Check out the event schedule, session descriptions, session recordings/slides and speaker bios for Innovate: Transformed.

Session recordings with transcripts and presenter slides are now available in the accordians below. Please contact with any questions about conference materials.

Welcome and Opening Remarks

9:3010 a.m. 

Transcript: Welcome and Opening Remarks


Breakout 1

10–10:55 a.m. 

Beyond the SEI: Creating an Equitable Peer Review of Teaching Process in the Department of Engineering Education 

This session is curated by the Academy of Teaching.

Although student evaluation of instruction (SEI) is a near universal method of evaluating faculty teaching effectiveness, some research demonstrates little correlation between teaching effectiveness and the scores an instructor receives on SEIs (Uttl, White, & Wong-Gonzalez, 2017). SEIs are a flawed measure of teaching effectiveness, not least because of bias against women and people of color (Ray, 2018; Flaherty, 2019). Faculty crave meaningful feedback on their teaching beyond that provided by SEIs (Safavi, Bakar, Tarmizi, & Alwi, 2013). Observations of teaching are one method of reviewing instructors, but are limited because they represent a single data point in time. The problems with these methods of assessing instruction demonstrate the need for a system of peer review focused on instructor development. Our session discusses the process The Department of Engineering Education (EED) used to develop a robust program to empower faculty to improve and demonstrate their teaching effectiveness beyond the SEI.

Download PowerPoint: Beyond the SEI



Lynn HallLynn Hall (she/her) 
Senior Lecturer 
Department of Engineering Education 
The Ohio State University

Lynn Hall is a Senior Lecturer in the Engineering Communications Department. She teaches professional and technical communications courses and serves as the Course Coordinator for Engineering Technical Communications.

Jennifer HermanJennifer Herman (she/her) 
Senior Lecturer 
Department of Engineering Education 
The Ohio State University

Dr. Jennifer Herman is a senior lecturer in the Department of Engineering Education, where she teaches undergraduate and graduate level courses in technical and research communication. Dr. Herman’s research interests include scientific communication, technical communication, multimedia composition, writing pedagogy, and informal learning environments. She also works with faculty and graduate students to enhance the competitiveness of their research proposals by providing writing coaching and editorial review for scientific style.

Ann ChristyAnn Christy (she/her) 
Department of Engineering Education 
The Ohio State University

Ann Christy is a professor of Engineering Education and professor of Food, Agricultural, and Biological Engineering at OSU.  She is a registered professional engineer with industry experience. Dr. Christy has won multiple teaching awards at the college, university, and national levels. Her research in bioenergy, environment, and engineering education has generated over 130 publications including over 40 on topics in teaching and learning.  She is a fellow of the American Society for Engineering Education.

Kay HalasekKay Halasek (she/her)
Professor of English and Director
The Michael V. Drake Institute for Teaching and Learning
The Ohio State University

Kay Halasek is director of the Michael V. Drake Institute for Teaching and Learning and a professor of English at The Ohio State University. As director of the Drake Institute, she leads enterprise initiatives in instructional support for faculty and graduate students and research on policy development related to teaching and learning. Professor Halasek’s research spans a variety of areas within rhetorical theory and the teaching of writing, including feminist historiography, theories of writing, collaborative learning, writing program administration, portfolio assessment, and basic writing.

Online Programs at Ohio State: Considerations for Quality Student Experience and Offerings 

As higher education evolves through and out of the pandemic, more faculty and administrators are considering online programs to provide access to a growing audienceadult and life-long learners who are also navigating a rapidly changing employment landscape. In this panel-style sessionOhio State instructors and leaders discuss the factors that contribute to quality experiences across online programs and help meet Ohio’s workforce development needs. No matter where you are in the online program development journey, this session has something for you.


Rob GriffithsRob Griffiths (he/him)
Associate Vice President of Distance Education
Office of Distance Education and eLearning
The Ohio State University

Robert Griffiths is the Associate Vice President of Distance Education for the Office of Distance Education and eLearning. He has been advancing the university’s online education initiative since 2013. Beyond directing online education efforts for Ohio State, he oversees state authorization, as well as ODEE student services for those students entering the university through non-degree, Program 60, or contractual outreach paths.



