Spring 2016 UCAT Newsletter

SPRING 2016

TEACHING @ OHIO STATE

UNIVERSITY CENTER FOR THE ADVANCEMENT OF TEACHING

UCAT PROFESSIONAL STAFF EVENTS AT A GLANCE

Christy Anandappa January
Office Administrative Associate 20 - Course Design Institute Begins
25 - STAR: Impostor Syndrome
Lindsay Bernhagen, Ph.D.
Senior Instructional Consultant and Coordinator for February
Associated Faculty and Academic Inclusion 2 - Journal Keeping Book Group Begins
4 - CDI for Online Courses Begins
Teresa A. Johnson, Ph.D. 19 - Active Learning Strategies, Pt. 1
Assistant Director and Coordinator for Assessment and 24 - Designing Assignments
Curriculum Design 26 - Delivering Effective Lectures
29 - STAR: Facilitating Discussion
Alan Kalish, Ph.D.
Director March
1 - Minds Online Book Group Begins
Laurie Maynell, M.A. 4 - Talking with Students about Research
Assistant Director and Coordinator of International Initiatives 7 - Engaging Online Student Interactions
8 - Effective Presentation Skills
Audree Riddle, M.S. 9 - Suicide Prevention Training
Office Assistant 24 - Big Classroom, Small Classroom
28 - STAR: Student Motivation
Jessica Riviere, Ph.D. 30 - WAC Jam Session
Instructional Consultant and Coordinator for GTA Programs 31 - Active Learning Strategies, Pt. 2

Stephanie Rohdieck, M.S.W., L.S.W. April
Associate Director 5 - Academic Job Search Overview
6 - Service-Learning
Jennie Williams, M.A. 7 - InterACT: Belonging in the Classroom
Program Coordinator 11 - STEM Redesign Colloquium
18 - STAR: Teaching Philosophy
19 - Motivating through Feedback

University Center for the Advancement of Teaching | 2nd floor Younkin Success Center | 1640 Neil Avenue | [email protected] | 614-292-3644 | ucat.osu.edu 1

A NOTE FROM OUR ASSOCIATE DIRECTOR

Happy New Year! I am delighted to introduce you to our Spring 2016 newsletter. My
name is Stephanie Rohdieck, and I am the Associate Director at UCAT. I have been
with the office since 1998 when I arrived in a temporary position, and in February I will
celebrate 18 years of working at a place for which I have deep pride and adoration.

I am originally from New Jersey and received my B.A. in Psychology and Women’s
Studies from the University of Delaware. After graduating with my M.S.W. from Ohio
State and working as a social worker in Columbus, I transitioned into the world of
educational development and have loved the challenging work we do here at UCAT
ever since.

Stephanie Rohdieck As Associate Director, I supervise our consulting team, oversee our consultation
Associate Director, UCAT practice, conduct program reviews, evaluate our services, and sit on our management
team. As a consultant, I also work with many faculty and TAs on their teaching,
INSIDE THIS ISSUE especially in the professional programs (Medicine, Dentistry, Pharmacy, Nursing,
Optometry, etc.). Each academic year I consult with about 100 teachers; I observe their
classes, conduct midterm feedback sessions with their students, help them design or
redesign courses, and discuss any number of concerns they may have in their roles
as teachers. I teach classes in Education that focus on college teaching and facilitate
about 50 workshops a year, most of which are department-specific.

p. 3 | Spring Timeline This term I am excited to facilitate a number of campus-wide workshops (see pages
| Teaching & Learning Initiative 8-10). As I do every term, I will facilitate the REACH suicide prevention training. As a
| STEM Redesign Series licensed mental health provider, I feel it is important to remind our teachers about their
important role in saving the lives of our students and peers. I am honored to do these
p. 4 | UCAT News & Updates trainings as a member of the advisory board of the campus Suicide Prevention Program
(suicideprevention.osu.edu). I will also be facilitating the session on delivering lectures
p. 5 | Teachers Talk and two on active learning (in collaboration with ODEE’s Innovative Spaces program).
| At-Risk Training Lastly, I’ll be co-facilitating one of several Course Design Institutes (CDIs) offered this
term and in May. If you are teaching online, make sure to check out the session on
p. 6 | Learning Communities engaging students online and our CDI for online courses.

p. 7 | On Our Bookshelves My UCAT colleagues have put together a great set of programs this term so please
| Top UCAT Blog Posts consider joining us. If you are interested in more extensive experiences with developing
your teaching, check out our learning communities on page 6.
p. 8 | Events on Teaching
I am very proud of the work we do on campus for teaching and I am equally proud of
p. 11 | Lecturer Connection the professionalism and dedication of my UCAT colleagues. Our office is very visible on
the national scene, especially in our professional organization (podnetwork.org). Many
p. 12 | Featured Teacher of us serve as chairs of committees and are very active contributors to the scholarship
in our field (see page 4 for an example). Like myself, they have served as authors,
p. 13 | Teaching & Learning editors and reviewers of journals. If you’d like to know more about our work, just ask!
And make sure to welcome Jessica Riviere to our amazing team when you see her on
p. 14 | Graduate Teaching Associates campus.

p. 16 | Conference Warm regards,
| UCAT Services

Stephanie Rohdieck, Associate Director
2

TEACHING President’s and Provost’s Office of Academic Affairs’
ENHANCEMENT STEM REDESIGN
TEACHING & LEARNING
TIMELINE INITIATIVE COLLOQUIUM SERIES

