Autumn 2016 UCAT Newsletter

AUTUMN 2016

TEACHING @ OHIO STATE

UNIVERSITY CENTER FOR THE ADVANCEMENT OF TEACHING

UCAT PROFESSIONAL STAFF EVENTS AT A GLANCE

Christy Anandappa August
Office Administrative Associate 29 - STAR: Open House

Lindsay Bernhagen, Ph.D. September
Senior Instructional Consultant and Coordinator for 7 - CDI for Online Courses begins
Associated Faculty and Academic Inclusion 7 - Suicide Prevention Training
9 - Course Design Institute begins
Yujin Chang, Ph.D. 12 - STAR: Group Work
Postdoctoral Researcher 12 - Active Learning Strategies
15 - “Teaching the Election” begins
Teresa A. Johnson, Ph.D. 19 - Academic Job Search series begins
Assistant Director and Coordinator for Assessment and
Curriculum Design October
3 - Applied Active Learning
Alan Kalish, Ph.D. 10 - STAR: Getting Students to Prepare
Director 11 - Planning a Class Session
17 - Fair & Efficient Grading
Laurie Maynell, M.A. 19 - Supporting Students’ Transitions
Assistant Director and Coordinator of International Initiatives 21 - Digital Stories for Learning
24 - Peer-Review Feedback in Carmen
Audree Riddle, M.S. 27 - Student Motivation
Office Assistant 28 - Faciltiating Classroom Discussion
31 - CDI for Online Courses Showcase
Jessica Riviere, Ph.D.
Instructional Consultant and Coordinator for GTA Programs November
1 - Procrastination & Time Management
Stephanie Rohdieck, M.S.W., L.S.W. 2 - Teaching Extraverts/Introverts
Associate Director 7 - Responding to Student Writing
8 - Service-Learning in your Course
Jennie Williams, M.A. 14 - STAR: Student Feedback
Program Coordinator 16 - Writing & Critical Thinking
17 - InterACT: Teaching in STEM

University Center for the Advancement of Teaching | 2nd floor Younkin Success Center | 1640 Neil Avenue | [email protected] | 614-292-3644 | ucat.osu.edu

A NOTE FROM OUR ASSISTANT DIRECTOR

Greetings! Welcome to the start of an exciting autumn semester. My name is Laurie
Maynell, and I am an assistant director at UCAT. In my ten years of working here I
have loved that absolutely everyone in our unit is intelligent, caring, and fun, and they
motivate me to be better at what I do.

As assistant director, I oversee UCAT’s international initiatives. When I started

with UCAT, I focused on international instructor support, working with the Spoken

English Program, coaching international faculty on speaking skills, and teaching ESL

courses for international graduate instructors. Over time, my role evolved to include

internationalization of courses and curricula, and assisting instructors as they teach a

student body that has become more internationally diverse. In 2014, with enthusiastic

support from the Office of International Affairs, I launched the Faculty Learning

Community on Internationalization of the Curriculum. Participants in this community

Laurie Maynell work toward internationalizing the content of a course and work toward creating an

Assistant Director and inter-culturally inclusive classroom community for their students. I am excited to see

Coordinator of International Initiatives this community grow as we move into a third year.

and Programming Something else I love about my job: I get to meet smart and interesting people

from across the campus. I am privileged to work with individual instructors and with

departments on multiple aspects of teaching. Like my colleagues on the consulting

team, I observe classes, help instructors gather feedback on teaching, and design

INSIDE THIS ISSUE and facilitate workshops. Last spring, I added the Course Design Institute for Online
Courses to my workshop list. We are thrilled to be offering this special CDI twice

per academic year in collaboration with our colleagues from the Office of Distance

p. 3 | UCAT News & Updates Education and e-Learning (ODEE). If you are planning to teach online and are curious
about what happens in this CDI, you can read Professor Pradhan’s story about

p. 4 | Lecturer Connection participating last spring (p. 5). You can also attend the Fall Participant Showcase (see
p. 11), or submit an application of your own!

p. 5 | Featured Teacher Also in collaboration with ODEE, we have been preparing iTunesU resources for the
p. 6 | Teachers Talk new faculty orientation. Please read more about the exciting opportunities for new
faculty on pp. 12-13.

p. 7 | Learning Communities UCAT values its partnerships with many outstanding units on campus, such as ODEE,
Writing Across the Curriculum (WAC), and the Walter E. Dennis Learning Center
p. 8 | Academy of Teaching (WEDLC). We are proud to sponsor workshop series by all of them (see pp. 9-11). Also,
take a look at p. 16 to learn about WEDLC’s academic coaching services for students.
p. 9 | Events on Teaching
I hope you all enjoyed the summer months and are ready for a great autumn semester.
p. 12 | New Faculty Please be sure to welcome our newest member of the UCAT team, postdoctoral
researcher Yujin Chang, when you see her on campus.
p. 14 | Graduate Teaching
Associates Warm regards,

p. 16 | Dennis Learning Center Laurie Maynell
UCAT Services Assistant Director and Coordinator for International Initiatives and Programming

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UCAT NEWS & UPDATES

SUPPORTING ALL OHIO STATE CAMPUSES A WARM WELCOME TO YUJIN CHANG!

UCAT serves all who teach at Ohio State. And by that, we mean We are pleased to welcome Yujin Chang, PhD to
all of Ohio State. Though UCAT is situated on the Columbus our staff as a postdoctoral researcher! In addition to
campus, we also offer our services to our colleagues on the regional providing support for UCAT’s current programming,
campuses. These can range from one-on-one consultations over Dr. Chang will collaborate with UCAT staff and
CarmenConnect or the phone, to UCAT staff making the trip to one university colleagues to conceptualize and conduct
of the campuses to provide workshops or, as happened this past ongoing teaching-related research and professional
winter, a full-fledged Course Design Institute. development initiatives.

Last December, Laurie Maynell and Lindsay Bernhagen traveled
to Lima four times over two weeks to work with an interdisciplinary
group of nine faculty members as they designed or redesigned
courses. In addition to the parts of the CDI that are facilitated
by UCAT, we also found ways to bring our “guest” speakers to
the institute. Jacob Bane from ODEE held a short session for
the participants over CarmenConnect, and Lima librarian Tina
Schneider shared data on how students on that campus specifically
make use of library resources.

