canvas (TTLC)
September 19, 2024 from 1:00 p.m. - 2:30 p.m.

This introductory training session hosted by the TTTLC will discuss how to get started with using Perusall in your Canvas course. When using Perusall, students annotate the readings and asynchronously respond to each other's comments and questions about the readings in context.

Topics covered include:

• Configuring a Persuall course to sync with Canvas
• Building a course library
• Basic assignment creation

Presented by:
Nereo Hoill, TTLC

Best Practices for Engaging Students and Incorporating Critical Thinking in Workshop 
Thursday, February 29th from 1-2:30

Promoting Inclusivity through Collaborative Annotation This workshop will offer an overview of how to incorporate collaborative annotation into course assignments using Perusall to promote close reading, critical thinking, active engagement and an inclusive environment for online, hybrid, and face to face classes.

Presented by:
Giuliana Lund, Ph.D.