WHO STUDENTS ARE

Ohio State Student Profile

Instructors at Ohio State encounter a diverse and exciting student body. The more an instructor understands that student population, the better he or she is able to respond in an appropriate manner in teaching a diverse student population. The more time spent getting to know students, the better the instructor's understanding of how students approach their studies and what motivates them to learn. In the following section, a demographic profile of students is provided. This information is useful for instructors to better understand issues of learning styles, motivation, and diversity.

The total enrollment of students at Ohio State and its area campuses is approximately 59,000. Of this total, approximately 45,500 are undergraduates, 3,300 are professional students (medicine, law, dentistry, pharmacy, optometry, and veterinary medicine), and 10,500 are graduate students (see table below for exact figures). This total reflects all of Ohio State's campuses (Columbus, Lima, Mansfield, Marion, Newark, and Wooster). The Columbus campus has the largest single campus population of undergraduate and graduate students in the nation. Approximately 85% of the undergraduate students who attend Ohio State are from the State of Ohio and come from a variety of social, economic, and cultural backgrounds. Excluding Ohio and in descending order, the next four largest student enrollments at Ohio State are from Pennsylvania, New York, Illinois, and Michigan.

Enrollment (Autumn 2006)

Total, all campuses 59,091
Columbus campus 51,818
Men 29,622
Women 29,469
Undergraduates 45,417
Graduate students 10,418
Professional students 3,256
Ohioans 50,020
Non-Ohioans 5,421
International students 3,650

Ohio State students come from every state in the nation and from over 100 countries of the world. They range in age from younger than 14 to over 70. Some live independently and may have their own families; others have never lived on their own.

The undergraduate student population, however, is more homogeneous and regional than the graduate student population. The great majority of undergraduates are white, under 24 years old, and from Ohio. Some have never been outside Ohio or encountered many different kinds of settings or students in their past experience.

Approximately 14% of the Ohio State student population identify themselves as minority students (see table below). The university reaches out to racial and ethnic minority groups, and enrolls African American, Native American, Asian American, and Hispanic American students.

Enrollment, Minority (Autumn 2006)
Number % of Total
Total minorities 8,322 14.1%
African Americans 3,889 6.6%
Asian Americans 2,887 4.9%
Hispanics 1,305 2.2%
American Indians 241 0.4%

International Students
The university enrolls international students from other countries in North and South America, Europe, Asia, Africa, and Australia. The four countries in descending order that show the largest enrollment at Ohio State are the People's Republic of China, the Republic of Korea, India, and Taiwan. The total number of international students currently enrolled at Ohio State is approximately 3,500, representing approximately 120 different countries. Of this total, approximately 30% are undergraduates and approximately 70% are graduate students. Approximately 24% of the total graduate student population at Ohio State is international.

The Employed Ohio State Undergraduate Student
You may have both older and traditional-aged students in your classroom who have other responsibilities. Many of the undergraduate students at Ohio State have job responsibilities while attending college. It will not be uncommon to have students in your class who are employed and attending classes either full-time (12 credit hours or more) or part-time.

A survey of Ohio State undergraduates conducted in spring 2006 investigated the employment status of undergraduates while enrolled in school. Approximately 2700 students participated in this survey: 31% were freshmen, 27% sophomores, 16% juniors, and 26% seniors. Sixty percent (1628 students) were employed while they were enrolled. Of these 1628 students:
- 30% were employed on campus
- 25% were employed off campus
- 4% held more than one job
- 5% were employed full-time
- 51% were employed part-time

Some reasons that students gave for being employed while taking classes at Ohio State include earning extra money; paying for books, tuition, fees, and other educational expenses; paying for living expenses; and gaining practical experience for future employment.

One of your responsibilities and challenges as an instructor will be understanding how to appreciate and accommodate the diverse backgrounds and talents of the students in your classroom. In autumn 2006, of the total undergraduate student population, approximately 91% enrolled full-time and 9% enrolled part-time. Full-time undergraduate students will usually take between 15 and 17 credit hours each quarter, and usually will attend three quarters per year, taking one quarter off to work or to take a break from academic life. Following this schedule, students can expect to finish an undergraduate degree in some 12 quarters over four calendar years. However, looking at graduation rates, approximately 40% of an incoming freshman class will graduate in four years, another 25% will take five years, and still another 5% will take six years to graduate.

There are several reasons why more students do not graduate in four years. Apart from working to support themselves, many students have their studies interrupted by illness, family emergencies, or by opportunities for employment; some change majors or transfer to other institutions; and, in some cases, the number of credit hours required for a particular major makes it difficult to graduate within a four-year period.