This coming fall, Lindsay will be traveling to the Mansfield campus I am so excited to join UCAT as a postdoctoral
to offer a two-part book group on James Lang’s Small Teaching. If researcher. I am originally from Seoul, South
you work on a regional campus and are interested in collaborating Korea, where I earned my BA in English
with UCAT to bring any of our services to the faculty on your Language Education and my MA in Foundations
campus, please contact us to learn more about how we can help! of Education from Seoul National University.
Prior to coming to Ohio State, I taught middle
UCAT RECEIVES 2016 ACADEMY OF TEACHING and high school in Korea and was a researcher
FOUNDER’S AWARD at the Korean Institute for Research in the
Behavioral Sciences. In July 2016, in the
The Founder’s Award is given annually to a university group or Educational Psychology program at Ohio State,
individual that furthers the Academy of Teaching’s mission by I completed my doctoral dissertation on the role
fostering excellence in teaching, promoting the importance of of instructional practices in student motivation
teaching, helping to improve the rewards for teaching, helping to and achievement. My experience as a Graduate
evaluate teaching, helping to create good publicity for Ohio State, Teaching Fellow and my Graduate Specialization
promoting a sense of community among Academy members, and/ in College and University Teaching inspired and
or working appropriately with other units at Ohio State. Our staff is grew my passion for supporting other teachers.
honored to have been the recipient of the 2016 award. I look forward to the opportunities at UCAT to
Read more: go.osu.edu/foundersaward. support faculty, instructors, and GTAs develop
their teaching, as well as grow as a teacher and
researcher, myself. It’s wonderful to be able to
continue being a member of the OSU community.

-Yujin Chang

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LECTURER CONNECTION

Lecturer Grant Winners Announced Winners of the 2016 Provost’s Award for
Distinguished Teaching by a Lecturer
LOCAL LECTURER SUPPORT GRANT
UCAT would like to congratulate and thank this year’s
Our research on lecturers at Ohio State indicates that many winners for their tremendous contribution to educational
are eager for teaching support to be more available in their excellence at Ohio State!
home departments. In response, UCAT now annually awards
units up to $5,000 each to create professional development Christopher Callam, Chemistry and Biochemistry
opportunities tailored to fit the needs of their lecturers. Each Barbara Heck, Germanic Languages and Literatures
unit is also given the option of applying for additional funds Aimée Moore, Knowlton School of Architecture
to compensate a lecturer selected to help coordinate these
efforts. The Provost’s Award for Distinguished Teaching by
a Lecturer annually recognizes a maximum of three
The Department of Spanish and Portuguese is developing lecturers, senior lecturers, or other associated faculty
a series of workshops through which participants will members for their teaching excellence.
generate mini-teaching-artifacts to be shared among peers.
Students, faculty, staff, and alumni may put forward
The Ohio State University, Mansfield Campus will be nominees, and a committee of students and other award-
offering a series of professional development workshops for winning faculty and lecturers choose the recipients.
lecturers on a variety of teaching issues.
To submit a nomination, please visit
The Department of Near Eastern Languages and https://app.admin.osu.edu/oaa-dta-nominations.
Cultures is bringing guest speakers to facilitate a series of
workshops on teaching less commonly taught languages, Lecturers
and then having brown bags during which lecturers will are a vital and growing
showcase changes in their teaching practices that resulted component of Ohio State.
from the workshops.
Did you know…
A hearty congratulations to each of the winning units!
For the first time, in Fall 2015, Ohio State employed
LECTURER TEACHING DEVELOPMENT GRANT more associated faculty than regular
tenure track faculty!
This spring, UCAT awarded individual teaching development
grants of up to $750 per person to the following lecturers at 28% of STEP faculty in 2015-2016 were lecturers, and
Ohio State: 31% will be in 2016-2017.

Alejandra Angulo, Spanish and Portuguese We welcome the chance to work with lecturers
Irene Ramos Arboli, Spanish and Portuguese here at UCAT. Our services are available
Allison Buzzelli, Spanish and Portuguese for all who teach at Ohio State,
Anna-Anita Cesnjevar, French and Italian regardless of title.
Aimée Moore, Knowlton School of Architecture
Melissa Quinn, Anatomy
Patricia Stuessy, Communication

Applications for Autumn Lecturer Teaching Development For more information about lecturer programs and initiatives,
Grants are due September 23. For more information, please please contact Lindsay Bernhagen ([email protected]).
visit go.osu.edu/lecturergrants.

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FEATURED TEACHER: Madhura Pradhan

course design of my non-majors microbiology course in a

completely new light. We worked as a community of peers,

exchanging ideas freely and reflecting on our

work collaboratively. During our sessions Our next CDI-OC
at the institute, we were made to rethink will be held weekly

about our student assessments while from 9/7–10/12.

keeping in mind the goals and objectives go.osu.edu/
of the course and not just the content. ucatcdi