SPRING SEMESTER Course-Based Undergraduate
Research Experiences: What if
þþ JANUARY
the treatment is a CURE?
Review the UCAT event
calendar and register for a It is an exciting time in the ongoing conversation Guest speaker Erin Dolan, founding
few events that fit into your about teaching and learning at Ohio State. Executive Director of the Texas Institute for
schedule and address areas President Drake began to focus attention on Discovery Education in Science (TIDES)
you’d like to develop. advancing the quality of our students’ learning
experiences in his inaugural address, and, along Monday, April 11 | 3–4:30 p.m.
þþ FEBRUARY with the provost, has convened several meetings Smith Seminar Room
of faculty leaders on this topic throughout the
Schedule a UCAT past year. Physics Research Building
consultation to discuss how
best to gather midterm The President and Provost’s Teaching and National calls to improve undergraduate
feedback from your students. Learning Summit brought together a group of STEM education have emphasized the
about 50 faculty members in May to discuss importance of undergraduate research
þþ MARCH ideas for improving the quality of our teaching experiences. Course-based Undergraduate
here at The Ohio State University. Following Research Experiences, or CUREs, involve
How are your students doing? the May 2015 Summit, the information gathered groups of students in addressing research
Attend Suicide Prevention there was summarized, and a broad draft problems or questions in the context of a
Training and take the proposal outlining a university-wide Institute for class and have been proposed as scalable
At-Risk online simulation Teaching and Learning was developed. ways of involving undergraduates in
training. Try out some research. This seminar will offer a definition
Classroom Assessment This draft envisions four key areas that would of CUREs, describe what makes them
Techniques to detect serve as the bases for initial activities for the distinctive from other learning experiences,
any roadblocks in student Institute: faculty Support, inquiry and scholarship, outline the state of knowledge about CURE
learning. policy developmen, and communication. effectiveness, and highlight results from
the Freshman Research Initiative at the
þþ APRIL Summit participants reconvened in September University of Texas at Austin as a unique
to discuss what the elements of these four and highly impactful CURE model.
Apply for an upcoming pillars should initially look like. Their ideas
Course Design Institute were collected and will be the foundation for The Office of Academic Affairs sponsors
and register to attend next broader conversations about what an Institute for this colloquium series, convened by UCAT,
month’s Conference on Teaching and Learning can do for our university on the topic of re-designing Science,
Excellence in Teaching and to develop a more detailed proposal to Technology, Engineering, and Math (STEM)
& Learning to rejuvenate establish the institute. courses. go.osu.edu/stemredesign
yourself for next year’s
courses. To read the draft proposal and other updates
on this initiative, please visit u.osu.edu/
þþ MAY teachinglearningsummit.

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.

3

UCAT NEWS & UPDATES

UCAT STAFF TRAVEL TO SAN FRANCISCO A WARM WELCOME TO JESSICA RIVIERE!
FOR NATIONAL CONFERENCE
We would like to extend our gratitude to all who
UCAT instructional consultants belong to the participated in the search process for our newest
Professional and Organizational Development staff member. We are pleased to announce Jessica
(POD) Network in Higher Education, an organization Riviere, Ph.D., is joining the UCAT staff as Instructional
committed to advancing the research and practice in Consultant and Coordinator for Graduate Teaching
educational development. Associate (GTA) Programs. Jessica will focus on
providing teaching-related professional development
Staff members attended the 2015 POD Conference opportunities for all Ohio State graduate students who
(“Back to the Future: Critical Reflection, Effective have teaching responsibilities.
Practice”) in San Francisco the week of November 2.

Sarah and baby, Stephanie, Lindsay, and Marissa enjoying the San I am so excited to join the OSU
Francisco sights after the conference. community. I’ve been at Vanderbilt
University in Nashville, TN since
UCAT staff members designed and led the following 2006, when I started my Ph.D. in
sessions at the conference, among other workshops and German Literature, and have been a
discussions. faculty adviser since I graduated in
2014. Before that, I attended The
Encouraging Critical Reflection in an Asynchronous College of Wooster, in Wooster,
Online New Faculty Orientation Ohio. It feels good to be back
Stephanie Rohdieck and Sarah Holt introduced one model in the Buckeye State! I’ve been
of a new faculty orientation offered asynchronously online. passionate about graduate student
They offered participants the opportunity to brainstorm professional development around
ways to encourage critical reflection in online professional teaching for years, and spent two
development opportunities. years at Vanderbilt’s Center for
Teaching, consulting with graduate
Backward to Our Future: Assessing Our Work through students around best teaching
Backward Design practices. I am delighted to
Stephanie Rohdieck, Alan Kalish, Teresa Johnson, and continue this work at UCAT, and
Lindsay Berhnagen facilitated a discussion about the I’m looking forward to learning
outcomes-based approach we took to our recent self- from you and with you about the
study. rewards of teaching here.

“It Takes a Village”: Taking Advantage of -Jessica Riviere
Collaborative Institutional Research
Laurie Maynell and Lindsay Bernhagen, in collaboration
with Chris Manion of Writing Across the Curriculum,
modeled a process for developing productive cross-
campus research partnerships that address institutional
initiatives.

4

TEACHERS TALK: CREATIVE WAYS TO ENGAGE STUDENTS

Classroom Assessment Techniques

I start every day with a note card asking students
to reflect on a prompt related to class content (just
personal reflection to engage interest rather than right
vs wrong answers), and then I have them share with
peers or the class. I end some days with either “one
thing you learned” or a “muddy point” question.