Ramona DenbyDr. Ramona Denby (she/her)
Professor and Associate Dean of Academic Affairs
College of Social Work
The Ohio State University

Dr. Ramona Denby-Brinson is professor and associate dean of academic affairs in the College of Social Work (CSW) at The Ohio State University. Using curricular innovations, she focuses on academic preparation that equips students with solution- and evidence-oriented approaches to address protracted and emerging social challenges. She oversees curricula for undergraduate and graduate education where blended learning modalities and fully online programs operate. The CSW offers full online degree program options, serving students across the nation. With quality curriculum design and well-supported instructional practices, Denby-Brinson and her teams have enabled student success by using online teaching and learning modalities.

Kristy BrowningDr. Kristy Browning (she/her)
Associate Professor of Clinical Nursing
Assistant Dean for Graduate Clinical Programs
College of Nursing
The Ohio State University

Kristy Browning is an Associate Professor of Clinical Nursing and Assistant Dean for Graduate Clinical Programs at the College of Nursing. The College of Nursing has several fully online graduate and undergraduate programs. Currently, Dr. Browning teaches scholarly writing for doctoral students in a synchronous online format.

Wendy BowlesDr. Wendy Bowles (she/her)
Assistant Professor of Clinical Nursing
Assistant Dean for Baccalaureate Programs
College of Nursing
The Ohio State University​

Wendy Bowles serves as Assistant Dean for Baccalaureate Programs at The Ohio State University College of Nursing. She has been a nurse since 1994 and a Pediatric Nurse Practitioner since 1998. In addition to a fulfilling career as a nurse, she began her journey in nursing education in 2005 and realized the importance of educating future nurses for current practice environments. She is committed to advancing the science of evidence-based pedagogies of teaching and learning in nursing education. Her research includes work with alternative pedagogies, curricular development, and student engagement.

John GrayDr. John Gray (he/him)
Professor of Operations and Associate Director
Center for Operational Excellence
Fisher College of Business
The Ohio State University​

John Gray (he/him) is a professor of operations management in the Fisher College of Business. His primary research streams relate to the outsourcing and offshoring of operations, including hidden costs and risks such as quality and confidentiality. He is currently under contract with the FDA to study quality and resilience in global pharma supply chains. He teaches an elective called global sourcing and data analysis in various programs. He also edits two top operations management journals.

Taking the In-Person Workshop Online: Strategies to Maximize Inclusion for All Learners by Applying an Equity Lens

Teaching practices must be adapted across modalities. What worked in the physical classroom may not translate well in the virtual classroom. This is especially true when applying an equity lens to maximize inclusivity and account for a diversity of learning preferences. The “banking” model of education has been shown to be ineffective and even reinforce oppression, thus active learning strategies and other recommendations have been developed to create more inclusive classrooms. Virtual classrooms come with unique equity and inclusion challenges that must be addressed to ensure the needs of all learners are met. This session will outline strategies that were implemented using an equity lens when in-person workshops were converted to online webinars. Attendees will leave with a better understanding of technology and other strategies available to achieve diversity, equity, and inclusion goals when teaching in virtual classrooms.

Transcript: Taking the In-person Workshop Online

Download PowerPoint: Taking the In-person Workshop Online



Leo TaylorLeo Taylor (he/him) 
Program Manager for Staff and Faculty Affairs 
Office of Diversity, Equity, and Inclusion in the College of Food, Agricultural, and Environmental Sciences 
The Ohio State University

Dr. Leo Taylor is a diversity, equity, and inclusion educator working in higher education administration and behavioral ecologist interested in the evolution of mating systems and gender. Dr. Taylor is passionate about social justice issues facing women, LGBTQ+ individuals, BIPOC, people living with HIV, and those struggling with the unwarranted stigma associated with pathologized neurodivergence (i.e., “mental illness”). He has worked extensively with transgender communities over the past 20 years and loves mentoring graduate students.


Breakout 2

11–11:55 a.m.

Life and Learning in the Time of COVID: What Students Have to Say 

This dynamic panel-style session will bring forward student voices as they engage in dialogue around the highs and lows of their experiences during the pandemic. The role of technology, the impact of empathy, and the challenges of finding connection will all be explored along with the key question - where do we go from here?

Jessica PhillipsJessica Phillips (she/her)
Associate Director of Student Experience
Office of Distance Education and eLearning
The Ohio State University 

Jessica Phillips, Associate Director of Student Experience for Digital Flagship, Associate Director of Student Experience for Digital Flagship, leads a team dedicated to creating positive experiences for students as they interact with technology and build important digital skills for the 21st century


Abby GrieffAbby Grieff (she/her/hers)

Grieff is a second-year, dual-degree student pursuing a Master's of Social Work and a Master’s of public health, specializing in health and aging and health behavior and health promotion. She earned her Bachelor's degree in Psychology with a minor in Family Sciences from the University of Kentucky in 2019. Abby’s academic interests include mental health, wellness, aging, caregivers of individuals with dementia, and end-of-life care. She has also served as the Council of Graduate Students Health, Wellness, and Safety chair in the 2020-2021 academic year.