We explored the ways in which we could

help our students retain their knowledge of the

Madhura Pradhan (pictured here, third from right in back row, subject matter beyond the classroom. As we learned to shift
with her fellow Spring 2016 Course Design Institute for Online
Courses participants and facilitators) is an Assistant Professor our focus away from the subject matter of the course, we
and Program Specialist in the Department of Microbiology.
were able to design a course shell in such a manner that
Teaching is a learning process. I realized this early on during
my teaching career. Like many of my fellow colleagues, I came it could be used by multiple disciplines. The design of my
from a research background. My early idea of teaching being
‘a translation of textbook material into a classroom lecture’ microbiology course was such that it could very well be used
changed very quickly. A famous quote by Socrates, “Education
is the kindling of a flame; not the filling of a vessel,” made more for a neuroscience course and vice versa. The work that
and more sense as I became familiar with Bloom’s Taxonomy.
As I started to get more comfortable with classroom teaching, was completed was showcased recently at the Academy of
a new challenge arose in form of a changing face of classroom
technology and its impact on pedagogy. The fast pace at which the Teaching Conference at The Ohio State University.
technological advances were made was quite overwhelming.
Another aspect of the Course Design Institute included the
Across the campus along with other Instructors, I also began the discussion of ideas for an online course. One particular
efforts to keep up with the changing face of pedagogy. Recently, section led by wonderful staff from ODEE opened the doors
as I was exploring the resources to aid in teaching, I came across to the vast array of pedagogical tools that were especially
UCAT’s Course Design Institute for Online Courses (CDI-OC). well suited for online courses. The introduction to these tools
After completion of this multi-part workshop, I felt that it brought a helped us overcome our concerns about online instruction.
breath of fresh air into much jaded ideas about a course design. I
was truly excited about the concept of a ‘backward design’ process I am delighted to note that the Course Design Institute at
that was introduced during the workshop. Backward design UCAT provided an opportunity to interact with instructors
enabled the participating instructors to design or redesign a from varied disciplines at the Ohio State University. The
course by focusing on student-centered goals and objectives diverse expertise and collaboration of the instructors across
rather than being entrapped by the content of the course. disciplines made this institute a truly enriching experience.
The scholarly discussions and critical, reflective thinking of my
It was challenging at first not to think about the subject matter fellow peers provided the most supporting environment under
while designing a course or curriculum. At times, many of us the able guidance of UCAT moderators.
became stagnant while tackling the daunting idea of letting go of
control over the course content. However, the knowledgeable, I am very grateful for the support offered by UCAT for
helpful, and encouraging staff at UCAT, along with the tools and advancement of teaching at the research university. I
resources made available by the staff, guided us through this immensely value the frame work provided by the backward
process to a successful completion of course design. Instead of design concept during the Course Design Institute.
focusing on what subject matter we wanted to teach our students,
we were guided to focus more on the skill sets that students would @ohiostateucat
develop.
Facebook: facebook.com/ohiostateucat
This guided thought process was crucial for revitalizing the course
design. It certainly encouraged me personally to rethink the Blog: ucat.osu.edu/blog

Twitter: @ohiostateucat

Receive UCAT email updates
go.osu.edu/ucatemail

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TEACHERS TALK: What has worked well in your classroom?

Learning through Digital Storytelling Using a Game as a Pedalogical Tool

“In the Fall of 2015, I incorporated digital storytelling in all “After exploring some of the scholarship on gamified
three of my classes: a service-learning course, writing, and classrooms, I settled on spending several weeks of my
literature. It was great to see students connect the course course with a Reacting to the Past (RTTP) game... All
content and make a personal and creative connection to it. RTTP games share a core logistical similarity: students
Although initially hesitant, my students produced wonderful are assigned roles as historical figures who belong to
reflective pieces and enjoyed the opportunity to use their various factions with competing goals, and class sessions
creativity. What I learned about myself is that the opportunity play out as a debate between these factions. In the
for growth is always there if we want it. I look for ways to Athens game, class sessions mimic assembly meetings
incorporate new projects and I let my students know that I’m on the Pnyx: students learned about the mechanics of
doing this and that we will learn together as we go. I think this Athenian democracy through experience rather than
helps create a community of learning in the classroom.” memorization. As the guiding hand of Athena, I watched
as radical democrats sparred with supporters of oligarchy
-Elena Foulis, Spanish and Portuguese department over voting rights, as followers of Socrates convinced the
Athenians to implement a public education system, and
Does this idea sound interesting to you? Check out our as civic responsibility met face-to-face with economic
“Digital Stories for Learning Event” scheduled for reality. As students make short speeches before the whole
Friday, October 1! See p. 10 for details. class or have debates with one another about key details
from reading assignments, they are constantly providing
Promoting Real-World Application each other with new perspectives and opportunities for
critical interpretation.”
“In our class, the students are in four-person groups
and each group has an external company mentor. -Aaron Palmore, Ph.D., Greek and Latin
By comparing the class methodology to the practical
methods used in the field, they can understand the Read more in Aaron’s guest blog post:
different ways the systems are applied.” go.osu.edu/apblog6916

-Aimée Ulstad, Associate Professor, ISE Have something to share with the community?
Visit go.osu.edu/teacherstalk to submit your
news item, opportunity, or teaching strategy!

AT-RISK: SIMULATION TRAINING TO SUPPORT STUDENTS IN DISTRESS

Faculty members, GTAs, and staff members who work with students can play
an important role in ensuring students in mental distress receive the help and
support they need. Working with students on a daily basis provides a unique
opportunity to notice warning signs of mental distress and to point them in the
right direction for help. But how do you know what to look for and what to do
when you notice warning signs?

The Office of Student Life, UCAT, and Undergraduate Education are pleased to offer you At-Risk, an online simulation
designed to help you identify and approach students in mental distress and, if necessary, refer them to our counseling
center. By completing this simulation, you will be more comfortable and better prepared to help these at-risk students get
the assistance they need.

Visit go.osu.edu/atrisk to learn more and start the training.

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LEARNING COMMUNITIES

We honored our 2015-16 Ohio State Teaching Enhancement President Drake welcomed and commended the honorees at our
Program (OSTEP) learning community members at this year’s Celebration of Teaching breakfast, held at the Faculty Club.
Celebration of Teaching. Below are two of the “moments of
celebration” these members shared with us as they reflected on
their year.

Course Design Learning Community | My moment of celebration
occurred recently when I learned that the Office of Service Learning
had awarded my proposal to design a Service Learning Study Tour
for Nursing in Nicaragua to be offered in May of 2017. During the past
year, the members of my learning community and my teaching mentor,
Dr. Teresa Johnson, have supported my dream to earn a service
learning designation for the course. I have learned to do an international
conference call in Spanish, improved my grant writing skills, submitted
a new course proposal to the Office of International Affairs, presented
my course syllabi to both the Graduate Studies Committee and the
Undergraduate Studies Committee at the College of Nursing (CON),
and soon will be taking the course syllabi forward to the CON faculty for
approval of the course in April. This summer, I will have the opportunity
to participate in another learning community with a focus on enhancing
my teaching skills in service learning. I never thought that I could
accomplish so many tasks and overcome so many “character builders”
in one year! The members of my learning community were “the wind
beneath my wings.” Thank you for an amazing experience.