Using Role Play to Practice and Reflect – Jessica Cutshall, GTF
ESEPSY1259 Learning & Motivation
In introductory business classes, students need to get hands-on
experience in designing, branding, and selling products. This Strategies for Success
opportunity is provided through the use of a role play activity in
the Bus Tech 2232T Personal Selling class in Ohio State ATI. Personal Learning Plans
In the role-play activity, students play the role of a salesperson
where they learn and address their customer needs, address Colleagues Kristin Saxon, Tammy Eckard, and I
customer concerns with regard to their product/service, and implemented a Personal Learning Plan (PLP), which
communicate and negotiate important issues. Students also allows students to self-direct their learning and skills
play the role of customers in these scenarios. Sometimes, Ohio application outside of class time. There are seven
State faculty, staff, and invited speakers from industry have assignment/activity options to choose from for five
interacted with students in the role of customers. PLP due dates throughout the semester. Many of them
involve an audience of peers, either in their class or
These role play activities are filmed and archived online at within all three of my class sections. The one that has
go.osu.edu/ativideo. been most successful is “station days,” where selected
students create learning activities/games. These are
These videos present an excellent opportunity for students presented in stations and students rotate throughout
to revisit and reflect upon the strengths and merits of their the class to the stations that they feel best address
performance at a later date. their review/application needs. Students are very
engaged on station days and have reported that they
are very beneficial— and fun!

– Subbu Kumarappan, Assistant Professor – Lauren Sanders
Agricultural Technical Institute (ATI) ASL Program

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.

5

LEARNING COMMUNITIES

We are pleased to be offering five learning communities through the Ohio State Teaching Enhancement Program
(OSTEP) for the 2016-17 academic year. Applications are now available and will be accepted through March 4.
Learning communities give members the opportunity to connect with colleagues from a multitude of disciplines on a
regular basis to discuss teaching-related matters and focus on individual goals and/or projects.

Lecturer Learning Community

The purpose of the OSTEP Lecturer Learning Community (LLC)
is to provide a select cohort of lecturers and senior lecturers with
an extended opportunity to converse with and support each other
in the process of enhancing their teaching (read more on p. 11).

Graduate Teaching Fellows Members of the 2015-16 Course Design Learning Community.

The OSTEP Graduate Teaching Fellows Program offers support
and opportunities for senior graduate students who are
nominated by their college, school, or department to develop
new, discipline-specific teaching support activities for other
GTAs in their units. This program is co-sponsored by UCAT
and Ohio State’s Graduate School, and is supported in part
by a strategic investment initiative from Ohio State’s Office of
Academic Affairs.

Course Design Learning Community

The OSTEP Course Design Learning Community offers faculty and staff a year-long opportunity to focus on making
data driven improvements to a particular course in a community of peers. This program has been designed to provide
opportunities for graduates of the Course Design Institute who enjoyed the camaraderie and the scholarly community of
the CDI to continue learning about course design and effective teaching while establishing collegial relationships across
disciplines and reinforcing a faculty culture that brings together the scholarship and practice of teaching.

Community on Internationalization of the Curriculum

The OSTEP Community on Internationalization of the Curriculum offers faculty a year-long opportunity to focus on
internationalizing an existing undergraduate course or designing a new internationalized undergraduate course for
delivery on the Ohio State campuses. Program participants may work on internationalizing the content or process of an
undergraduate course, and/or creating an interculturally inclusive learning space for students.

Mid-Career and Senior Faculty Learning Community

The OSTEP Mid-Career and Senior Faculty Learning Community offers faculty a year-long opportunity to focus on their
teaching as part of a community of peers. This program has been designed to revitalize the career development of
experienced faculty at Ohio State by establishing collegial relationships across disciplines and reinforcing a faculty culture
that brings together the scholarship of teaching and research.

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

6

ON OUR BOOKSHELVES TOP UCAT BLOG POSTS

For more books about teaching and learning, visit the Did you know we regularly post in our UCAT blog? We
UCAT library (2nd floor, Younkin Success Center). use our blog to write about salient teaching-related
issues, hear from Ohio State faculty and instructors
There are many books that about their teaching, reflect on or announce events and
have deeply informed how opportunities, and occasionally, give away a book!
I think about teaching, but
most recently I cannot stop Here are three of our all-time most-viewed blog posts:
thinking about Claude M.
Steele’s (2010) Whistling 1 The Value of Awkward Silence:
Vivaldi: How Stereotypes Increasing Wait Time in the
Affect Us and What We Classroom
Can Do. I’ve used this book
as a text in the College What’s the ideal time to wait after you ask
Teaching course and as the your students a question? Find out:
basis for a campus-wide book group. What I like about the go.osu.edu/waittime
book is that it makes a compelling (and very readable!)
research-based case for working toward greater inclusion 2 Reflecting on the Growing
in our college classrooms, and it offers some relatively “Popularity” of Impostor Syndrome
straightforward strategies for accomplishing just that.
How is “impostor syndrome” spread? Find
-Lindsay Bernhagen, Senior Instructional Consultant and out: go.osu.edu/impostorblog
Coordinator for Associated Faculty and Academic Inclusion
3 Decrease Distraction, Increase
The first book on college teaching that was recommended Education: Contemplative Pedagogy
for the Contemporary Teacher
to me is still my favorite: McKeachie’s Teaching Tips:
Enhancing attention, increasing creativity,
Strategies, Research, and listening and suspension of judgment
and Theory for College are just three of the benefits of contemplative
and University Teachers pedagogy. Find out more:
go.osu.edu/contemped
(14th ed.). This book is
Visit our blog:
a classic for a reason: it
offers practical research- go.osu.edu/ucatblog
based tips for both novice
and expert teachers. Each @ohiostateucat
chapter could be read as
a stand-alone section on Facebook: facebook.com/ohiostateucat
a particular teaching topic,
which is perfect for instructors who need information or a Blog: ucat.osu.edu/blog
refresher on a specific topic quickly. My favorite chapters
are 7 (Assessing, Testing, and Evaluating: Grading is Not Twitter: @ohiostateucat
the Most Important Function) and 11 (Motivation in the Receive UCAT email updates
College Classroom). go.osu.edu/ucatemail

