Katie Blocksidge, library director, Ohio State University Newark, Amanda Folk, Drake Institute Affiliate and associate professor and head, Teaching & Learning, University Libraries, Jane Hammons, Drake Institute Affiliate and assistant professor, and teaching and learning engagement librarian, University Libraries, and Hanna Primeau, instructional designer, University Libraries will lead two workshops related to the Meaningful Inquiry endorsement will be presented by Ohio State faculty at the LILAC Conference in Cambridge, England in April.
TILTing Research Assignments: Supporting Instructors to Develop Transparent and Equitable Assignments Workshop
Research assignments are common across disciplines in higher...
During the spring semester, the Drake Institute collaborated with University Libraries to offer a series of events that discussed the book Small Teaching by James Lang. The goal was to allow instructors to engage with the material and interact with others from across the university. Jane Hammons, a Drake Institute Affiliate and teaching and learning engagement librarian, and David Sovic, assistant director of the Drake Institute, facilitated a five-week book group where participants discussed topics such as retrieval practice, interleaving, connecting, and motivation.
After the book club, participants had the opportunity to explore the primary literature from...
Are you an experienced Graduate Teaching Associate who would like to share your teaching experiences with a new cohort of GTAs?
Each year, the Drake Institute hires experienced Ohio State Graduate Teaching Associates to co-facilitate workshops at Graduate Teaching Orientation (GTO). This year, orientation will be held asynchronously during the week of August 14th-18th with an in-person day of orientation activities on Wednesday August 16 th . We are looking for facilitators to monitor online course discussion boards and facilitate up to 2 Zoom workshop sessions, as well as 1 in-person session. Facilitators will be...
Implications of recent and rapid advances in the development and availability of generative artificial intelligence (AI) systems such as ChatGPT are resounding across the landscape of teaching and learning. From discussions of academic integrity to efforts in course design, AI is quickly becoming an embedded element of the teaching and learning process that requires the acknowledgement and attention of instructors, instructional designers, and academic leaders.
The Drake Institute for Teaching and Learning recognizes the emerging opportunities and challenges that many instructors at Ohio State face in understanding, anticipating, and responding to AI in the context...
A Small Group Instructional Diagnosis (SGID) is a midterm feedback tool that can help any instructor at Ohio State develop their teaching. This includes graduate instructors who may be early in their teaching careers, or those who may be teaching lab or recitation sections rather than teaching their own course. Facilitation by a Drake Institute consultant allows for the collection of written and verbal student feedback that is anonymous, detailed, and actionable, along with support in interpreting the feedback and making changes to instruction.
Rhiar Kanouse, a graduate instructor in the Department of Comparative Studies, shares her...
Much of the work is collaborative in the field of public health and environmental health sciences (EHS).
The College of Public Health's (CPH) PUBHEHS 3310: Current Issues in Global Environmental Health course is designed to introduce students to the fundamental environmental factors and processes that impact the health and well-being of humans locally, regionally, and internationally. For this course, instructor Dr. Paul Rosile, associate professor of Public Health Practice in the Division of Environmental Health Sciences, worked with CPH's Instructional Design Coordinator and Drake Institute Affiliate Margaret DiMaria ...
Tragedies, such as the recent violence at Club Q in Colorado Springs and in Half Moon Bay and Monterey Park, can occur at any point in semester and can deeply affect students. Given that experiences outside the classroom can impact student learning and academic performance (Ambrose, 2010), how can instructors support their students while they process reactions to traumatic events? In the aftermath of national or world tragedies, instructors can take a three-pronged approach: show awareness by acknowledging traumatic events and their impacts (especially on vulnerable communities), offer information on resources available for help, and be flexible with students...
A mock trial is a dynamic learning exercise that utilizes interactive role play to engage students in collaborative, active learning.
Experiential learning is a critical component of sport management education, which was lacking within KNSISM 4607: Legal Aspects of Sport - a core course within the Sport Industry major. In 2018, the KNSISM instructors received a University Institute for Teaching and Learning (UITL) Research and Implementation Grant that provided them the motivation, resources, and support to integrate mock trials into the curriculum within the Sport Industry program.
"Developing our application for the UITL Research and...
Mary Sterenberg, Drake institute affiliate and assistant professor won the Public Relations Student Society of America Faculty Advisor of the Year award, presented by the national Public Relations Society of America (PRSSA) organization. Sterenberg received this award at the PRSSA International Conference in Dallas, Texas, on Nov. 14.
This award is based on student nominations and goes through a rigorous judging process.
"It was extra special because Ohio State alum Linda Thomas-Brooks is currently CEO of the parent PRSSA organization and was able to congratulate me in person," Sterenberg says. Linda Thomas-Brooks serves on the...
A few years before the pandemic, an undergraduate student mentioned the upcoming Halloween weekend and randomly mentioned that vampires were their biggest fear. Everyone laughed. But that comment rubbed up against so many other things I’d been hearing and reading: real fears and stresses that students were facing.
In response, I developed a classroom mental health check-in that begins by simply asking, “What’s your greatest worry or biggest fear?” Each semester, I ask my students to respond anonymously using blank 3x5 index cards or via Poll Everywhere. I regularly received serious and funny responses when I first...