Elizabeth Moran Fitzgerald
Associate Professor of Clinical Nursing, College of Nursing

Mid-Career and Senior Faculty Learning Community | I spent this Members of the Mid-Career and Senior Faculty Learning Community
year thinking about active learning and revamping each of my courses to paused for a photo after receiving their certificates.
effectively put the learning in the hands of the learners. Along the way,
I have learned a great deal and have tried a large number of activities Our 2015-16 Learning Communities included:
and ideas that I would not have done or known without the OSTEP Course Design Learning Community
group and program. My favorite moment this year came last week when Faculty Community on Internationalization of the Curriculum
I distributed some paragraphs the class had written in groups during a Graduate Teaching Fellows
project the class meeting before and asked them to think like me and Lecturer Learning Community
decide whether the class had met our Learning Objective of applying Mid-Career and Senior Faculty Learning Community
evidence-based reasoning rather than opinions in evaluating popular Teaching Orientation Facilitator Learning Community
media claims. The students had looks of wonder on their faces as they
discussed that the class was able to use material from across the term
and from other classes as they wrote their critiques. It was so fantastic
to watch them discover how far they had come this term and I credit the
active nature of our course for that!

Lisa Cravens-Brown
Senior Lecturer, Department of Psychology

For more information, visit go.osu.edu/ucatlc.

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ACADEMY OF TEACHING CORNER

MAKING TEACHING MATTER AT Presenters engaged their audiences on a variety of topics,
A RESEARCH UNIVERSITY from teaching international students to using technology
in the classroom. Here, Drs. Richard Freuler and Kathleen
The Academy of Teaching held its 10th annual conference Harper from the Department of Engineering Education
on Excellence in Teaching & Learning, “Making Teaching elicited participant responses in their session, Structures
Matter at a Research University,” on Wednesday, May for successful teamwork: Theory and practical classroom
4, 2016 at the Fawcett Center. We were pleased to host applications.
150 participants from across the university. Programming
included opening remarks from President Drake, a keynote
by Dr. Tony Ciccone, former director of the Center for
Instructional and Professional Development at the University
of Wisconsin–Milwaukee and president of the International
Society for the Scholarship of Teaching and Learning,
and a variety of workshops and posters presented by
university community members. Read more at go.osu.edu/
academyconference.

Please save the date for next year’s conference, to be
held on Thursday, May 4, 2017. More information will be
available in the spring.

In his welcoming remarks, President Drake said we ought to Our conference concluded with a reception and poster ses-
place the same centrality and emphasis on teaching at Ohio sion. We featured 15 posters on a variety of teaching-related
State as hospitals place on hygiene. topics. Here, Jenny Patton from the Department of English
discusses her poster, “Wellness Writing in Classrooms and
Residence Halls,” with conference participants.

WELCOME TO OUR NEWEST MEMBERS!

The following teachers were awarded either the Alumni Award for Distinguished Teaching or the Provost’s Award for
Distinguished Teaching by a Lecturer in Spring 2016 and are therefore our newest inductees into the Academy of Teaching.

Hollie Brehm, Sociology Elizabeth Kolkovich, English
Christopher Callam, Chemistry and Biochemistry Robert Livesey, Architecture
Aimée Moore, Architecture
Ellen Deason, Law Marcia Nahikian-Nelms, Health and Rehabilitation Sciences
Michael Edwards, Psychology
The Academy of Teaching, founded in 1993,
Karen Eliot, Dance comprises winners of the Alumni Award for
Alex Grieco, Radiology Distinguished Teaching and Provost’s Award for
Barbara Heck, Germanic Languages and Literatures Distinguished Teaching by a Lecturer.
Michelle Kaiser, Social Work

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EVENTS ON TEACHING

PRE-REGISTRATION SEPTEMBER

Pre-registration is requested for our events so that we Wednesdays (9/7–10/12) - Course Design Institute for Online
may adequately plan for our participants. Please visit Courses
go.osu.edu/ucatevents. Alternatively, you may email 1–4 p.m. | 150 Younkin Success Center
[email protected] or call 614-292-3644 with your contact Category: CDI
information and session choices.
The Course Design Institute for Online Courses (CDI-OC) provides
SERIES participants with the tools, time, and support they need as they
work to build or rebuild effective, student-centered online courses
Reading Discussion Group (DG) using Carmen as the platform. Sessions of this five-part series will
These are four-part discussions, capped at 12 be conducted mainly through face-to-face interactions, but will also
participants. Readings will be provided. Participants include both synchronous and asynchronous online components.
must commit to all four sessions.
Wed (9/7) - Suicide Prevention Training
College Teaching Series (CTS) 10–11:30 a.m. | 220 Younkin Success Center
Our College Teaching Series takes us “back to the basics” Category: ET
with topics that are at the core of effective teaching.
These sessions are designed with novice TAs and faculty Suicide is the second leading cause of death among U.S. college
members in mind, but all are welcome to attend. students. This National Suicide Prevention Week, a certified
instructor from Ohio State’s Campus Suicide Prevention Program will
Course Design Institute (CDI) teach faculty, GTAs, and advising staff about prevention and early
This series allows you to engage in a hands-on process intervention techniques designed to help save a life from suicide. The
of (re-)designing a course of your choice. An application training will provide participants with the necessary knowledge and
is required, and a limited number of participants will be skills required to recognize warning signs and risk factors for suicide,
selected. Participants must commit to all sessions. practice on how to approach students in distress, and help students
Apply at go.osu.edu/ucatcdi. get access to campus and community mental health resources.