- Leah Hoops, Graduate Consultant and Doctoral
Candidate in Higher Education and Student Affairs

7

EVENTS ON TEACHING

PRE-REGISTRATION JANUARY

Pre-registration is requested for our events so that we Wednesdays (1/20–2/17) - Course Design Institute (CDI)
may adequately plan for our participants. Please visit 10 a.m.–1 p.m. | 220 Younkin Success Center
go.osu.edu/ucatevents. Alternatively, you may email Category: CDI
[email protected] or call 614-292-3644 with your contact
information and session choices. Join colleagues from across the university as you take a big-picture
look at a course of your choice and engage in a hands-on process
SERIES of (re-)designing it to more effectively and purposely help students
learn. An application is required, and a limited number will be
selected in order to facilitate community development. To apply, visit:
go.osu.edu/ucatcdi

FEBRUARY

Book Discussion Group (DG) Tuesdays in February (2/2–2/23) - Journal Keeping Book Group
These are four-part book discussions, capped at 12 9:30–11 a.m. | 324 Younkin Success Center
participants. Books will be provided. Participants must Category: DG
commit to all four sessions.
Written by Dannelle Stevens and Joanne Cooper, Journal Keeping:
College Teaching Series (CTS) How to Use Reflective Writing for Learning, Teaching, Professional
Our College Teaching Series takes us “back to the basics” Insight and Positive Change explores journaling as a practice
with topics that are at the core of effective teaching. that can develop reflective processing and critical thinking skills.
These sessions are designed with novice TAs and faculty Blending theory and practical advice and presented with concrete
members in mind, but all are welcome to attend. and illustrative examples, Journal Keeping encourages reflection
on experience as a way to promote greater learning. If you’re
Course Design Institute (CDI) interested in exploring the multiple benefits of journals as tools to
This five-part series allows you to engage in a hands- enhance student learning in the classroom and to prompt greater
on process of (re-)designing a course of your choice. self-reflection about your own professional development, then join
An application is required, and a limited number of us for a month-long conversation! Free book with registration for all
participants will be selected. Participants must commit four weeks.
to all five sessions.
Thursdays (2/4—3/3) - CDI for Online Courses (CDI-OC)
Events on Teaching (ET) 10 a.m.–1 p.m. | 220 Younkin Success Center
These individual workshops are designed to address a Category: CDI
relevant teaching-related issue.
The Course Design Institute for Online Courses (CDI-OC) provides
iTeach: Enhancing Teaching with Technology (IT) participants with the tools, time, and support they need as they
Office of Distance Education and eLearning staff work to build or rebuild effective, student-centered online courses
members and colleagues share tools and techniques using Carmen as the platform. The CDI-OC will be conducted
that can enhance students’ learning through the use of mainly through face-to-face interactions, but will also include both
technology. synchronous and asynchronous online components. To read more
and apply, visit: go.osu.edu/cdioc
Writing as a College Teaching Tool (WCTT)
Writing Across the Curriculum partners with UCAT to bring Fri (2/19) - Active Learning Strategies for the Classroom, Pt. 1
you this series of events about effecting learning through 9:30–11 a.m. | 150 Younkin Success Center
writing in the classroom. Category: IT

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 use active learning
methodologies to help participants identify ways that they can move

8

their classes away from standard lectures toward a more active, old concepts (Scholarship is a Conversation, Information Has Value,
student-centered experience. Register: go.osu.edu/alsp16pt1 Authority is Constructed and Contextual, and others) can be used to
create better research assignments and experiences for undergradu-
Wed (2/24) - Designing Assignments, Quizzes, and Tests ate students.
3–4:30 p.m. | 150 Younkin Success Center
Category: CTS Mon (3/7) - Engaging Online Student Interactions
1–2:30 p.m. | 150 Younkin Success Center
Assessing student learning involves much more planning than Cateogry: IT
many people realize. This session will assist you in creating
learning objectives and designing quizzes, assignments, and Whether you are teaching face to face or a fully distance course, an
exams that assess students’ achievement of those objectives. online space can be a helpful place for students to work through dis-
cussion or other formative activities. However, many teachers worry
Fri (2/26) - Delivering Effective Lectures that hosting discussion outside of the classroom might result in less
9:30–11 a.m. | 150 Younkin Success Center robust conversations. In this workshop, participants will learn how to
Category: ET avoid this pitfall by designing online discussions and other activities
that facilitate authentic interactions between students. You will be-
Lecturing continues to be a widely used teaching strategy and yet come familiar with some of the tools offered by Ohio State to engage
is also a challenging one to do well. In this session we will explore students with your materials and each other online, and workshop an
various ways to improve lectures, including ways we introduce, online discussion that can be used in your own course.
organize, and present content. We will also discuss the science
behind effective visuals, slides, and the importance of engaging Tue (3/8) - Developing Effective Presentation Skills
students. Participants will use an example of their own lecture 9:30–11 a.m. | 150 Younkin Success Center
notes and slides to identify specific ways they can improve and Category: CTS
refine future lectures.
Good presentation skills are important in helping students learn
MARCH material and keeping them engaged in the learning process. In this
session, participants will examine three essential components of an
Tue (3/1) - Minds Online Virtual Spring Book Group Launches effective presentation: planning content, planning delivery, and estab-
Category: DG lishing an emotional connection with students.