Admissions
Ohio State has a highly selective admissions process for new freshmen in which students are admitted to the Columbus campus based on academic considerations. While many factors weigh into the admissions process, the three main considerations are the completion of a college-preparatory curriculum, high school class rank, and performance on the ACT or SAT. The minimum college preparatory curricular requirements--including four years of English, at least three years of math, two years each of natural science, social science and the same foreign language, and one year of a visual or performing art--are exceeded by the vast majority of admitted students, resulting in a considerable reduction in remedial instruction at the university.

Admission to the university does not guarantee admission to a specific major program or college. Once it is determined that a student is admissible to the university, he or she will be considered for admission to an intended college of enrollment and major program. This decision is based on his or her intended major and the college's particular admission requirements, which may include a minimum GPA, prerequisite courses, or a combination of both.

The top four areas of interest to the entering class of 2006 were Engineering, Business, Exploration (that is, undecided), and Biological Sciences. These are only student interests coming into Ohio State and do not necessarily reflect their eventual majors.

Class Profile (Autumn 2006)
As the admission process has become more selective, students are coming to Ohio State with more extensive high school achievements. In the freshman class of 2006 for the Columbus campus, there were 109 National Merit Scholars, 6 National Achievement Scholars, and 1094 University Scholars. Eighty percent of freshmen came from the top quarter of their high school graduating classes, and 44% came from the top 10%. The average ACT composite score for the 2006 incoming class was above a 26, more than five points above the national average of 21. The average SAT combined score was 1200. The improvements in the overall preparation of admitted freshmen have resulted in changes that university instructors notice in their classrooms: students are more prepared in the curriculum and classroom discussions, and are leaving the university with degrees in steadily increasing numbers.

After Admissions
Once a student has accepted admission to Ohio State, the next step is to attend a two-day orientation program during the summer. During orientation students learn about Ohio State; take placement tests in mathematics, foreign language, and perhaps English; and schedule classes for autumn quarter.

National research suggests that an undergraduate's first year is critical to overall success and the likelihood of graduation. Accordingly in 2001 the university introduced a new collaboration and a new focus on first-year students: The Office of Undergraduate Admissions and First Year Experience (FYE). FYE extends the personal touch of the student recruitment and orientation processes to new students during the critical first year at Ohio State. FYE Initiatives for the Class of 2006 include university orientation, freshman convocation, The Buckeye Book Community (a campus-wide readership program which brings acclaimed authors to campus), retention, and a Freshmen seminar series.

Differences Based on Age, Disability, Gender, Cultural Backgrounds, and Life Experiences
Researchers who study the learning styles of socially and culturally diverse populations--students who are traditionally underrepresented in college--have made observations about the particular ways in which these students can learn most effectively. These archetypes, developed to aid the learning of nontraditional students, can help instructors be more aware of the needs of their students. In order to avoid assuming that all members of a given group display characteristics that have been associated with the group as a whole, however, it is important for the instructor to consider carefully whether general characteristics associated with a group of learners are descriptive of a particular student in the course. A summary of some of the characteristics of different learners is included below.

Nontraditional Age Students
Many nontraditional age students lack confidence and feel uncomfortable in a college environment that is still predominantly populated by young adults. Instructors can help nontraditional age students by offering positive feedback as often as they can, by avoiding comparing students, and by avoiding putting adult learners "on the spot," in drawing attention to their age or directly calling on them to contribute when they do not volunteer.

Nontraditional age learners, even more than younger students, feel the need for learning to be relevant to their life experiences. They are more likely than younger students to question the importance of a given assignment or body of information (although they may not make their reservations known, because they may lack confidence). They are also more eager to make contributions based on their personal experiences and to use these experiences as the basis for argument in papers and other assignments. Instructors can enlist the support and enthusiasm of older learners, explaining the relevance of assignments and class activities to the course whenever possible. They can also provide opportunities for older students to draw on their experiences and incorporate new learning through lenses that are provided by past experiences, in the process helping students learn to derive abstract ideas from these experiences.

Adult learners' personal responsibilities are often more complicated than those of traditional age learners. They may have a child in the hospital, a major report due at their office, or a leaking roof to fix at the same time as a term paper is due. Often, they make large sacrifices to attend college and are spreading their effort over many different life tasks. Instructors can try to understand their situations and exercise whatever flexibility they can in helping nontraditional age learners to be successful.

Especially with much older nontraditional age learners, physical limitations such as poor vision, hearing loss, or diminished memory can impair learning. Time limits and reliance on a single mode of teaching, such as lecture, constrain opportunities for these older students. Instructors can vary the stimuli (using visual as well as auditory approaches) and make whatever allowances for time and recall that they judge possible and fair in the situation.

Students with Disabilities
Students who are physically challenged may be relying on special transportation and may need special considerations. Instructors who are flexible about time and make sure that physical arrangements accommodate these students help them participate in higher education.

