Are you looking an opportunity to update your writing assignments?
Writing across the Curriculum (WAC) staff know that instructors are often negotiating time and various responsibilities throughout the semester. This three-hour-a-week commitment (divided between asynchronous individual work, a one-hour synchronous collaboration with the WAC team and fellow participants, and an optional half hour of workshop time--over four sessions) affords you several opportunities to:
(Re)design an inclusive writing assignment and assessment plan Engage with instructors of writing from across the disciplines Explore pedagogical approaches concerning transparency, inclusivity, and access Receive and provide feedback at various stages of the drafting...
Institute for Teaching and Learning Senior Researcher and Physics Professor Andrew Heckler and his colleagues recently published an article in Physics Today focusing on student reasoning inconsistencies that “can be puzzling and frustrating to both instructors and students,” but which are also “normal, expected, and inevitable.”
They suggest instructors can “anticipate and address inconsistencies in student thinking in a manner that encourages further learning and reduces frustration.”
The team explores automatic responses and deliberate processing (dual-process theories) and the role of intuition and reflection to promote “cognitive frugality,” which allows for increased attention to more complex...
Brian Ritchie, assistant professor of practice with the College of Engineering, has been named an Engineering Unleashed Fellow for 2021. The designation recognizes leadership in undergraduate engineering education.
Ritchie received the nomination through participation in one of several Engineering Unleashed Faculty Development workshops that attract participants from across the country and focus on the development and application of an entrepreneurial mindset.
Working with peer coaches for up to a year, the Ritchie completed the work and contributed to the Engineering Unleashed Community through an on-line publication, sharing within the platform known as EngineeringUnleashed.com. The workshop's peer coaches nominated...
As Ohio Stat e faculty, staff and students return to campus, some instructors have expressed concern about teaching while wearing a mask. They worry about muffl ed voices , hidden facial expressions a nd the challenge of getting to know students and remember ing names and faces . The Institute for Teaching and Learning team pulled from their own instructional experiences , as well as the literature , t o develop the following recommendations for teaching in a mask.
The Office of Student Academic Success and its partners offer these six tips for supporting students this autumn:
Acknowledge that the transition will be challenging and adjust expectations. Use what we’ve learned over the past year and a half about teaching and engagement. Familiarize yourself and your students with mental health resources. Reduce mental health stigma. Help students understand instructional modalities and how to navigate them. Organize your Carmen course well.
Thirty-three Institute Affiliates have been selected for 2021-22 academic year. The Affiliate Program identifies and recognizes faculty, administrators, and staff (Affiliates) dedicated to enhancing learning outcomes and experiences of our students through contributions to Drake Institute teaching and learning and research programs.
The Affiliate Program
Creates a visible network of dedicated individuals who contribute to the teaching and learning mission of the university. Formally connects individuals and units, colleges, and departments involved in professional learning around teaching and learning to Drake Institute resources. Develops and promotes a broad teaching and learning community to support multidisciplinary teaching and research...
Student Life Disability Services is offering webinars for new and returning instructors during the week before and first week of classes. These webinars are designed to introduce new instructors to how students with disabilities request accommodations and their responsibilities for managing requests. Returning instructors will review new services and opeational changes. To register, click on the links below.
For new instructors (Intro to Managing Accommodation Requests): This webinar will review how students with disabilities request accommodations and instructor responsibilities for managing those requests.
The Michael V. Drake Institute for Teaching and Learning is pleased to announce 17 recipients of the institute’s Research and Implementation Grant Program for the 2021-22 academic year.
Now in its fourth year, this program awards faculty engaged in scholarly teaching, Scholarship of Teaching and Learning (SoTL) or Disciplinary-Based Educational Research (DBER) with funds and expertise to support projects that advance instructional best practices. Since its inception, the program has supported 53 research projects aimed at understanding and improving student learning at Ohio State.
Among many excellent proposals, this year’s awards will support projects including, "Art...
LGBTQ+ students benefit from increased classroom support year-round. Professor Maurice Stevens from the Department of Comparative Studies shares their strategies for creating LGBTQ+ inclusive learning spaces with the Drake Institute.
A new asynchronous short course initiative from the Drake Institute will draw upon the expertise of local, national and international experts to share resources for implementing evidence-based teaching practices.
Starting on July 6 , Dr. Benjamin Wiggins from the University of Washington will share insights about the use of active learning in large lecture settings. Dr. Wiggins has extensive experience in both practicing and researching active learning in large lectures. In this short course, he will provide guidance for planning and implementing multiple research-based active learning strategies.
Ohio State instructors can complete this short course asynchronously in Carmen at their own pace, with options for weekly online conversation and discussion. There is no set deadline for completion. Participants should expect approximately 4 to 6 hours of work involved in each of the four steps of the course, for a total of approximately 16 to 24 hours of professional learning.
