Free ticketed event
This session is designed to engage participants in a research-based foundational framework of
skills which underlie inclusive teaching, mentoring in a research setting, academic advising, and being an inclusive colleague. Participants will have a chance to explore how the skills in this
framework are foundational across all of these activities, and practice several in real time.
Participants will leave the session with concrete ideas for applying new knowledge across areas
of their own practice.
This session will include both presentation of information and interactive elements.
As a result of attending this session, participants will:
● Learn about a foundational framework which bridges inclusive teaching, mentoring in a research setting, academic advising, and being an inclusive colleague;
● Relate how shared and different identities can effect interpersonal connections;
● Participate in case-based discussions to how skills within the framework underlie each
● Develop a plan for incorporating one or more skills into their own practices.
The session content will include the following:
● a description of the foundational framework highlighting common skills and inclusion of
an accompanying rubric to gauge progression and learning of these skills
● a discussion about social identities and relationship building
● a series of cases/scenarios that practice skills in different educational settings (e.g., teaching, mentoring in a research setting, academic advising, and being an inclusive colleague)
● content for guided reflection and planning further development of skills
● additional resources
The session will involve the following:
● a mini lecture introducing participants to the foundational framework and skills
● an activity on reflection around identities and how identities shape interactions with students and peers
● a series of case-based pairwise discussions with large group report out
● time for Q&A
● reflection on knowledge gains and planning session on how to continue growth in development of skills.
● Orientation to the Workshop (total 10 min)
○ Welcome and Introductions (5 min)
○ Framing the session (5 min)
● Introductory Content (total 20 min)
○ Short lecture introducing participants to the foundational framework and skills (10 min)
○ Q&A (10 min)
● Social Identities and Relationship Building (total 30 minutes)
○ Individual Reflective Social Identity Activity (5 min)
○ Group Discussion (10 min)
○ Social Identity Follow-up – how our identities shape connections (15 min)
● Case Studies Using Framework (total 85 min)
○ Four (4) case studies with pairwise discussions and large group report out (75 min)
■ Undergraduate Research Mentoring
Break (15 min)
■ Academic advising
■ Being an inclusive colleague
○ Q&A (10 min)
● Wrap up and Conclusions (total 20 min)
○ Reflection to assess knowledge gains (5 min)
○ Planning activity for further growth by identifying skills which need development (10 min)
○ Wrap-up and sharing of resources (5 min)
April Dukes (firstname.lastname@example.org) is the Faculty and Future Faculty Program Director for the Engineering Educational Research Center (EERC) at the University of Pittsburgh and the Institutional Co-leader for Pitt-CIRTL (Center for the Integration of Research, Teaching, and Learning) at the University of Pittsburgh. April earned a BS in Chemistry and BA in Psychology in 2000 from Winthrop University and a PhD in Neuroscience from the University of Pittsburgh in 2007. As an adjunct instructor in the Department of Neuroscience at the University of Pittsburgh since 2009 and an instructor for CIRTL Network and Pitt-CIRTL local programming since 2016, April is experienced in both synchronous and asynchronous online and in-person teaching environments.
As part of her work in the Engineering Education Research Center and Pitt-CIRTL (Center for the Integration of Research, Teaching, and Learning), April Dukes collaborates on educational research projects, as well as facilitates professional development on instructional and mentoring best practices for current and future STEM faculty. April developed research-based frameworks on inclusive teaching, academic advising, and research mentoring as a collaborator on an NSF INCLUDES project [see: https://cirtlincludes.net/sg1/]. She is currently a member of the NSF-funded Aspire Alliance, which works to support underrepresented minority (URM) student academic success by increasing the recruitment and retention of women and URM faculty nationwide.