Events on Teaching (ET) Fridays (9/9–10/7) - Course Design Institute
These individual workshops are designed to address a 10 a.m.–1 p.m. | 220 Younkin Success Center
relevant teaching-related issue. Category: CDI

iTeach: Enhancing Teaching with Technology (IT) Did you know nearly 600 university community members have
Office of Distance Education and eLearning staff completed our Course Design Institute (CDI)? One of our alumni
members and colleagues share tools and techniques commented: “This was awesome. I think everyone should be required
that can enhance students’ learning through the use of to do this.” Join colleagues from across the university as you take a
technology. big-picture look at a course of your choice and engage in a hands-on
process of (re-)designing it to more effectively and purposefully help
Student Motivation and Engagement Series (SEM) students learn. An application is required, and a limited number will be
Dennis Learning Center staff share their insights and selected to participate in order to facilitate community development.
techniques for increasing your students’ motivation and Visit go.osu.edu/ucatcdi to apply (and see other date options).
engagement.
Mon (9/12) - Active Learning Strategies for the Classroom
Writing as a College Teaching Tool (WCTT) 1–2:30 p.m. | 100 Campbell Hall
Writing Across the Curriculum partners with UCAT to bring Category: IT
you this series of events about effecting learning through
writing in the classroom. Environments designed for active learning have consistently been
shown to increase student engagement, as they force students to
move from passive recorders of information to active participants in
their own education. This session will be held in an active learning
classroom and use active learning methodologies to help participants
identify ways that they can move their classes away from standard
lectures toward a more active, student-centered experience.
Registration through ODEE: go.osu.edu/als91216

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Thurdays (9/15–10/6) - “Teaching the Election” Reading Group Many undergraduates enter college never having been
9:30–11 a.m. | Barbie Tootle Room, Ohio Union challenged to develop strategies for effective learning. On
Category: DG top of that, many students struggle with juggling multiple
responsibilities and goals, studying in a way that goes beyond
This Fall, UCAT will facilitate a 4-week “Teaching the Election” the surface, or self-directing their learning. In this session,
reading group. Rather than using a single book, this group will read you will learn about common challenges undergraduates
and discuss selections about pedagogical approaches to teaching experience in their transitions to college, particularly as they
controversial topics as well as current primary sources that cover relate to theoretical models of self-regulated learning. You
issues as they unfold during the election cycle. We will discuss will also reflect on and share your own experiences in order
how to use a focus on the election to engage disciplinary skills and to develop a better understanding of how to offer support that
knowledge, strategies for keeping potentially heated discussions helps learners become more engaged and skilled in reaching
productive, and ideas for creating activities and assignments that your course’s goals.
draw on the current election issues. If you’re interested in hearing
interdisciplinary perspectives about how to utilize the election Fri (10/21) - Digital Stories for Learning
process as a productive topic for student learning—whether you 10–11:30 a.m. | 150 Younkin Success Center
want to teach a whole course about the election or just a small Category: ET
portion, please join us for a month-long conversation!
The OSU Digital Storytelling Program (DSP) is a collaborative
OCTOBER project of the Digital Union (part of the Office of Distance
Education and eLearning) and University Libraries,
Mon (10/3) - Applied Active Learning Strategies for the committed to the story as an important medium for reaching
Classroom new audiences and fostering new collaborations within the
10:30 a.m.–12 p.m. | 100 Campbell Hall academic community. Participants in this introductory session
Category: IT will learn about how digital storytelling can be an exciting
and effective teaching tool. We will view example stories and
The session will use active learning methodologies to help discuss how they have been used as learning opportunities for
participants identify and apply in-class exercises that move their students.
course delivery toward a more active, student-centered experience.
It builds on the September 12 workshop “Active Learning Strategies Mon (10/24) - Using Peer-Review Feedback in Carmen
for the Classroom.” Registration through ODEE: go.osu.edu/ 2–3:30 p.m. | 150 Younkin Success Center
als10316 Category: IT

Tue (10/11) - Planning a Class Session Whether you teach a face-to-face or fully distance course,
2:30–4 p.m. | 150 Younkin Success Center getting students to give each other feedback online can
Category: CTS dramatically decrease your grading time and improve student
learning. In this session, we’ll look at the best practices and
You will learn how to structure your classroom interaction in order to current scholarship on peer-review, and discuss opportunities
meet your learning objectives. Whether you are a novice teaching and challenges for making peer-review work effectively.
for the first time or an experienced teacher looking for ways to Participants will spend time working in Carmen to begin
enliven or change up your class meetings, this workshop is for you. creating peer-review tools they can apply in their own courses.
We will apply the concept of backward design to help in choosing Your pre-registration will allow us to prepare Carmen tools for
appropriate delivery methods and classroom activities. Participants you to practice with!
will leave with a plan for a single class session and the tools for
planning others. Thu (10/27) - Got Motivation? Strategies for Empowering
Students in their Academics
Mon (10/17) - Fair & Efficient Grading 9:30–11 a.m. | 150 Younkin Success Center
11 a.m.–12:30 p.m. | 150 Younkin Success Center Category: SEM
Category: CTS
Have you ever wondered why some students eagerly engage
We will discuss grading techniques that provide appropriate and in coursework, while others avoid studying? Why students
clear feedback to students and maintain fairness. We will specifically can either be resilient when facing challenges or stop trying
focus our discussion on grading criteria, rubrics, and grading as part altogether? The difference is motivation! All students are
of a team. capable of developing their motivation for learning, and
instructors play an important role in this process. In this
Wed (10/19) - “I never had to study in high school”: Supporting session, you will learn key motivational principles from the field
Students’ Transitions to College of educational psychology. You will then brainstorm methods
2–3:30 p.m. | 150 Younkin Success Center for applying these insights to empower your students with
Category: SEM greater confidence in and ownership of their learning.

