Monday, February 25, 2019
10:50 AM - 11:40 AM
Center for Teaching Excellence
Thomas Cooper Library, Room L511
If you have elected to attend this workshop via web conference, log-in as a guest at Livestream CTE Workshop. Access the link at least 24-hours prior to the workshop to be sure that you can successfully log in.
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- Test Your Connection at least 24 hours before workshop
- Get a Quick Overview
Wondering why you can't seem to reach all of your students? Finding it difficult to engage a diverse set of learners in your online or hybrid courses? Research shows that many common educational and social practices reinforce inequities and work against the success of students from underrepresented groups. Let's unpack why this might happen and work together to develop solutions to engage all learners in our courses - with a particular focus on online instruction.
This workshop is an elective workshop for the Teaching Towards Inclusive Excellence (TTIE) certificate of completion. In order to qualify for the certificate of completion, participants must attend the Inclusive Excellence at USC workshop and seven (7) electives. Participants will have 3 academic semesters (not including summer semester) to complete the Teaching Towards Inclusive Excellence (TTIE) certificate of completion.
Required Workshop:
Elective Workshops:
- Spirituality and Religion in Higher Education
- Reaching All Students: Creating Inclusive Content
- Effective Discussions about Controversial Topics
- Discussing Controversial Issues and Right of Free Speech
- Grappling with Culturally Relevant and Culturally Responsive Teaching
- Inclusive Teaching Methods for Online Instruction
- SyllaBOOST Creating an Inclusive Environment from Day 1
- Disrupting Oppressive Spaces: Our Roles as Institutional Actors
Kate Ascetta, Kate Ascetta is an assistant professor of Early Childhood Special Education in the Department of Educational Studies. Before pursuing her Ph.D. at University of Oregon, she worked in variety of settings with young children and early childhood teachers. She began as an early childhood special education teacher for young children who had experienced trauma. Ascetta's research interests include the development and assessment of effective instructional practices, specifically online, that promotes professional growth in teachers and leads to increased language and communication skills in young children. She studies interventions designed to promote language-rich classrooms environments and increase the sustained use of evidence-based practices in early childhood classrooms.
Assistant Professor
Department of Educational Studies
College of Education