Are you wondering how to promote learning in an online environ- Wed (3/9) - Suicide Prevention Training
ment? If so, Minds Online: Teaching Effectively with Technology by 9:30–11 a.m. | 220 Younkin Success Center
Michelle D. Miller (2014) is for you. Using non-technical language, Category: ET
the author applies neuroscience and cognitive psychology to
provide an engaging discussion about how attention, memory, and Suicide is the second leading cause of death among U.S. college stu-
analytical reasoning can be enhanced in courses that mindfully dents. In this session, a certified instructor from Ohio State’s Campus
incorporate technology. Suicide Prevention Program will teach faculty, GTAs, and advising
staff about prevention and early intervention techniques designed to
This book group will be held fully online via CarmenConnect. help save a life from suicide. The training will provide participants with
Meetings will take place from 1-2:30pm on the following the necessary knowledge and skills required to recognize warn-
Tuesdays in March: March 1, 8, 22, and 29. Participants must ing signs and risk factors for suicide, practice on how to approach
commit to attending all four meetings. Participation is limited to 12 students in distress, and help students get access to campus and
individuals for whom UCAT will provide books. Registration will be community mental health resources.
on a first-come, first-served basis.
Thu (3/24) - Big Classroom, Small Classroom: Flexible and Fun
Fri (3/4) - Talking with Students about the Research Process Student Writing Activities for Face-to-Face Classrooms
9:30–11 a.m. | 220 Younkin Success Center 9:30–11 a.m. | 150 Younkin Success Center
Category: ET Cateogry: WCTT

Many students are challenged by the concepts underlying the Classroom designs can constrain your teaching possibilities, but they
research process and by the disciplinary practices and habits of can also be gateways to innovating your curriculum. In this workshop,
mind that are important in becoming proficient users of research the Writing Across the Curriculum team will provide strategies for
and the information environment. In this workshop, representa- assessing your classroom’s potential to host exciting and engaging
tives from the University Libraries will show how the major thesh- student writing activities. We’ll talk through case studies of three

9

different (and typical) OSU classroom spaces, including a small and departmental staff understand what service-learning is and
classroom, a lecture hall, and a computer classroom. We’ll suggest what goes into planning and developing a service-learning course
innovative writing activities that might bring these spaces to life, offer offering.
ways to get students to share their writing or collaborate effectively
in classrooms, and share strategies among workshop attendees for Thu (4/7) - InterACT Presents “I Matter”: A Sense of Belong-
maximizing student engagement with writing activities. ing in the College Classroom
3–4:30 p.m. | 150 Younkin Success Center
Wed (3/30) - Shake Up Your Writing Assignments and Activities: Category: ET
A Jam Session with Writing Across the Curriculum
12–1:30 p.m. | 220 Younkin Success Center Research demonstrates that a feeling of belonging is a major
Category: WCTT contributing factor to learning and development in university
settings. This interactive performance and workshop utilizes forum
If you’re tired of reading the same paper topics and doing the theatre techniques to address the challenges faced by instructors
same writing activities, this workshop will help you discover new, and students in creating a healthy classroom culture. The Inter-
research-based models for designing writing assignments that work ACT Theatre Project operates as a theatre-based instructional
across multiple disciplines. The Writing Across the Curriculum team laboratory, allowing faculty and TAs to engage complex, real-world
will also provide tips for reviving old stale assignments and making classroom scenarios and develop teaching strategies for difficult
them fun and new again. The WAC team will bring case studies and situations.
ideas to share, but to facilitate exchange of ideas, each participant
should also bring one sample assignment sheet, activity description, Tue (4/19) - Motivating Students through Positive Feedback
or syllabus excerpt from a writing-intensive activity or assignment in on Writing: How to Accentuate the Positive without Minimiz-
their class. ing the Negative
9:30–11 a.m. | 150 Younkin Success Center
Thu (3/31) - Active Learning in the Classroom, Part 2 Category: WCTT
9:30–11 a.m. | 150 Younkin Success Center
Category: IT If you’ve ever looked at a student paper and thought, “How can
I help this student without crushing his or her enthusiasm?” This
In the second part of this workshop (see p. 9), participants will focus workshop is for you. Building on our more basic “Responding to
on one specific lesson/class day and work through a series of steps Student Writing” workshop, in this workshop, the Writing Across
to refine or create active learning strategies. the Curriculum team will review research about best practices
Register: go.osu.edu/alsp16pt2 in responding positively to student writing in ways that motivate
students. We’ll suggest concrete strategies for praising positive el-
APRIL ements, honest but motivating ways to describe areas for potential
improvement, and ways to encourage revision without doubling
Tue (4/5) - Planning Ahead for the Academic Job Search: An your grading burden.
Overview
2:30–4:30 p.m. | U.S. Bank Conference Theatre, Ohio Union
Category: ET

Getting ready to go on the job market in academia? We’ll provide
helpful tips for starting your job search, including where and how to
look for faculty openings and what materials need to be prepared.
This presentation is co-sponsored with OUAB Grad/Prof.

