PARTICIPATE | FTAD EVENTS | FORMER EVENTS
Winter Book Group: “Engaging Ideas...”
Join your colleagues for four meetings at which we will discuss the book Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. This practical book explores strategies for increasing critical thinking through writing across the curriculum, problem-based assignments, discussion, and other active learning techniques. Faculty and TAs are welcome to join this four-week seminar. Twelve individuals will be selected on a fi rst-come, first-served basis. Each participant will receive a free copy of the book and must attend all four sessions. The group will meet throughout the month of February to discuss specifi c chapters, exchange refl ections and practices, and apply ideas from the book to their own courses.
Motivating Students to Write II: Writing in the Community & the University
Ohio State offers over 40 service-learning courses across disciplines including medicine, veterinary clinical sciences, Spanish, English, education, engineering, art education, physical therapy, and agricultural communication. The philosophy of service-learning courses is that students engage in experiential learning by working with a community organization to both meet the organization’s needs and help students learn valuable skills. Come participate in a conversation about the significant role writing plays in service-learning courses and about how you can use service-oriented writing in your classes.
Tools for Educational Research: Creating a Publishable SoTL Manuscript
Are you interested in asking and answering scholarly questions about your teaching? The Scholarship of Teaching and Learning (SoTL) is research that informs your teaching through the application of rigorous scholarship in the same manner that you engage in your own fi eld of research. Whether you are just hearing about SoTL for the fi rst time or are already engaged in this form of research, FTAD and the faculty group TOAST (The Ohio State University Association for the Scholarship of Teaching) invite you to join us for our next workshop, which will focus on creating a publishable manuscript. There are numerous journals and other outlets for publishing or presenting your SoTL research. During this session we will review some of these possibilities and discuss choices that you can make throughout your planning and research process to simplify the publication/presentation process. Participants will gain a better understanding of what SoTL journals are looking for in a research manuscript and how one can choose appropriate journals or other venues to showcase a particular project.
Responding to International Student Writing
During this workshop, we will review some strategies for responding to international student writing discussed in the Oregon State documentary Writing Across Borders, look at examples of international student writing, and talk about effective strategies for responding to such writing.
Teaching (and Supporting) the Millennial Student
Many have probably said things like, “This generation of students is so different than ours,” “Students today just aren’t like us,” or “These students just don’t seem to care as much about learning as we did.” In this session, we will discuss the myths and realities surrounding Millenial students. We will explore potential generational issues that may get in the way of successful teaching, mentoring, and advising relationships with students. We will discuss general characteristics of students born between 1982 and 2002, as well as their expectations of education, teachers, and supervisors and trends that have shaped this group.
The Academic Job Search: An Overview to the Academic Job Search
This is the first of a series of events will address many aspects of the academic job search process. We will begin with a session on how to
start searching for positions, what materials to prepare for the application, and general planning issues. We will then offer a
session on developing teaching and research statements, followed by a session on teaching portfolios. And finally, we have
invited Ana Berrios from Career Connection to facilitate a session on academic interview skills. You are welcome to attend
all sessions or just the ones that fit your needs and schedule.
Fighting Plagiarism Doesn’t Have to be Scary: Ethics & Student Writing
Confronting dishonest students who plagiarize work can be a very frustrating affair, and the ubiquity of copy-and-pasteable information on the internet makes it easy for them to ignore their ethical responsibilities in academic research and writing. We will explore strategies that make it difficult for students to plagiarize and, more importantly, to help them better understand ethical research and writing in various disciplines.The Academic Job Search: Developing Teaching & Research Statements for the Academic Job Search
Writing Across Borders: Helping International Students
Writing Across the Curriculum will be airing a documentary entitled Writing Across Borders, a project funded by Oregon State University (http://cwl.oregonstate.edu/wab/). The documentary’s main purpose is to help faculty, writing assistants, and other professionals work more effectively with international students in U.S. classrooms by addressing some of the most significant challenges international students face when writing for U.S. colleges and universities. This documentary will be followed by a group discussion led by staff from FTAD and the Center for the Study and Teaching of Writing.THE ACADEMIC JOB SEARCH
This series of events will address many aspects of the academic job search process. We will begin with a session on how to start searching for positions, what materials to prepare for the application, and general planning issues (below). We will then offer a session on developing teaching and research statements, followed by a session on teaching portfolios. And finally, we have invited Ana Berrios from Career Connection to facilitate a session on academic interview skills (below). You are welcome to attend all sessions or just the ones that fit your needs and schedule.