10

Fri (10/28) - Facilitating Classroom Discussion Mon (11/7) - Responding to Student Writing
10–11:30 a.m. | 150 Younkin Success Center 2–3:30 p.m. | 220 Younkin Success Center
Category: CTS Category: WCTT

Class discussion can be an effective method for getting students Most instructors will be asked to respond to and evaluate various
involved in most types of classes. In this workshop, we will share forms of student writing at some point in their teaching. Both new
how to encourage and maintain student involvement, respond to and experienced instructors often find this activity to be frustrating
individual contributions, and employ questioning strategies. and time consuming. In this session, learn how responding
effectively to assignments will ease instructors’ workloads, better
Mon (10/31) - Participant Showcase: Course Design Institute for reflect their goals for student learning, and guide students as they
Online Courses tackle the writing process.
1–3 p.m.. | 100 Campbell Hall
Category: ET Tue (11/8) - Designing Service-Learning into Your Course
2:30–4 p.m. | 220 Younkin Success Center
The Course Design Institute for Online Courses provides Category: ET
participants with the tools, time, and support they need as they work
to build or rebuild effective, student-centered online courses using Service-learning is an experiential teaching and learning strategy
Carmen as the platform. The participants from the Autumn 2016 that can significantly improve student outcomes. It is an integral
CDI-OC will share their experience of and insights gleaned from part of new initiatives at Ohio State such as the Second Year
going through the backward design process for their fully-online Transformational Experience Program (STEP), and service-learning
courses. They will also present some of the course materials they courses can also qualify to be counted as GE Open Option elective
produced during the institute. Those in attendance will see new hours for undergraduates. The Office of Service-Learning and
models for online instruction and have a chance to engage the UCAT invite you to join us for a session on the basics of service-
participants with questions about effective course design for online learning. This workshop will help instructors and departmental staff
courses. Light refreshments will be served. understand what service-learning is and what goes into planning
and developing a service-learning course offering.
NOVEMBER
Wed (11/16) - Writing & Critical Thinking
Tue (11/1) - Helping Students Reduce Procrastination and Boost 2–3:30 p.m. | 220 Younkin Success Center
Time Management Category: WCTT
2:30–4 p.m. | 150 Younkin Success Center
Category: SEM Critical thinking is an important skill for students in any classroom.
In this workshop, Writing Across the Curriculum consultants will help
How might your course be different if students procrastinated less? participants define what critical thinking means in their discipline.
In this session, presenters will review traditional conceptions of Participants will then develop effective and efficient writing activities
procrastination as a maladaptive behavior, as well as claims that that help students work on critical thinking skills while also helping
students might work better under pressure. You will gain a deeper instructors assess student learning.
grasp of the impact of last-minute studying as well as reasons
underlying students’ procrastination. Through your participation, you Thu (11/17) - InterACT: Challenges in STEM University
will gain ideas for how to present content and structure assignments Education
in ways that discourage procrastination and encourage better time 3:30–5 p.m. | 150 Younkin Success Center
management. Category: ET

Wed (11/2) - Teaching Extraverts/Teaching Introverts As faculty, staff, and GTAs, how can we assist our students
2–3:30 p.m. | 150 Younkin Success Center majoring in fields within Science, Technology, Engineering, Math,
Category: ET and Medicine, both in their majors and with their general education
coursework? What sorts of unique challenges are our STEM
How extroverted do you have to be in order to be an effective students likely to encounter during their time at Ohio State? In this
teacher? Are you curious about learning activities that capitalize interactive performance-based workshop, participants will have the
on the strengths that both introverts and extroverts bring to your opportunity to explore some of the challenges  in equipping and
classroom? In this interactive workshop, participants will have a engaging STEM students. InterACT is a theatre-based ensemble
chance to think about their own introversion and extroversion as it that uses interactive techniques to assist participants in developing
relates to their teaching, as well as their students’ and its relationship success strategies and problem-solving common classroom
to learning. Finally, participants will workshop teaching strategies scenarios.
that engage students across the introversion-extroversion spectrum.
In addition to our open workshops, we are happy to design a
custom workshop to meet your unit’s current teaching-related
needs and/or interests. Please email [email protected] to initiate
a conversation with us about your ideas!

11

TEACHING UNIVERSITY INSTITUTE FOR TEACHING & LEARNING
ENHANCEMENT
Introducing the Faculty FIT Program
TIMELINE Foundation | Impact | Transformation

AUTUMN SEMESTER In order to pursue President Drake’s goal to become a university that is as
highly regarded for world class teaching and learning as it is for research, the
þþ AUGUST University Institute for Teaching and Learning (IT&L) was conceived, vetted,
and approved by the University governance system with a unanimous vote
Review the UCAT event from University Senate on April 21, 2016.
calendar and register
for a few events that fit The overall purpose of the University IT&L is to integrate and enhance ongoing
into your schedule and efforts around teaching and learning at Ohio State, and to elevate discussion
address areas you’d like and the visibility and importance of such work to the institutional level. The
to develop. IT&L focuses on four areas of activity, or “pillars”: instructional support, inquiry
and scholarship, policy, and communication. The institute convenes the many
þþ SEPTEMBER units at Ohio State that parallel its work, to provide high levels of support and
recognition. Thus the profile of all teaching enhancement efforts is quite public,
Schedule a UCAT which helps establish new initiatives across the institution as needed, and
consultation to discuss advances our campus culture for teaching and learning excellence.
how best to gather
midterm feedback from The overarching framework for the Instructional Support Pillar is defined as
your students. working to advance an environment to support all Ohio State instructors in
their pursuit of lifelong excellence in teaching, to inspire and guide our world-
þþ OCTOBER class students. Faculty FIT is the first program to be sponsored by this pillar.
Faculty FIT is a set of coordinated learning experiences for new and developing
Register now for the teachers and their mentors at Ohio State. The year-long program focuses
winter break Course on creating and enhancing the community of teaching across the University,
Design Institute to accelerating professional development for instructional faculty at differing levels
prepare for your spring of experience, and particularly strives to engage faculty new to Ohio State.
courses. This approach will help individuals as they establish their place (or “fit”) at the
University, as well as support and advance our campus culture of teaching
þþ NOVEMBER excellence.

Visit with a UCAT The Faculty FIT Program begins with a day-long kick-off event on August 18th.
consultant to make Eighty new faculty from across the university will learn about evidence-based
sure your end-of-term teaching practices, instructional support opportunities on campus, and career-
assessments align with long professional development. Participants will also gather at both a mid-year
your goals and learning and an end-of-year event, as well as meet with faculty mentors in small groups
objectives for your throughout the autumn and spring semesters.
course.

þþ DECEMBER

Reflect on the semester.
Update your teaching
portfolio using UCAT’s
website (go.osu.edu/
teachingportfolio)
as a guide. Review
your SEIs, and
set professional
development goals.