Wed (4/6) - Designing Service-Learning Into Your Course
3–4:30 p.m. | 220 Younkin Success Center
Category: ET

Service-learning is an integral part of new initiatives at Ohio State In addition to our open workshops, we are happy to design a
such as the Second Year Transformational Experience Program custom workshop to meet your unit’s current teaching-related
(STEP), and service-learning courses can also qualify to be counted needs and/or interests. Please email [email protected] to initiate a
as GE Open Option elective hours for undergraduates. The Office conversation with us about your ideas!
of Service-Learning and UCAT invite you to join us for a session on
the basics of service-learning. This workshop will help instructors

10

LECTURER CONNECTION

Lecturer Learning Community Lecturer Teaching Development Grants
Applications Now Open Winners Announced and
Call for Applications
After a successful pilot year, we are very excited to offer
the Lecturer Learning Community for 2016-2017. In Autumn 2015, UCAT awarded its first set of individual
grants for lecturers at Ohio State. This grant provides up to
In feedback UCAT collects about the benefits of our various $750 per person to enhance their work as teachers.
programs, we routinely find that providing platforms in which
Ohio State teachers can talk to each other is one of the most The Autumn winners were:
valuable aspects of the work we do. At the same time, our
recent research shows that lecturers at Ohio State feel par- Stephen Chordas, Center for LIfe Sciences Education
ticularly alienated because they fall somewhere in the gap Michael Kellner, School of Design
that exists between “faculty” and “staff.” Thus, the purpose Kelly George, Department of Animal Sciences
of this learning community is to provide a select cohort Megan Lobert, Department of Spanish and Portuguese
of lecturers with an extended opportunity to converse
with and support each other in the process of improving Grants are awarded in two rounds each year (once each
their teaching. semester), and must be used within 12 months of the appli-
cation deadline. The next application deadline is February
In addition to providing community, the overarching goal 1, 2016.
of the LLC is for lecturers to make informed changes that
increase the effectiveness of their teaching. The specificity For more information or to submit an application, visit:
of those changes will be directed by the participants them- go.osu.edu/lecturergrant.
selves, with the learning community intended to provide
collegiality, guidance, and resources. Local Lecturer Support
Grant Opportunity for Departments
The LLC will take place over the course of the regular 2016-
2017 academic year and will be co-facilitated by a UCAT Our recent research on lecturers at Ohio State indicates
staff member and a lecturer who has participated in the that many are eager for teaching support to be more
community during its pilot year. available in their home departments. In response, UCAT
developed a grant to annually award four units $5,000 each
The group will meet approximately once a month at a time to create professional development opportunities tailored
that accommodates the availability of the selected partici- to fit the needs of their lecturers. Each unit is also given
pants. the option of applying for additional funds to compensate
a lecturer selected to help coordinate these efforts. If
Participation is limited to 10 people, each of whom will you are interested in applying, please visit go.osu.edu/
receive a $1,000 stipend intended to support professional lecturergrant. Applications are due April 25, 2016.
development activities related to teaching, such as attending
teaching conferences (e.g. the Lilly Conference on College Reminder: We welcome the chance to work with lecturers
Teaching or the Midwest SoTL conference) or institutes here at UCAT. Our services are available for all who teach
while also compensating them for the “off-the-clock” time
they dedicate to the learning community. at Ohio State, regardless of their titles.

Priority consideration will be given to applicants who are on
at least 9-month contracts with the University.

Applications are due March 4 and can be found at For more information about lecturer programs and initiatives,
go.osu.edu/ucatlc. please contact Lindsay Bernhagen ([email protected]).

11

FEATURED TEACHER: MELISSA BEERS

SUPPORTING GRADUATE TEACHING ASSOCIATE DEVELOPMENT

and constant source of support. Participating in a learning
community through the Ohio State Teaching Enhancement
Program (OSTEP) was a critical first step. My Learning
Community connected me with others doing similar work
to share ideas and learn from each other. My OSTEP
experience was transformational. Many ideas generated in
that community continue in our program to this day, almost
10 years later.

Melissa J. Beers, Ph.D., is the Program Director for Because the learning community experience was so
Introductory Psychology 1100. impactful for me, I now encourage senior graduate students
in my department—usually GTA coordinators in a leadership
What was your first experience teaching like? For many of us, myself role—to participate as a Graduate Teaching Fellow, or
included, it was being given a copy of someone else’s syllabus or a GTF. The GTF learning community includes a course in
textbook and a pat on the back. From there it was up to us to find our college teaching followed by monthly meetings over the
way through a quarter or semester, stumbling through lecture prep, following year. The program supports GTAs in a leadership
writing exams, and grading while figuring out how to manage our role to develop or enhance resources for teaching in their
time, our classroom, and our sanity. If we were lucky enough to teach departments. GTF participation in our department has been
more than once, most of us gradually figured out survival strategies. essential in developing teaching resources, assessment
Looking back on that experience, I can’t help but wonder what my plans, training and workshops.
graduate teaching experience would have been like if my university
had the incredible resources that we do at Ohio State through UCAT. The programs and services available to support teaching
through UCAT are comprehensive and of the highest
I feel so fortunate to work at Ohio State, a place I love dearly, and to caliber. For many years I have participated in the annual
work with new graduate students who are teaching independently Teaching Orientation, a phenomenal event that provides
for the first time. Every year as a new cohort of graduate teaching new instructors from across the university with a strong
assistants (GTAs) begins their first teaching assignment I am foundation in teaching and learning. Orientation is followed
struck by the importance of that experience both for them and for by a steady stream of programs that support new (and not-
their students. In the past ten years I have worked with over 200 so-new) instructors in everything from facilitating discussion
GTAs prior to their first teaching assignment. Over the year these to preparing for a job search.
instructors teach in our collaborative, mentored program.
I frequently work with my incredible colleagues at UCAT
Many aspects of our GTA training program exist thanks to a long- to develop custom workshops and trainings for GTAs in
standing relationship with UCAT. Our training course (a seminar/ our department, too. Stephanie Rohdieck and Lindsay
practicum in the Teaching of Psychology) was originally developed in Bernhagen have on many occasions conducted custom
2001 through a GTA Program Enhancement Seed Grant. The seed workshops on teaching portfolios and, in particular, the
grant provided funding and consultation that was critical to develop intimidating Teaching Philosophy. We are currently at work
and implement the course—a course that has grown in scope and to develop a workshop in collaboration with ODEE on
provides our instructors the opportunity to develop course materials, effective presentations.
teaching plans, and presentation skills over 12 weeks before they
teach for the first time. When I think back to my first experiences as a teacher,
I wish I would have known even a little of what I know
I wish I could say I had more training for my role as a GTA supervisor now. I’m so grateful to UCAT for the many ways they have
than I did for my first teaching assignment—but I can’t. When I came supported me in my role as a teaching supervisor, and for
to this job I had a great deal to learn. UCAT has been an invaluable the rich network of support they provide to our graduate
instructors. Not only do our GTAs deserve support for
12 this important role, but our undergraduate students
deserve to have the best classroom experience
possible, too.