The Academic Job Search: Interviewing Skills for the Academic Job Search
The Academic Job Search: Teaching Portfolios for the Academic Job Search
Drawing to Learn: Visual Composition Across the Curriculum
In this workshop, we’ll broaden our definition of writing to include the composition of visual texts as well as texts that
combine both visual and textual elements. Teachers from several disciplines will discuss how composing visual texts helps
students learn and think critically about course content, as well as what challenges students face when asked to visually
compose.
Tools for Educational Research: Design & Methodology for SoTL
Are you interested in asking and answering scholarly questions about your teaching? The Scholarship of Teaching and Learning (SoTL) is research that informs your teaching through the application of rigorous scholarship in the same manner that you engage in your own field of research. Whether you are just hearing about SoTL for the first time or are already involved with this form of research, FTAD and the faculty group TOAST (The Ohio State University Association for the Scholarship of Teaching) invite you to join us for our next workshop, which will focus on creation of study design and choosing appropriate methods.Data collection for SoTL projects can be quantitative, qualitative, or a combination of the two, and the possibilities for how to go about collecting data are growing rapidly as we increase the diversity in our teaching pedagogies. During this session we will discuss options, as well as pros and cons, for how, where, and when we can gather data to best address our various SoTL research questions.
Developing Effective Presentation Skills
Good presentation skills are important in helping students learn the material and keeping them engaged in the learning process. In this session you will examine and practice planning strategies and good delivery techniques.Facilitating Classroom Discussions
Class discussion can be an effective method for getting students involved in most types of classes. In this session, you will learn how to encourage and maintain student involvement, respond to individual contributions, and employ questioning strategies.Teaching Strategies for the Inclusive Classroom
It is of critical importance for the instructor at Ohio State to create a learning environment in which thoughtfulness, mutual respect, and academic excellence are valued and promoted. This session provides information on how to create a supportive and open learning environment, employ inclusive teaching strategies, and design an inclusive curriculum. In this process the culture of the classroom will be examined to determine how the method of teaching design of classroom activities, and behaviors influence the learning environment.Responding to Student Writing
Most TAs will be asked to respond to and evaluate various forms of student writing, which may include lab reports, translations, essay exams, memos, on-line discussion board postings, and position papers. In this session, you will learn how responding effectively to assignments can ease your workload and ultimately help students improve their writing.When You Have Troubling Students in Your Classroom: A Panel Discussion
Chief Paul Denton, Campus Police
In the wake of the recent tragic events at Virginia Tech, many faculty, TAs, and college staff across the nation and here at Ohio State are struggling with a host of issues related to student welfare as well as safety and security in the classroom. These issues range from simply showing concern for and reaching out to a student who may be having difficulty to legal and privacy questions to dealing with potentially dangerous situations in a classroom. Additionally, media coverage of the event has increased the level of apprehension by focusing on traits of the perpetrator that are easily subject to stereotyping and misinformation. Many individuals in the university community have expressed the need for a forum where they can address such concerns. In this session, we will bring together a panel of experts to discuss policies and resources at Ohio State. Representatives from the Multi-Cultural Center, Campus Police, Counseling & Consultation Service, FERPA (Family Educational Rights and Privacy Act), and the Campus Suicide Prevention Program will be on hand to share useful information and answer questions.
Tools for Educational Research: Human Subjects and SoTL
The Ohio State Association for the Scholarship of TeachingAs we develop plans to investigate teaching and learning questions, it is essential to consider how to ensure the safe and ethical treatment of our? human subjects. During this session Shari Speer (Linguistics) and Sandra Meadows (Office of Responsible Research) will help us identify ethical issues that arise when?studying our own students and research strategies?that protect them. In addition, we will learn how to successfully describe our research protocols in our applications to the Institutional Review Board (IRB).
InterACT Diversity Players: Disability in the Classroom
The sketches address the disability policy at OSU as well as general difficulties faced by those with disabilities. Once the sketches are performed, the actors remain in character and are involved in an improvisational interactive Q&A with the audience. The intention is that the students and the audience continue to dialogue about the issues raised. The desired outcome is raised awareness about the policy as well as potential roadblocks that could occur when assisting people with disabilities.Course Portfolios: Documenting the Intellectual Work of Teaching
Amy Goodburn, Associate Dean of Arts and Sciences, University of Nebraska-LincolnA course portfolio captures and makes visible the careful, difficult, and intentional scholarly work of planning and teaching a course, and is an invaluable took for documenting and reflecting on the quantity and quality of student learning. This workshop intends to help instructors conceptualize how their teaching—and the student learning that results—can be made visible as they develop their own models for peer review of teaching that seek to document, assess, reflect on, and improve teaching and student learning through use of a courses portfolio.