12

Kay Halasek Kay Halasek, MA, PhD, is an Associate Professor and Director of Second-level Writing in the
Department of English. She teaches courses in writing theory and pedagogy, rhetoric, and writing
Director program administration. Part of the OSU “Rhetorical Composing: Writing II” MOOC team awarded a
2012-2013 Bill & Melinda Gates Foundation Grant, Halasek has recently published and is currently
working on several co-authored projects with colleagues Scott Lloyd DeWitt, Cynthia Selfe, Ben
McCorkle, Susan Delagrange, Kaitlin Clinnin, and Jennifer Michaels.

Dr. Halasek is recipient of the OSU University Alumni Distringuished Teaching Award, OSU University
Faculty Distinguished Service Award, and OSU Kathryn T. Schoen Award. She is a graduate of
Russell (KY) High School, Georgetown College (KY), Northern Arizona University, and The University
of Texas at Austin. She has been on the faculty at The Ohio State Unversity since 1989.

Maria Pruchnicki Maria C. Pruchnicki, PharmD, BCPS, BCACP, CLS, is an Associate Professor – Clinical at the
College of Pharmacy. Dr. Pruchnicki teaches in the Doctor of Pharmacy program of the College, and
Faculty Fellow for is a pharmacist specialist at The Ohio State University - Wexner Medical Center Ross Ambulatory
Instructional Support Care Center. She serves as Vice Chair of Teaching and Learning for the Division of Pharmacy
Practice and Science, and is part of the implementation team in the ongoing curricular revision of the
Mary Jo Fresch College’s graduate professional program.

Faculty Fellow for Dr. Pruchnicki’s areas of interest include collaborative learning, teaching development and post-
Mentoring graduate TA training, and scholarship of teaching and learning.

Mary Jo Fresch, PhD, is a Professor Emeritus in Early and Childhood Education in the Department
of Teaching and Learning on the Marion Campus, where she taught literacy related courses. Her
research interests center on the developmental aspects of literacy learning. Dr. Fresch began her
career as a third grade teacher, and became a reading specialist. She has taught at the University of
Akron, the University of Nebraska (Lincoln); the Royal Melbourne Institute of Technology and Deakin
University (both in Australia) before coming to the Marion Campus in 1995. Her publications focus on
teaching strategies for PreK to grade 8 teachers.

Dr. Fresch will coordinate the mentoring program for new faculty participating in the FIT program.

Professional Development Opportunities sponsored by UCAT

These events have been identified as especially suitable for FIT Program members.
Please see the event listings (pp. 9–11) for full details.

FOUNDATION Track IMPACT Track

9/12 - Active Learning Strategies Begins 9/7 - Course Design Institue for
10/3 - Applied Active Learning Strategies Online Courses

10/11 - Planning a Class Session Begins 9/9 - Course Design Institute
10/17 - Fair & Efficient Grading 10/28 - Facilitating Class Discussion
10/27 - Got Motivation? Strategies for
Empowering Students in their Academics 11/16 - Writing & Critical Thinking

Register: go.osu.edu/ucatevents

13

GRADUATE TEACHING ASSOCIATES

GTAs: Defying the laws of physics, one are on their teaching journeys. And our workshops on active
semester at a time. learning, planning class sessions, fair and efficient grading,
and classroom discussion will introduce you to many

by Jessica Riviere hands-on techniques, which you can use to “reveal” your
Instructional Consultant and Coordinator for GTA Programs best teaching. We also offer one-on-one consultations all
semester long, to address your particular concerns around

In physics we were taught: one object cannot occupy the identical teaching.

space as another. Entire science fiction worlds are based on a We can’t change how odd it might feel to be a teacher and
premise of breaking this rule. But as a graduate TA, you’re always a student on the same day. But hopefully, we can help you
occupying at least two spaces at the same time: you’re a student think about how to keep feeling like yourself, whatever space
at the same time you’re a teacher. This is an extremely challenging you’re in.
act to manage! Who are we when we enter the classroom?

One foundational text about teaching and identity is Parker PLANNING AHEAD FOR THE ACADEMIC JOB SEARCH
Palmer’s The Courage to Teach, available in the Younkin Success Co-sponsored with OUAB Grad/Prof
Center’s library. In this book, Palmer encourages teachers to find
ways to be their most authentic selves in the classroom, in order Getting ready to go on the job market? Join UCAT and
to inspire their students to learn authentically. Palmer doesn’t Career Counseling and Support Services for a workshop

series this September and October.

ignore the nuts and bolts that go into classroom teaching, however. 2:30–4:30 p.m. | U.S. Bank Conference Theater, Ohio Union
Here’s what he says in the first chapter about the role of technique:

“As we learn more about who we are, we can learn techniques September 19: Curriculum Vitae and Cover Letters
that reveal rather than conceal the personhood from which good This workshop will address how to write vitae and cover
teaching comes” (emphasis added). Not every teaching strategy letters when searching for jobs in academia. Importance will
is right for every teacher or every classroom. But by learning about be placed on format and content while highlighting career
different methods of teaching, we can learn more about who we tips useful when applying for positions with a teaching and/
are when we teach! or research emphasis.

UCAT offers lots of opportunities to learn about teaching methods September 26: Teaching and Research Statements
and who you are as a teacher. The STAR breakfasts listed on the We’ll provide an overview of teaching and research
next page offer a great opportunity to connect with other GTAs who statements, describe how they are used in the academic job
search process, and provide guidance on how to write them.
APPLY FOR THE AUTUMN There will be opportunities during the session to start the
2016 TEACHING CIRCLE process of writing these statements.

The Autumn 2016 teaching circle will consist of October 3: The Interview
current Ohio State graduate students, from an array Learn what to do before, during, and after an interview
of academic disciplines, who have both experience and for positions in academia. Emphasis will be on career
interest in teaching at the college level. Participation in strategies, interviewing techniques, and familiarity with
a UCAT Teaching Circle is a great way to improve your own academic interview expectations. Samples of questions and
teaching practice, and also to lend your expertise and ideas practice opportunities will be provided, as well as useful
to others. The self-directed group will meet regularly over the suggestions to enhance confidence skills.
semester to network and discuss issues of teaching and
October 10: Negotiating the Job Offer
learning. Learn what to do when a search committee is prepared
to offer you a faculty position. We’ll provide strategies for
Applications will be accepted until August 31. responding to a department’s offer, share some of the
common elements of job offers around which candidates
For more information, visit: might negotiate, and introduce approaches that can help
go.osu.edu/ucatcircle both parties—the job candidate and the hiring department—
communicate effectively throughout the process of
14 negotiation.

