Student engagement refers to the degree of attention, curiosity, interest, optimism and passion students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. But what exactly what does student engagement look like in a classroom setting?
Often students are observed by the instructor to be engaged when their hands are up and they are physically and/or verbally participating in the class discussion, appearing to be absorbed in the task at hand. This is not always the case.
This year, a full day of activities associated with the Office of Academic Affairs New Faculty Orientation focused specifically on the important role of participants in supporting student success, focusing on faculty as teachers.
Kay Wolf, vice provost for Academic Policy and Faculty Resources, and Kay Halasek, Unviersity Institute of Teaching and Learning director, welcomed about 130 new faculty members who gathered in the newly remodeled Pomerene Hall on the second day of NFO.
Halasek outlined the Institute’s purpose: to integrate, enhance and lead initiatives in teaching and learning; to improve students’ learning experiences; to elevate the visibility...
Does your course include movies, text, pictures, or audio that you did not create? Are you planning to share materials you created with your students? To help instructors in the creation of their Carmen courses, Copyright Services at The Ohio State University Libraries has created the Copyright in CarmenCanvas Guide . It will help readers understand copyright law, specifically in the context of creating Carmen courses. While it is not legal advice, it is both a wealth of information and a multi-media demonstration of copyright best practices for sharing content through Carmen.
UITL is excited to welcome the newest faculty members to campus for the annual New Faculty Orientation, August 15 and 16, 2018. During this two-day event, we are pleased to announce that teaching and learning will be the focal point of the Day 2 agenda .
Highlights for Day 2 include a feature presentation from the recipient of the 2018 Alumni Award for Distinguished Teaching, Assistant Professor of History Bart Elmore . Dr. Elmore will address the new faculty members with his presentation, “Top Five Things I Needed to Know as a New Faculty Member.”
The University Institute for Teaching and Learning (UITL) is developing its programming and resources to meet the charge set forth by President Drake to ensure that the university is as highly regarded for its world-class teaching as it is for research.
Toward that end, I want to officially welcome the newest member of the UITL team, Melinda Rhodes-DiSalvo, PhD. As associate director, Rhodes-DiSalvo will support the future growth, stability and productivity of the UITL to ensure that the institute delivers on its mission to promote and support the culture of teaching excellence. She will focus primarily on internal-facing responsibilities...
In this second year of the University Institute for Teaching and Learning, we are beginning to see the contours of President Drake’s vision for a research university deepening its commitment to teaching come into sharper focus. The Institute’s Faculty Fellows are working across the university’s campuses to tap current expertise and to create synergies around pedagogical strategies, teaching perspectives, and evidence-based practices that advance our communal understanding of both “what is” and “what works” in teaching. This convergence of expertise and wisdom can now start to point us toward “what can be” on the larger question of what is means...
The Center for the Study and Teaching of Writing (CSTW) has—since 2011—placed writing associates (WAs) in over 70 classes at Ohio State University, including courses in Art Education, Psychology, and Electrical and Computer Engineering. Research in writing studies (Hall and Hughes 2008, Corbett 2015) shows that this kind of in-class support can both positively impact students’ subject area learning and disciplinary writing conventions and help instructors develop more effective classroom strategies for writing.
Writing Associates (WAs), are well-trained undergraduate tutors embedded into courses to offer writing-related support through a variety of means. Whether WAs are helping instructors to adapt...
The University Institute for Teaching and Learning announces the launch of “Foundations of Teaching,” the first of its kind online course at the University intended as a 24/7/365 resource for those who teach at the University — and especially those who are new to teaching, new to Ohio State or taking on a new teaching role.
The Foundations course was conceived and created by the staff of the University Center for the Advancement of Teaching (UCAT) in partnership with the Office of Distance Education and eLearning and University Libraries.
The course provides information about teaching resources, student demographics,...
My name is Tiffany Steele and I was a graduate research associate for the University Institute for Teaching and Learning (UITL). Over the summer, I was tasked with the duty to begin the research for UITL on the topics of faculty peer evaluation and the use of teaching portfolios within the appointment, promotion, and tenure process. Through my research of best practices across the country and within The Ohio State University, I have found commonalities but also room for growth when it comes to both supporting faculty undergoing review and faculty responsible for conducting reviews of their peers.
In this second year of the University Institute for Teaching and Learning, we are beginning to see the contours of President Drake’s vision for a research university deepening its commitment to teaching come into sharper focus. The Institute’s Faculty Fellows are working across the university’s campuses to tap current expertise and to create synergies around pedagogical strategies, teaching perspectives, and evidence-based practices that advance our communal understanding of both “what is” and “what works” in teaching. This convergence of expertise and wisdom can now start to point us toward “what can be” on the larger question of what it means...