TEACHING & LEARNING WITH UCAT

MOVING ONLINE: 4 IMPACT AREAS TO CONSIDER

by Sarah Holt, Doctoral Intern, UCAT

Experienced online teachers share How do you plan for teaching online? Start with what you know: good online
ideas about how making some teaching is foremost good teaching that happens in an online space. The
explicit choices in your planning can fundamentals of setting clear learning objectives, communicating with students,
make a huge impact on your online and scaffolding your content and assignments in a student-centered way are all still
course. going to apply.

“For student availability, I think We propose four possible areas to consider as Moving Online?
I always err towards being too you plan for your online teaching assignment.
available. I think it’s most important Here are more resources to
to set a clear communication policy 1) Time management: Online creep, where consider.
because students won’t have the a course starts to eat into other areas of your
traditional methods of contact.” time is a common problem. Deciding ahead Course Design Institute for
– TA in English of time when you will be available to students, Online Courses
how and when you’ll give feedback and how far Thursdays (2/4–3/3)
“It wasn’t just students who expect ahead you’ll prepare your materials is crucial to See p. 8 for details
an online class means easy… keeping up with your other responsibilities.
there can be an expectation among Minds Online Virtual Book
teachers that it’s easier too. I 2) Setting expectations: When learning takes Group
wanted to clear that up immediately place outside of a classroom, how much time Launches Tuesday (3/1)
so that I didn’t settle for a second- on each activity might be expected? Clear and See p. 9 for details
class course and students wouldn’t explicit expectations for how to succeed in your
be shocked when I asked them to course help students start strong and keep up.
do rigorous and meaningful work
online.” – TA in SBS 3) Student interactions: Students need to “Engaging Students in Your
interact with the content, the instructor and Online Course” Workshop
“I try to be a visible but secondary each other. Plan ahead for how to facilitate Monday (3/7)
presence in the discussion board each of these interactions. Many instructors See p. 9 for details
threads. Sometimes I need to step include a statement or examples of what
in, but it is a space for students to
engage and challenge each other, respectful and quality emails and discussion Office of Distance Education
so I need to be out of the way posts might look like. and eLearning
enough for that to happen.” Visit odee.osu.edu for workshops
– TA in Anthropology 4) Technology: At Ohio State we have and trainings about tools for online
access to a huge number of exciting teaching teaching.
“I always incorporate technology technology tools. Student accessibility is an
by first thinking about the course
learning objectives. I am cautious important consideration; will students be able to
not to integrate technology just
for the sake of the technology; it access and learn with the tools both on and off
needs to serve a purpose within the
course.” – TA in English campus? How much time and instruction is needed to utilize a new technology?

We’ll be exploring each of these themes in upcoming blog posts, and you can join
the #moveonline conversation on Twitter, Facebook, or our blog.

13

GRADUATE TEACHING ASSOCIATES

FUNDING OPPORTUNITIES FOR DEPARTMENT-LEVEL SEEKING GTA FACILITATORS FOR
GRADUATE TEACHING ASSOCIATE PROGRAMS THE 2016 TEACHING ORIENTATION

Seed Grants for GTA Program Enhancement at Ohio State Are you interested in becoming a Teaching Orientation
facilitator?
Five seed grants of $10,000 each are available to develop or
enhance GTA programs within departments, schools, colleges, Each year, we hire experienced Ohio State Graduate
or consortia of units. Teaching Associates to facilitate or co-facilitate our Intro-
duction to Teaching and Learning, Teaching as a Grader,
Proposals will be due by 5 p.m. (EST) on Monday, May 16. and College Teaching Topics workshops at the Teaching
Orientation @ Ohio State.
See go.osu.edu/ucatseedgrants
Qualifications
Ohio State Teaching Enhancement Program (OSTEP)
Graduate Teaching Fellows We are looking for GTAs who will have completed at least
two terms of teaching at Ohio State by the end of the
Units may nominate a senior GTA to the Ohio State Teaching spring semester and who are interested in helping new
Enhancement Program’s Graduate Teaching Fellows (GTF) TAs.
community, which gives the selected nominee the chance to
learn about providing teaching support for other GTAs in their The ideal applicant is someone who:
respective unit, and further develop year-long programming for
the nominating department. • enjoys the challenges of teaching,
• is reflective about his/her teaching,
Applications will be due by 5 p.m. (EST) on Monday, April 4. • has the ability to think about teaching beyond his or

See go.osu.edu/ucatgtf her own experience, and
• possesses good oral communication skills.
University Department Awards for
Exemplary Graduate Teaching Associate Programs Compensation ranges from $50–200 per session.