Nahla WalkerNahla Walker (she/her/hers)

Nahla Walker is a third-year student-parent from Canton, Ohio who majors in Honors Social Work on a pre-law track. She is a part of the Office of Diversity and Inclusion’s Young Scholar Program, ACCESS Collaborative Program, and The Ohio State University’s Honors and Scholars Program for Humanities. Additionally, Nahla holds leadership positions in the following organizations on campus: The Undergraduate Black Law Student Association, The Black Student Association, The Young Scholars Program and the College and High School Aspiring Mothers Partnership for Success (CHAMPS) program.

Geddy DavisGeddy Davis (he/him/his)

Geddy Davis is a third year student from Columbus Grove, OH pursuing a bachelor’s degree in Atmospheric Science. He originally began his major at the Lima, OH campus before transferring to Columbus in the Fall 2020 semester. Geddy is active on campus, working as both a Digital Flagship Student Mentor and an undergraduate assistant at the Byrd Polar & Climate Research Center.

Grace BalzerGrace Balzer (she/her/hers)

Grace Balzer (she/her/hers) is currently going into her third year as a psychology major and Digital Flagship student mentor. She is interested in health psychology and particularly education and advocacy related to mental health.

Hamidou NdiayeHamidou Ndiaye (he/him/his)

Hamidou is a talented Columbus native third-year civil engineering student and a part of the Office of Diversity and Inclusion’s Young Scholars Program. He is also a Social Change Ambassador and works on programs like BUCKEYE R.E.A.C.H. and Men of Tomorrow. 

Using Carmen Common Sense to Enhance Academic Engagement and Achievement* 

This session is curated by the Academy of Teaching.

Now more than ever, students and faculty need to connect beyond the class walls in a coordinated and meaningful way. Carmen Common Sense (CCS) can make that a reality. Developed with input from students, faculty, and staff, CCS can help faculty use the Carmen LMS as a teaching assistant to better connect students with learning materials, enhance organization, and make deadlines. Learn how to adopt CCS recommendations in your own courses to enhance academic engagement and achievement.

Transcript: Using Carmen Common Sense

Download PowerPoint: Using Carmen Common Sense



Nicole KraftNicole Kraft (she/her) 
Associate Professor, Clinical Communication 
School of Communication 
The Ohio State University 

Nicole's teaching focus involves news and sports writing, and her research focus includes the academic use of mobile technology among student-athletes. She is director of Ohio State’s Sports & Society Initiative and with USG developed the Carmen Common Sense initiative.

Melinda Rhodes-DiSalvoMelinda Rhodes-DiSalvo (she/her) 
Associate Director 
Michael V. Drake Institute for Teaching and Learning 
The Ohio State University

Dr. Rhodes-DiSalvo joined the Drake Institute from the College of Veterinary Medicine’s Office of Teaching & Learning. Her professional background is in curriculum design, strategic planning and program development, eLearning and instructional design, assessment and evaluation, and promoting evidence-based instructional approaches, as well as the Scholarship of Teaching and Learning.


“First Time” Online Teaching: Transforming Instruction During a Pandemic 

The COVID-19 pandemic thrust many educators who were new to online teaching into uncharted territory. During this session, we’ll hear from two novice online instructors reflect on their experiences teaching for the first time online, and what they learned in the process.

Part I: Educating Future Nurses: How I Survived and They Thrived in a Pandemic (Sinead Yarberry and Meredith Hausmann) 

This presentation will explore how one instructor that had never taught from a distance transformed a large historically in-person synchronous lecture section into an online success for pre-licensure nursing students. Though faculty and students alike were skeptical at the start of the semester, she made the most of university resources while incorporating small teaching strategies and active learning to increase critical thinking and success among her students. We’ll also hear from a student in Sinead’s course about her perspective and what worked well while learning from a distance.

