LUNCH & LEARN – Exploring Mental Illness Stigma Interventions Across Learning Modalities
Event Details
Join the Strategic Ohio Council for Higher Education (SOCHE) for a virtual lunch and learn, “Exploring Mental Illness Stigma Interventions Across Learning Modalities,” on Wednesday, May 12, at 12 p.m. ET via Zoom. This session will be presented by Dr. Kelly Renner from Franklin University, Michelle Anthony from Cleveland State University/University of Akron, and Megan Tewksbury from Marywood University.
Mental illness stigma continues to affect students’ willingness to seek help, their confidence in the classroom, and their overall sense of belonging. As colleges and universities increasingly teach in both face-to-face and online environments, educators need effective strategies that foster inclusive, supportive learning experiences across modalities.
In this research-informed session, presenters will examine an inquiry-based classroom activity that successfully reduced mental illness stigma in face-to-face abnormal psychology courses, then compare those results with follow-up research showing different outcomes in similar online courses. Participants will explore the factors that influenced these results, including student engagement, social presence, and the unique dynamics of online discussion.
Through discussion and shared experiences, attendees will gain practical, adaptable strategies for creating stigma-sensitive learning environments that support student well-being and engagement, regardless of course format.
Learning Objectives
- Analyze why an inquiry-based stigma-reduction activity produced different outcomes in face-to-face and online courses, including the roles of student engagement and social presence.
- Identify research-informed strategies for reducing mental illness stigma in both in-person and online learning environments.
- Explore techniques for encouraging meaningful student interaction and discussion, particularly in virtual classrooms.
- Develop approaches that promote mental health literacy, inclusive teaching practices, and supportive classroom climates.
Help create learning environments where every student feels supported. Register today to explore evidence-based strategies that can strengthen student well-being and make your teaching more inclusive across all learning modalities.
Registration for this session will close on Sunday, May 9.
[If you are unable to attend live, a recording link will be sent to all registrants.]
When: Wednesday, May 12, from 12-1 p.m. ET [If you are unable to attend live, a recording link will be sent to all registrants.]
Where: SOCHE Zoom platform [meeting link sent at least 24 hours prior to event]
Cost:
- Personnel from SOCHE member schools: $5
- Personnel from NON-member schools/organizations: $10
- Students: FREE [Note: This fee is is reserved for individuals who are students only, not for personnel pursuing continuing education.]
Questions? Contact Mindy Claggett at SOCHE
Student Registration Fee Policy
Registration Cancellation Policy
REGISTRATION FOR THIS EVENT WILL CLOSE ON SUNDAY, MAY 9
About the Presenters
Kelly B. Renner, Ph.D., LPC
Chair, Psychology
Franklin University
Kelly B. Renner, Ph.D., LPC is the Chair, Psychology at Franklin University. She has enjoyed teaching at Franklin University since 2012, and was named a 2014 Teaching Excellence Award recipient, as well as the 2019 Inaugural Faculty Fellow. In 2024, Dr. Renner was awarded a Fulbright Specialist Grant, through which she served as a guest lecturer at Marmara University in Istanbul, Türkiye. Prior to working full-time at Franklin University, she spent four years in community mental health as a clinician, working with diverse populations across the lifespan facing challenges such as addiction, depression, anxiety, personality disorders, and the effects of abuse. Dr. Renner is committed to fostering an inclusive and supportive learning environment that encourages open dialogue and empowers students to succeed.
Michelle Anthony
Doctoral Student, Adult Development & Aging
Cleveland State University/University of Akron
Michelle Anthony is a doctoral student in the Adult Development and Aging program at Cleveland State University and the University of Akron. Her research interests include identity transitions and the psychosocial and neurobiological processes that support or hinder adaptation. She has contributed to research on mental illness stigma and the impact of peer support services in community mental health settings. Her work seeks to better understand how identity evolves through periods of change and adversity and how these experiences influence psychological well-being and recovery.
Megan Tewksbury
Doctoral Student, Clinical Psychology
Marywood University
Megan Tewksbury is a third-year Clinical Psychology doctoral student at Marywood University and works as a psychotherapy and assessment trainee in community mental health and private practice settings. Her research focuses on mental illness stigma, help-seeking stigma, and the role of social support in mental health and help-seeking behaviors. She has contributed to research aimed at reducing mental health stigma and promoting power-sharing practices in educational settings. Her clinical and research interests center on reducing barriers to mental health care through stigma reduction, equitable practices, and evidence-based psychological services.