Ohio State instructors looking for a supportive space to reimagine or develop a course writing assignment or who are adapting assignments for hybrid or remote teaching are invited to participate in Teaching Through Writing, a seminar offered by Writing Across the Curriculum (WAC).
This three hour a week commitment is divided over four sessions during the weeks of Mar. 8 through Mar. 29 , with both asynchronous individual work and synchronous collaboration with fellow participants.
The Writing Across the Curriculum team is looking to recognize current graduate students who have used writing in their teaching in meaningful ways to respond to students’ needs and promote their learning in their field. The recipient of the 2021 Outstanding Writing Instruction Award will win a $200 prize.
Writing for the journal International Information & Library Review, Amanda Folk, head of teaching and learning, and Jane Hammons, teaching and learning engagement librarian, describe their efforts to create and implement instructor development programming for University Libraries.
Writing for Harvard Macy Institute’s Community Blog, Anna Lama, director of assessment for West Virginia University School of Medicine, Graduate Medical Education and Undergraduate Medical Education, describes her experience as a collaborator with the Drake Institute’s Clinical Teaching Community of Practice.
The Office of Student Academic Success, in partnership with the Office of Distance Education and e-Learning and the Office of Diversity and Inclusion, is seeking proposals for the Student Academic Success Research (SASR) Grants Program.
Successful proposals will focus their research on improving the academic success of Ohio State students, including students’ initial enrollment in college, academic performance, or retention and graduation. Projects are encouraged to focus on one of the following areas: academic technology, underrepresented minority students, open-access campus students (including regional campus and community college transfer students), collaboration with an Ohio State practitioner, or multi-university studies....
Online instruction has grown exponentially at Ohio State in response to the COVID-19 pandemic, and many courses and programs are likely to remain in that delivery mode going forward. Lagging behind are metrics with which to evaluate the quality of online instruction.
In this session, presenters Rebecca Andridge , Ramona Denby-Brinson and DiAnna Palmer propose a triangulated assessment of teacher effectiveness in the online space: (1) instructor self-reflection, (2) student feedback, and (3) peer evaluation of teaching. The event is supported by the Office of Academic Affairs.
The de adlin e for proposals is 11:59 p.m. on Sunday, Feb. 28, 2021.
The Institute seeks proposals for projects that advance implementation and/or research of instructional best practices in Ohio State courses and make contributions to the Scholarship of Teaching and Learning (SOTL)  or Discipline-based Education Research (DBER) .
Eligiblity is limited to faculty who have taken a Teaching Practices Inventory survey, and completed both the five-module review of teaching practices designed for Ohio...
Please join the Michael V. Drake Institute for Teaching and Learning for a pop-up conversation, Teaching in Troubled Times: Guiding Student Conversation Around the Inauguration, on Tuesday, Jan. 19 from 12-1 p.m.
Led by instructional consultant Shadia Siliman , this session will focus on teaching as the 2021 presidential inauguration approaches and the many emotional responses students will bring to their classes. Specifically, this session will address some of questions we hear instructors asking: How do I talk to my students about this? How do I help students continue to learn when they may be distracted by the...
There are growing national discussions about the critical importance of providing high-quality, evidenced-based, inclusive undergraduate STEM educational experiences across various modes and locations of delivery. How we evaluate teaching is one lever for heightening attention to the quality of teaching. Grappling with better methods to evaluate teaching is a driver to engage faculty in re-envisioning approaches to high quality teaching and learning. Recent rapid transitions in teaching and learning in higher education, along with concerns about equity in students’ experiences and demands on faculty, create an opportunity to rethink the process for evaluating faculty work, including teaching.