Part II: Challenges and Agentive Responses in Teaching Online: Reflections and Lessons Learned (Grace Kim)

The COVID-19 pandemic outbreak in 2020 forced universities to immediately shift to emergency online teaching for the health and safety of everyone, and this unexpected transition presented challenges in teaching and learning. In transitioning to online teaching, many instructors creatively adapted their teaching practices, and such willingness to adapt was a core element in students’ learning success. The presenter, who works as a graduate teaching associate, will share the challenges that emerged during both emergency online teaching in spring 2020 and planned online teaching in the 2020-2021 school year. Additionally, she will discuss how those challenges were addressed in asynchronous and synchronous courses and became an opportunity to not only re-examine teaching practices and educational goals but also to explore different pedagogical approaches, strategies, and tools. This presentation calls for more collaboration among educators and researchers to address numerous emerging questions on online teaching and learning.

Transcript: First Time Online Teaching

Download PowerPoint: First Time Online Teaching



Sinead YarberrySinead Yarberry (she/her) 
Assistant Professor of Clinical Practice 
College of Nursing 
The Ohio State University 

Sinead is an Assistant Professor of Clinical Practice with Ohio State's College of Nursing. She has taught a variety of clinical and didactic pre-licensure nursing courses for the last 10 years. She was a 2019 Provost’s Award for Distinguished Teaching by a Lecturer recipient. She is passionate about nursing education and strives to develop professional relationships with her students to make them the best nurses they can be.

Meredith Hausmann (she/her)
Graduate Nursing Student
College of Nursing

Meredith is a second year Graduate Entry Family Nurse Practitioner student. She was enrolled in Dr. Yarberry's Nursing 6271 course during Autumn 2020 semester.

Grace KimGrace Kim (she/her) 
PhD Candidate, Graduate Teaching Associate 
Teaching & Learning 
The Ohio State University  

Grace J. Kim is a doctoral candidate in Foreign, Second, and Multilingual Language Education program. Her research examines language socialization and biliteracy development of emergent bilingual learners, dual language program curriculum design and teacher education, language teacher agency and leadership, and language teaching and technology. She hopes to continue working towards creating more empowering and equitable learning environments for learners who come from culturally and linguistically diverse backgrounds.


Lunch Break

12–12:55 p.m. 


Breakout 3

1–1:55 p.m. 

Facilitating Challenging Conversations: Moving Social Justice from the Streets to Your Class 

Many of us have been transformed in significant ways by the social justice conversations from 2020. Whether instructors initiate the conversation or not, political topics will arise in class discussions. This session is dedicated to equipping instructors with the requisite tools for creating a protected learning environment in which students can critically and thoughtfully engage controversial topics. Participants will reflect on their own experiences and explore the importance of having these conversations, discern how and when to broach these topics, and will learn about strategies for facilitating political discussions.

Transcript: Facilitating Challenging Conversations

Download PowerPoint: Facilitating Challenging Conversations



Shadia SilimanShadia Siliman (she/they) 
Instructional Consultant 
Michael V. Drake Institute for Teaching and Learning 
The Ohio State University

Shadia (Shed) Siliman is an Instructional Consultant focused on Diversity, Equity, Inclusion, and Justice (DEIJ) at the Drake Institute for Teaching and Learning. Shed pulls from her activism, education and teaching experience to help instructors cultivate intersectional pedagogies.

Jonathan BakerJonathan Baker (he/him) 
Associate Director of Instructional Advancement 
Michael V. Drake Institute for Teaching and Learning 
The Ohio State University

Jonathan Baker’s career is rooted in teaching and helping others enhance their own skills in the classroom. He came to Ohio State in a hybrid faculty-staff appointment within the Department of Statistics. He served as course coordinator for two of the department’s large undergraduate courses and coordinated tutorial and transfer credit services for the Department. Dr. Baker then joined the Michael V. Drake Institute for Teaching & Learning as a Faculty Fellow. Currently he is an Associate Director within the Institute and continues to teach statistics during the academic year. Jonathan has been a friend and collaborator with the Office of Distance Education and eLearning (ODEE) since his first year on campus, including serving on the ODEE Steering Committee. Diversity & equity work has been a passion throughout his career, and he credits the Drake Institute Instructional Consulting Team for inspiring him to continue running the social justice marathon – regardless of the number of “miles” we’ve already run.

Implicit Bias in American Classrooms and the ‘East/West’ Dichotomy: Leveraging Online Cross-Cultural Conversations for Intercultural Development*

This session is curated by the Academy of Teaching.

