To infuse evidence-based approaches and strategies in Ohio State classrooms and educational contexts, the Michael V. Drake Institute for Teaching and Learning and its partners developed the Teaching Support Program, a set of professional learning experiences that culminate in an Instructional Redesign opportunity.
Instructional Redesign (IR) encourages instructors at Ohio State to identify, implement and assess evidence-based teaching practices in their courses. Many of these teaching practices are emphasized in other parts of the TSP (Teaching@OhioState and the Drake Institute reading list) and are intended to improve student learning outcomes or enhance the student learning experience.
Instructors interested in IR can test new instructional strategies or redesign strategies they have used in the past and then submit an IR portfolio demonstrating development, implementation, reflection and assessment.
Participating instructors will also have access to one-on-one, group or program-level consultations with Drake Institute staff and faculty affiliates in addition to college, unit or department staff with expertise in teaching and learning, curriculum, assessment and evidence-based teaching practices.
The Drake Institute regularly showcases IR portfoios on How Are You Teaching? For example,
- Stavros Constantinou, Ph.D., associate professor with the Department of Geography, teaches on the Mansfield campus designed a pre-departure session for and introduced learning journals into his travel learning course.
- Anna Babel, Ph.D., associate professor of the Department of Spanish and Portuguese, designed a teaching intervention to address a struggle she noticed among honors students reading academic articles in a foreign language.
- Associate Dean Katherine Kelley, Ph.D., College of Pharmacy sought to show colleagues that IR is not as overwhelming as it seems.
- Encourage instructors to reflect on instructional practices (how they teach)
- Engage instructors to assess how instructional practices impact student learning
- Improve students’ learning experiences
- Increase the use of evidence-based teaching practices across Ohio State
- Encourage/promote classroom assessment
- Build a community around the pursuit of teaching excellence
Before starting IR, instructors must complete Components 1 and 2 of the Teaching Support Program (TSP): the Teaching Practices Inventory, Teaching@OhioState online modules and Drake Institute Reading List Reflection. These activities are open to all Ohio State faculty and staff interested in exploring evidence-based teaching strategies.
Full-time (.75 FTE) Instructors who successfully complete an IR portfolio are eligible for one-time compensation of $1,150 every five years.
Review and follow the steps below to get started.
1. Confirm Your Eligibility
2. Identify a Teaching Challenge or Research Topic
Instructors should identify a teaching question/challenge or a particular facet of the student learning experience that they plan to research. Examples of teaching challenges include:
- My course needs new energy.
- I want to incorporate more active learning strategies into my course.
- I want to make my course material more relevant.
- I want my students to be more engaged.
- I don’t think my assignments are measuring the learning that I am seeing.
- I want to make my instruction more inclusive.
- My students get stuck on the same material/assignment every time I teach this course.
- I want to make my assignments more transparent.
- My course has drifted away from its original intent over time.
- We don’t have clear expectations for students in our curriculum or program.
- We need a more consistent academic experience for students in our program.
- There are several of us teaching the same courses in our department in very different ways—students aren’t learning the same things.
3. Choose an IR Pathway
Instructors can begin IR through several pathways — individually, through Drake Institute-sponsored cohorts, formal university programming such as a Course Design Institute, unit-level curricular redesign efforts, or with a community of teachers who share collective responsibility for a course or set of courses.
Please note that IR Pathways are only an entryway and an introduction into IR; instructors are still required to submit a portfolio. This list of pathways below will continue to change and evolve over time.
- Cohorts: These cohorts are announced each semester by the Drake Institute and are focused on an evidence-based teaching strategy, set of strategies or teaching group
- Research and Implementation Grants: Completion of all activities in Level 2 or Level 3 of the Drake Institute's Research and Implementation Grants
- Faculty Learning Communities: Participation in the Drake Institute's SoTL and DBER Learning Community
- University-wide Course Redesign Initiatives: Initiatives include (but are not limited to) the STEM redesign program in math, biology and chemistry sponsored by the Office of Academic Affairs or Writing Across the Curriculum workshops
- College/TIU Programs: Unit-level course or curricular redesign initiatives may work collaboratively with the Drake Institute
- External Programs: The Quality Matters Teaching Online Certificate, the John L. Gardner Institute Teaching and Learning Academy, the Summer Institutes for Scientific Teaching, or instructional redesign opportunities sponsored through professional or higher education organizations
- Individual/Custom/Faculty Group: An individual/customized pathway will accommodate faculty who prefer a one-on-one approach to IR
Instructors are required to submit a portfolio that documents their work, including how they implemented and assessed their redesigned instruction.