Awards may be presented to up to two departments that Applications are due Friday, February 12 by 5pm EST.
demonstrate exemplary achievement in providing outstanding
prior preparation and significant ongoing support to their GTAs For more information and the application, visit:
for their teaching roles. go.osu.edu/ucatfacilitator

Nominations will be accepted until 5 p.m. (EST) on Monday,
March 7.

See go.osu.edu/daegtap

Additional funding opportunities for department-level support for Participants at the 2015-16 Teaching Orientation @ Ohio State.
GTAs, including the “Bringing it Home” program which supports
departmental GTA orientations, are listed at ucat.osu.edu/gta.

14

GRADUATE TEACHING ASSOCIATES

NEW LOCATION UPCOMING STARTING TEACHING ASSOCIATE APPLY FOR THE SPRING 2016
RESOURCE (STAR) GROUP BREAKFASTS TEACHING CIRCLE
go.osu.edu/STAR

STAR is a group for all first- and second-

year TAs at Ohio State to socialize with, The Spring 2016 teaching circle will consist of current
learn from, encourage, and grow alongside Ohio State graduate students, from an array of academic
each other. Monthly breakfasts are disciplines, who have both experience and interest in
cosponsored by OUAB Grad/Prof. teaching at the college level. Participation in a UCAT Teaching

9–10:30 a.m. | Barbie Tootle Room, 3rd Fl. Ohio Union Circle is not only a great way to improve your own teaching
practice, but also to lend your expertise and ideas to others. The

Monday, January 25: Impostor Syndrome self-directed group will meet four times over the semester to
network and discuss issues of teaching and learning.

Many faculty and graduate students feel that they are Applications will be accepted until January 22, and
impostors, fearing that at any moment their students or accepted participants will be notified by January 29.
colleagues might perceive them as “frauds.” Participants will
discuss common causes of feeling like an impostor in academia For more information, visit:
with the goal of helping participants identify concrete steps to go.osu.edu/ucatcircle
recognizing their competence as teachers.

Monday, February 29: Facilitating Discussion things that seem important to us. In this meeting,
participants will learn about motivators that affect student
Teachers are often concerned that students might not learn what engagement and discuss how challenges to motivation
they need to through discussion. Some students hang back are shaped by our course context. Participants will
while others dominate, the discussion can get off topic, and develop a game plan for overcoming these challenges
as the teacher it can be hard to know what role to take in the including easy to implement strategies that can be
conversation. In this workshop, we will introduce different ways applied immediately and throughout the semester.
of structuring discussions, and discuss strategies to encourage
and maintain student involvement, respond to individual Monday, April 18: Teaching Philosophy
contributions, and use questions as a teaching tool. The
emphasis of this meeting will be an exploration of strategies and The process of identifying a personal philosophy of
techniques for facilitating discussion and encouraging balanced teaching and continuously examining it through teaching
student participation. practice can foster professional and personal growth. In
our meeting you will find out more about the benefits and
Monday, March 28: Student Motivation uses of Philosophy Statements in academia and your
teaching practice. You will also have the opportunity to
As graduate students, it can sometimes be a struggle to start developing your own Teaching Philosophy.
understand why our students aren’t motivated by the same

GTAs enjoying refreshments and conversation at the STAR Open House, Autumn 2015.

15

SAVE THE DATE HOW CAN UCAT HELP YOU MEET
YOUR GOALS?
The Ohio State University’s Academy of Teaching
presents its annual Our mission at UCAT is to support and advocate for all
who teach at Ohio State. We aim to help Ohio State’s
CONFERENCE ON EXCELLENCE IN teachers approach their work in a scholarly and reflective
TEACHING & LEARNING way, engaging with the research on effective pedagogies,
thus promoting continuous improvement of student
Wednesday, May 4 learning. We likewise strive to create a community wherein
student-focused teaching principles and practices are
The Fawcett Center valued and in which teachers feel connected to each
other. Taken together, we believe these things engender a
Making Teaching Matter at a campus culture where teachers have access to the tools,
Research University support, and recognition they need to be confident and
fulfilled in their pedagogical roles at Ohio State.
You are invited to join the Academy of Teaching in a
conversation about the importance of teaching at a research Individual Consultation
university. Members of the Ohio State teaching community If you have a teaching-related concern, idea, or need you’d
will facilitate a variety of sessions related to excellent like to discuss, one of our instructional consultants will
teaching and learning at our university. This conference is gladly meet with you one-on-one.
free of charge, and lunch is included. However, seating is
limited. Unit Consultation
UCAT consultants will meet with an individual
For more details and to register (starting April 1), representative or a group from your unit to discuss
please visit: curriculum or other large-scale projects or concerns.

go.osu.edu/academyconference Course Design Institutes
If you have a new course to design, or an existing course
that needs some new life breathed into it, attend one of our
five-part Course Design Institutes.

Midterm Feedback Interviews
A consultant will have a mid-semester conversation with
your students and help you understand their feedback.

Learning Communities
Consider applying to a learning community if you’re
interested in working through a longer-term teaching
enhancement project with the support of interdisciplinary
peers.

Custom Invited Workshops
A UCAT consultant will plan and facilitate a workshop on a
topic of your choosing for your unit or group.

Open Events
Register for our university-wide events and workshops.

Resources
Browse our website or library at the Younkin Success
Center for teaching-related books, handouts, and articles.

16