Drake Institute Affiliate expertise supports faculty, learning at Ohio State
Throughout the academic year, Drake Institute Affiliates brought multi-disciplinary expertise to collaboratively design and facilitate institute programs, share resources, and support university-wide teaching initiatives.
Affiliates offered learning opportunities and professional development by engaging in scholarship of teaching and learning (SoTL) and discipline-based education research (DEBR) initiatives, and disseminating research to support Ohio State faculty and the teaching community.
Notable collaborations included a seven-part Small Teaching book and literature series co-facilitated by Institute Affiliate Jane Hammons, MA, MS, MLIS (University Libraries), and a four-part Assessment for Learning Workshop series co-facilitated by Institute Affiliates Jane Hammons (University Libraries), Nicholas Denton, PhD (Pharmacy), Joni Tornwall, PhD, RN, ANEF (Nursing), Sarah Rusnak, MS, RD, LD (Health and Rehabilitation Sciences), and Lisa Cravens-Brown, PhD (Psychology).
Several Institute Affiliates are Teaching Endorsement partners, serving a vital role in offering professional learning opportunities for all who teach. Jane Hammons and Leigh Bonds, PhD (University Libraries), and Amanda Folk, PhD (University Libraries) facilitate the Teaching Information Literacy, Digital Humanities Pedagogy and Meaningful Inquiry endorsements, respectively. Affiliate Amy Kulesza, PhD (Center for Life Sciences Education), co-facilitated the Institute’s annual SoTL/DBER learning community, offering opportunities for professional learning and collegial relationships across disciplines. The New Faculty FIT Program also benefitted from the mentorship of Affiliates Kyle Ezell, EdD, FAICP CUD (Architecture), Nick Fogt, OD (Optometry), Ben McCorkle, PhD (English), Nikole Patson, PhD (Psychology), Jennifer Patton, MFA (English) and Sheryl Pfeil, MD (Gastroenterology).
The Drake Institute continues exploring avenues for partnership with Drake Affiliates and is currently planning professional learning programming opportunities for the next academic year.