GRADUATE TEACHING ASSOCIATES

UPCOMING STARTING TEACHING ASSOCIATE Opportunity to specialize in College Teaching
RESOURCE (STAR) GROUP BREAKFASTS
go.osu.edu/STAR Are you a graduate student considering a career as a
college or university faculty member? The Graduate
STAR is a group for all TAs in their first or Interdisciplinary Specialization/Minor in College and
second year of teaching at Ohio State to University Teaching (GIST) is open to any graduate
socialize with, learn from, encourage, and grow or professional student in good standing at The Ohio
alongside each other. Monthly breakfasts are State University. This program allows graduate students
cosponsored by OUAB Grad/Prof. to engage in a rigorous, structured exploration of
theories and practice of university-level teaching, both
Mon (8/29) - Open House Breakfast in general and in their own discipline, and to develop
9–10:30 a.m. | 150 Younkin Success Center skills and experience that enable them to become
reflective, scholarly teachers as they prepare to enter the
Join us for breakfast and conversation! Reconnect with friends professoriate. No prior teaching experience is required.
from orientation and meet new TAs from across campus. For more information and to apply for the GIST, please
UCAT staff and TA peers will be available to discuss classroom visit http://ucat.osu.edu/gis/
successes, concerns, and ideas for your teaching.

The following monthly breakfasts will take place in the Barbie
Tootle Room on the 3rd floor of the Ohio Union from 9–10:30 a.m.
Complimentary refreshments included!

Mon (9/12) - Group Work

Group work often sounds like a good idea in theory, but how can 2015-16 Graduate Teaching Fellows at the
you make it work for you? In this session, participants will explore 2016 Celebration of Teaching breakfast
different ways group work benefits student learning and can
increase student independence. We will discuss ways to overcome Graduate Teaching Fellows Program
challenges to successful group activities and you will also have the
opportunity to develop a group activity appropriate for your own The OSTEP Graduate Teaching Fellows Program
class. offers the opportunity for senior graduate students who
are nominated by their college, school, or department
Mon (10/10) - Getting Students to Prepare for Class to develop new, discipline–specific teaching support
activities for other GTAs in their units.
There’s nothing worse than designing a great activity and having
it flop when students arrive to class unprepared. We will discuss The incoming Graduate Teaching Fellows are:
challenges with getting students to prepare for class, learn the Krista Benson, Women’s, Gender, and Sexuality Studies
evidence-based research about how motivation affects student Anna Brady, Educational Studies
prep, and apply this knowledge to creating opportunities to Ashley Edes, Anthropology
increase student preparation in your specific course. Stephen Pearson, Chemistry and Biochemistry
Elle Pierman, Arts Administration, Education, and Policy
Mon (11/14) - Making Sense of Student Feedback Isha Rajbhandari, Agricultural, Environmental, and
Developmental Economics
Are you curious about the value and reliability of different types Anne Wilson, Psychology
of student feedback? We will explore strategies for obtaining and
interpreting student feedback, including the SEIs and beyond.

15

FEATURED 8 WAYS ACADEMIC COACHES AT THE HOW CAN UCAT HELP YOU MEET
PARTNER YOUR GOALS?
DENNIS LEARNING CENTER
CAN HELP STUDENTS STRUGGLING IN Our mission at UCAT is to support and advocate for all
who teach at Ohio State. We aim to help Ohio State’s
YOUR COURSE teachers approach their work in a scholarly and reflective
way, engaging with the research on effective pedagogies,
1. If students say they’re having trouble thus promoting continuous improvement of student
remembering all the information from class… We will teach learning. We likewise strive to create a community wherein
them memory tricks to help them organize and retain all that student-focused teaching principles and practices are
important information. valued and in which teachers feel connected to each
other. Taken together, we believe these things engender a
2. If students say they don’t know how to study in college campus culture where teachers have access to the tools,
because they never had to study in high school... We will look support, and recognition they need to be confident and
at their current study strategies and suggest changes that will fulfilled in their pedagogical roles at Ohio State.
improve their overall study habits.
Individual Consultation
3. If students are not taking effective notes... We will go over If you have a teaching-related concern, idea, or need
notetaking methods to make sure they are making the most of you’d like to discuss, one of our professional instructional
lectures and recitations and not falling behind. consultants will gladly meet with you one-on-one.

4. If students seems unmotivated or uninterested... We will Unit Consultation
use motivational interviewing to help them discover untapped UCAT consultants will meet with an individual
resources of purpose, energy and effort they have for their representative or a group from your unit to discuss
coursework. curriculum or other large-scale projects or concerns.

5. If students are overwhelmed and stressed out... We can Course Design Institutes
help them find balance in their lives between school, sleep, and a If you have a new course to design, or an existing course
personal life. that needs some new life breathed into it, apply for one of
our five-part Course Design Institutes.
6. If students are constantly missing assignment deadlines...
We will coach them on effective time management and Midterm Feedback Interviews
organization techniques. A consultant will have a mid-semester conversation with
your students and help you interpret their feedback.
7. If students still have not started their term paper/
project... We can help them get started by going over effective Learning Communities
brainstorming, researching, and working in groups. Consider applying to a learning community if you’re
interested in working through a year-long teaching
8. If students seems over-anxious about the exam... We can enhancement project with the support of interdisciplinary
help them manage their test anxiety with tips for before, during, peers.
and after the exam.
Custom Invited Workshops
Visit go.osu.edu/dlcblog for a more detailed version of this list. UCAT consultants will plan and facilitate a workshop on
topics of your choosing for your unit or group.
The Dennis Learning Center offers courses, workshops,
and coaching to help students address these and many more Open Events
academic challenges. Additional information can be accessed at Register for our university-wide events and workshops.
our website dennislearningcenter.osu.edu.
Resources
Browse our website or library at the Younkin Success
Center for teaching-related books, handouts, and articles.