Section I: Instructional Context and Pedagogical Approach
- Describe the learning context in which the instructional (re)design took place. Where is the course taught? How often? Is it face-to-face, hybrid, online, clinical? Is it a large enrollment lecture course, one with many sections, or a small seminar? How often have you taught this course?
- Describe the question or area of interest you identified in your teaching. Why did you target this issue/question for instructional (re)design? How did you determine it was a significant question or challenge?
- What student learning outcome(s) do you connect with this teaching question? How do you typically evaluate this/these student learning outcome(s)?
- What, if any, strategies had you tried in the past to address this? What evidence-based approach(es) did you identify as possible intervention and why?
Section II: Development and Planning
- Discuss the pathway you selected for exploring the evidence-based strategy or strategies you implemented. Why did you select this pathway? How did it assist you in the development and planning of your change in strategy? How effective was this pathway? Did you begin with an endorsement, then explore additional literature?
- Identify any additional resources you used to inform your approach such as:
- consultations or collaborations with Drake Institute consultants
- consultations with unit-level educational developers, instructional designers, or educational technologists
- other teaching-support units on campus (University Libraries, WAC, ODEE, etc.)
- student contributions to the (re)design
- a group of faculty colleagues
Section III: IR Implementation
- Describe in detail the IR implementation process. What did you do? When did you do it? How was it received by students or how did they respond/react in the learning context? Did the strategy change what was required in terms of preparation before instructional sessions? What, if any, educational technology was required? What, if any, teaching assistance did you need?
Section IV: Assessment
- Describe the direct and indirect methods of assessment you selected for determining the effect of this instructional strategy(ies) on student learning outcomes and/or experience?
- Summarize the data you collected. How has this data changed from before you implemented your intervention? What student feedback did you review?
- Offer your conclusions regarding the effectiveness of this instructional strategy. Did it work, and how do you know it worked? Did it change student learning or experience? If there was no change, why not? How would you refine this approach if you choose to implement it again?
Section V: Reflection
- In light of your IR work, how has your view of the teaching question/issue you chose to address changed?
- What did you learn about yourself as a teacher from going through this process?
- What aspects of the IR process will help you approach future teaching questions?
- What aspects of the IR process were most useful and least useful to your development as a teacher and why?
- What teaching support services are you most likely to make use of in the future and why?
- How confident do you feel in continuing to use instructional redesign in future courses or curricula?
These may include the following, among others. Please provide links to multimedia (to files on YouTube or in BuckeyeBox, for example) and ensure access is available to anyone with the link.
- Curriculum or course design meeting minutes
- Instructor notes to record ideas and thinking
- Literature reviews/references/ Instructor-annotated bibliography
- Sample assignment descriptions
- Test questions/assessments
- Assignment/assessment rubrics/instructor rationale for assignments and grading rubrics
- Student evaluations of course or pedagogical approach
- Instructor responses to student feedback
- Video or images of IR in action
- Statements from students/focus group materials
- Teaching observations/peer reviews
- Student performance data
- Colleague/leadership comments
Please submit IR portfolios as an email attachment and send to firstname.lastname@example.org. Combine all sections in a single pdf file with links to multimedia (to files on YouTube or in BuckeyeBox, for example). Please name your file including your last name, type of submission and date of submission. (Example: cotton.irportfolio.11.24.19)
IR portfolios will be evaluated by a team of staff at the Drake Institute and faculty peers using a rubric with a specified list of criteria. Portfolios are accepted on a rolling basis. They will be reviewed by the Drake Institute on July 1, Oct. 5, and Dec. 28, 2020.