Developing a Teaching Portfolio
Stephanie Rohdieck (FTAD)This session will address the major issues involved in preparing a teaching portfolio, such as constructing a personal philosophy of teaching statement, describing teaching responsibilities, choosing appropriate artifacts of teaching to include, collecting and synthesizing teaching feedback data, and reflecting on teaching. Participants will get an introduction to developing a portfolio and take part in activities that will help get the reflective process started. Participants needing additional assistance in preparing specific parts of a portfolio are encouraged to make an individual appointment with an FTAD consultant. Brown bag lunch is optional.
Storytelling for International TAs
As teachers, we often use examples and analogies to illustrate concepts. Telling stories is also a way to help students understand concepts. For international instructors, sharing their stories to help explain concepts in class can also serve as a means for developing language skills. In this session we will discuss the benefits of storytelling in class, practice telling stories to each other, and think about ways to develop stories for teaching.Mini-Conference on Scholarship, Teaching, and Best Practices
The Ohio State University Academy of Teaching is offering a one-day seminar on Friday, May 4 showcasing excellence in the scholarship of teaching and learning through the best practices of its members. This free seminar is open to all faculty, graduate students, and staff who want to improve their instructional skills and learn more about the vital link between teaching excellence and scholarship.Ownership of Language: International Instructors Responding to Student Writing
Teaching in a language that is not your native language can be challenging, especially if your class is a writing class or a class that has a significant writing component. Students with native English speaking knowledge may challenge the judgment of international instructors when it comes to providing feedback on their papers. In this session, we will talk about the challenges involved in teaching writing in your second (third, or fourth) language, and strategies to meet/overcome those challenges.Critical Thinking: What is it? How do we get our students to do it?
Have you ever been frustrated that your students don’t think critically in the ways that you want them to? If so, you’re facing one of the universal challenges of teaching. In this session we will discuss what we mean by “critical thinking” and how cognitive development theories and research help us better understand our students’ intellectual and ethical development. We will also explore teaching strategies to help us better serve a wide range of students. We’ve scheduled a longer session than usual to allow time to thoroughly explore these challenging issues and work on practical applications for our own classes.InterAct Diversity Players: Academic Rights and Responsibilities
Students and instructors sometimes differ about what is intellectually relevant to the subject matter of a class and what is personal opinion. In this interactive theatre workshop, we will observe vignettes that focus on issues of academic rights and responsibilities. We will look at some of the interactions that may arise when students feel they have been treated unfairly on the basis of political opinions, religious beliefs, or other personally held tenets, as well as when instructors believe students are resisting learning about important subjects because these challenge them to examine their prior opinions. We will then discuss these issues and strategies to address them.
The U.S. System of Higher Education
Designed for TAs unfamiliar with U.S. higher education, this session will bring forth issues about cross-cultural differences between the U.S. and other countries in structures, values, communication patterns, and teacher-student interaction.
Collaborative Learning I
Collaborative Learning II
The use of student groups is common in many types of courses, including labs, recitations, and lectures. This two-part series is designed to help you decide when and how best to use this teaching method. In part I, we will discuss issues of planning assignments and forming groups. In part II, we will explore strategies for managing groups and for assessing group work fairly.
Comparison of Computer-Based versus Paper-Based Examinations for Doctor of Pharmacy Students in a Drug Information Course
Educational technologies and software applications are increasingly available to faculty as they plan for, administer, and evaluate courses in their discipline. The ultimate goal in using these tools is to improve the learners’ educational experience. However, faculty must often overcome operational challenges related to their use and evaluate the impact on instructional goals and student satisfaction. This interactive presentation will discuss a scholarly approach to a technology project, and describe our pilot as a case example.
BOOK DISCUSSION GROUPS
Collaborative Learning II
Book groups meet for four weeks and provide:
TOAST EVENTS
TOAST Open Session for the Ohio State Community
The Ohio State Association for the Scholarship of TeachingOpen Session for Ohio State community – Panel on “International Perspectives on SoTL in Communities.”