Free ticketed event
This session is designed to engage participants in a research-based foundational framework of skills that 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 with concrete ideas for applying new knowledge across areas of their own practice.
This session will include both presentation of information, case-based discussions, and interactive elements. 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
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). She earned a B.S. in chemistry and B.A. in psychology in 2000 from Winthrop University and a Ph.D. 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 EERC and Pitt-CIRTL, April collaborates on educational research projects as well as facilitates professional development on instructional and mentoring best practices for current and future STEM faculty. She 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.