In the context of the COVID-19 pandemic and social and political turmoil of the 2020-2021 academic year, Danielle and Melinda leveraged online discussions between OSU students and students at a Turkish university in order to explicitly address cultural bias and develop cross-cultural communication skills. They found that a focus on authenticity and sustained interactivity was effective in helping students engage with difficult topics. The instructors addressed the implicit bias that students at American universities often have: a view of the ‘West’ as central to the world and the ‘East’ as ‘Other.’ The instructors facilitated discussions that helped students learn about themselves as cultural beings and engage with diversity in order to problematize this dichotomy. In this presentation, they will share some of their discussion prompts that utilize the latest research on online community building. They will discuss how these prompts direct the learning toward both intercultural and global development.

Transcript: Implicit Bias in American Classrooms

Download Powerpoint: Implicit Bias in American Classrooms



Danielle SchoonDanielle Schoon (she/her) 
Senior Lecturer 
Near Eastern Languages and Cultures 
The Ohio State University 

Danielle Schoon is a cultural anthropologist with interests in migration, performance, and the politics of identity. She teaches the Turkish Studies curriculum in NELC as well as immigration courses in Sociology and Political Science. Her current research focuses on Turkish migrants in the United States. Danielle frequently takes advantage of professional development opportunities to improve her teaching and is an advocate of active learning and community engagement.

Melinda McClimansMelinda McClimans (she/her) 
Assistant Director 
Middle East Studies Center 
The Ohio State University 

Melinda McClimans has been Assistant Director of Ohio State University’s Middle East Studies Center since 2003. Dr. McClimans, an expert in cross-cultural teamwork and learning, teaches how to integrate global perspectives in curriculum, the classroom, and field experiences. Dr. McClimans teaches, designs, implements and evaluates workshops and for-credit courses for educators and other professionals. She works with faculty and colleagues to build pathways across organizational silos and lead change. Her research focuses on cross-cultural learning.

Post-pandemic Transformation: University Leaders Look Ahead

From learning spaces and teaching practices to the mental health of students, faculty and staff, we have faced unprecedented challenges over the past year. Join this moderated discussion with academic and university leaders to explore what we have learned during the pandemic and what opportunities we see for improvement, innovation, and transformation of teaching, learning, and student success at Ohio State.

Transcript: Post-pandemic Transformation



Liv GjestvangLiv Gjestvang (she/her)
Associate Vice President of Distance Education

The Office of Distance Education and eLearning 
The Ohio State University

Liv Gjestvang (she/her) joined The Ohio State University in 2006 and has been serving as Associate Vice President for Learning Technology since 2013. Her work is centered around student access and success, with teams leading enterprise learning tools, classroom technology, and innovative teaching, as well as Ohio State’s Digital Flagship initiative and the Affordable Learning Exchange.



Don Pope-DavisDon Pope-Davis 
College of Education and Human Ecology 
The Ohio State University 
Twitter: @dpd614

Don Pope-Davis is Dean of the College of Education and Human Ecology at The Ohio State University. An educator for more than 25 years, he previously was dean of the College of Education at New Mexico State University, a Hispanic-serving institution. Pope-Davis’ work on religious attitudes, multicultural competence and unintentional racism in counseling is widely published in peer-reviewed. He is an elected Fellow of the American Psychological Association's (APA) Society for Psychological Study of Ethnic Minority Issues and a Fellow of the Society of Counseling Psychology.

Cambridge University Press recently co-authored his fourth book examining the attitudes of Black Catholics in America. He is past chair of APA Committee on Ethnic Minority Affair. He is a member of the steering committees of Deans for Social Justice and Equity in Education, AERA-Consortium of University and Research Institutions and the Council of Academic Dean from Research Education Institutions and the Carnegie Projects on the Education Doctorate Council. He received his doctorate from Stanford University.

Trevor BrownTrevor Brown
Professor and Dean 
Executive Dean of Professional Colleges 
John Glenn College of Public Affairs 

Trevor Brown conducts research and teaches on public management and leadership, governance, government contracting, public private partnerships, and democracy and democratic transitions. Professor Brown received his Ph.D. in Public Policy and Political Science from the School of Public and Environmental Affairs and the Department of Political Science, Indiana University and a B.A. in Public Policy from Stanford University. 

He currently serves as the Dean of the John Glenn College of Public Affairs at The Ohio State University where he has been a faculty member since 2001. He also serves as the Executive Director of the State of Ohio Leadership Institute, a training resource for state and local elected officials in Ohio. He previously held the position of Pasqual Maragall Chair Visiting Professor at the University of Barcelona’s Department of Economic Policy and a Visiting Assistant Professor position in the School of Public and Environmental Affairs, Indiana University. He also served as the U.S. Project Manager and Associate Project Executive for the Parliamentary Development Project, a U.S. Agency for International Development funded organization that provided technical assistance to the Ukrainian parliament from 1994-2013. He is a fellow of the National Academy of Public Administration.

His research focuses on public-private partnerships and how governments organize to deliver goods and services to citizens, and when governments elect to contract service delivery, how they manage the relationship with the vendor. The National Institute of Governmental Purchasing recognized him as the Scholar of the Year in 2013. The American Society of Public Administration’s Section on Public Administration Research awarded his co-authored book, Complex Contracting: Government Contracting in the Wake of the U.S. Coast Guard’s Deepwater Program (Cambridge University Press), as the Book of the Year in 2014. He has published in a variety of journals including Public Administration Review, the Journal of Policy Analysis and Management, and the Journal of Public Administration Research and Theory.


Cathann KressDr. Cathann Kress
Vice President and Dean 
College of Food Agricultural and Environmental Sciences 
The Ohio State University 

Dr. Cathann A. Kress serves as Vice President for Agricultural Administration and Dean, College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University since May 2017. Dean Kress has responsibility for leadership of the college which also comprises OSU Extension, research centers including the Ohio Agricultural Research and Development Center, and the Agricultural Technical Institute in Wooster. She is also a full professor within the department of Agricultural Communication, Education, and Leadership.

Dean Kress previously served as Vice President for Extension and Outreach at Iowa State University, overseeing the 99-county campus network for research and education and as full professor in the School of Education. Prior to her tenure with Iowa State, she was Senior Policy Analyst for Military Community & Family Policy in the Department of Defense, leading national efforts to engage land grant universities in support of military service members and their families. Prior to that, she served as Director, Youth Development at the United States Department of Agriculture, which included serving as Director at National 4-H Headquarters. She was also Assistant Director, Cornell Cooperative Extension at Cornell University. 

Dean Kress graduated with distinction from Iowa State University, where she received her Bachelor’s degree. She received her Master’s and Doctorate from the University of Iowa, where she was an American College Testing (ACT) Special Research Fellow.

Grace WangDr. Grace Wang
Executive Vice President 
Enterprise for Research, Innovation and Knowledge
The Ohio State University 

Dr. Grace Wang joined The Ohio State University in December 2020 as Executive Vice President for Research, Innovation and Knowledge where she plays a lead role in expanding the University’s cutting-edge research, creative expression and scholarship, stimulating entrepreneurship, and building strategic partnerships.

Prior to Ohio State, Dr. Wang held dual roles as Senior Vice Chancellor for Research and Economic Development at the State University of New York (SUNY) System and Interim President of SUNY Polytechnic Institute. At SUNY, Dr. Wang led its research enterprise with about $1.7 billion annual expenditure. She advanced a research and economic development growth strategy, expanding its research capacity in key strategic areas.

Before joining SUNY, Dr. Wang served as acting Assistant Director for Engineering at the National Science Foundation (NSF). In this role, she led the Engineering Directorate at NSF, managing a funding portfolio of over $900 million dedicated to investments in frontier engineering research, supporting engineering education, and fostering innovation and technology commercialization.

Dr. Wang also serves as a professor in the Department of Materials Science and Engineering at The Ohio State University. Dr. Wang received a Ph.D. in Materials Science and Engineering from Northwestern University.


Keynote and Closing Remarks

2–3:15 p.m.

Building Community with Equity and Care

Teaching through and beyond a pandemic brings to the surface the importance of care and equity and building communities to support students' learning and wellbeing. In this session, we will explore the ways in which equity and care must work together if we are to truly empathize with our students and each other. We will also explore practical tips for how to teach online, hybrid and even in-person in ways that promote "Intentionally Equitable Hospitality" such that we reach every student, especially those furthest from justice.

Transcript: Building Community with Equity and Care

Download PowerPoint: Building Community with Equity and Care


Keynote Speaker

Maha BaliMaha Bali (she/her)
Associate Professor of Practice
Center for Learning and Teaching
American University in Cairo

Maha Bali is Associate Professor of Practice at the Center for Learning and Teaching at the American University in Cairo. She has a PhD in Education from the University of Sheffield, UK. She is co-founder of (a grassroots movement that challenges academic gatekeeping at conferences) and co-facilitator of Equity Unbound (an equity-focused, open, connected intercultural learning curriculum, which has also branched into academic community activities Continuity with Care and Socially Just Academia). She writes and speaks frequently about social justice, critical pedagogy, and open and online education.