Students with physical and learning disabilities may require such considerations as extra time to take a test, a reader to read the text or test to them, or special equipment to compose written work. Ohio State's Office for Disability Services (see Appendix) provides services for students with a wide array of disabilities, such as learning disabilities, and mobility, visual or hearing impairments. Staff in the Office for Disability Services can advise instructors on what is reasonable to allow and how to refer students to appropriate support services. Often, however, students will be reluctant to ask for special arrangements. Instructors can help by notifying the entire class publicly, or stating in the syllabus, that any student who has need for test-taking or note-taking accommodation should feel free to discuss the matter with them. To read a sample syllabus disability statement, click here.next

Students with learning disabilities sometimes need extra encouragement to sustain their participation, but often do not want to be singled out for special attention. Instructors who try to be sensitive to maintaining a good balance between helping these students and not providing undue attention to the disability will help further their learning.

As with students with different learning styles, it helps students with learning disabilities and some physical disabilities to have information presented in a variety of ways, such as visually, orally, and kinesthetically. If necessary, supplementary sessions outside of class time can be scheduled for this purpose.

Women Students
Although women have been a part of the college scene for many years now and constitute approximately half of the undergraduate population at Ohio State, classroom practices that have arisen through a tradition of male-dominated instructional settings often are still in use and detract from learning opportunities for women. These practices are described extensively in Hall and Sandler (1982) and include use of sexist language and jokes, failure to recognize women during discussion or to employ eye contact with women, failure to intervene when male students interrupt or deny access to women in discussion situations, holding lower performance expectations for women than men, and routine assignment of dominant roles such as team leader to men rather than women.

The world view, epistemology, and curriculum content of most university instruction has been rooted in the male western tradition. Instructors can enhance learning opportunities for women as well as men by trying to incorporate in their teaching the contributions of women and other cultures and recognizing the value of multiple ways of knowing. They can see knowledge as constructed, rather than transferred, and learn to appreciate alternate ways of knowing, such as emotions, insight, and intuition.

GLBT Students
While GLBT (gay, lesbian, bisexual and trangender) communities are more visible and accepted in our society than ever before, harassment and discrimination are still very real.  Prior to entering college, many GLBT students have struggled with acceptance of their identity and have faced repercussions if they openly identify as GLBT.  According to the National Education Association, 84 percent of GLBT teens in the United States experience verbal abuse due to their sexual identity, while 40 percent experience physical harassment (NEA Today, 2005).  This discrimination carries over to the university setting.  In a 2003 study of campus climate at 14 institutions, 28 percent of gay, lesbian and bisexual students and 41 percent of transgender students reported experiencing harassment on campus in the past year (Beemyn, 2004).  To counteract these challenges, a variety of services exist for GLBT students at Ohio State and in the Columbus community.  On campus, the GLBT Student Services office is housed within the Multicultural Center (see resources).  Services offered by the Ohio State Multicultural Center include advocacy, programming, and sponsoring educational events to further inform the university community on GLBT issues. 

As an instructor, you may or may not have knowledge of the sexual identity of your students.  It is always at the student's discretion to reveal their sexual identity to their instructor or peers.  Therefore, teachers should be careful not to assume a student to be of a certain sexual identity.  Further, instructors should not effectively "out" a student by speaking to them in an assuming tone regarding their sexual identity.   

In our society, the use of homophobic language or slurs is often more widely accepted than many other forms of discriminatory language (such as racist slurs).  While discriminatory statements made by students in the classroom are not always said out of malice, they can still be offensive.  For example, it is not uncommon in the classroom to hear a student describe something they find unfavorable or distasteful as "gay." It is the role of the instructor to directly address this or other homophobic statements made in the classroom.  While it is never comfortable to address hurtful or controversial statements made in class, it can be a valuable teaching opportunity to make students more aware of how their statements affect others.  Be careful not to embarrass or humiliate students who make potentially offensive statements, but make it known to that student and the rest of the class that the statement will be addressed.  Doing so will create a safer, more productive learning environment for all students.

Students Who Are Enlisted or Veterans
A sizable number of students at Ohio State are currently enlisted in the military, military reserves, ROTC, or are veterans of war.  On campus, there is a large ROTC program representing all of the military branches (see appendix).  The Human Resources Office at Ohio State houses Veterans Affairs, which is responsible for administering the GI Bill and benefits to veterans, as well as sponsoring a Veterans Lunch Series (see appendix).  As of 2007, there are approximately 1200 veterans attending Ohio State.

Instructors may face logistical issues specific to their military students.  Students deployed for service usually will need to withdraw from their courses because they may be required to serve up to two years during a tour of duty.  However, depending on the amount of coursework completed; the point in the quarter that the student is deployed; and the workload of the class, case-by-case judgment can be used as to whether the student can complete a course.  It is the responsibility of the student to contact their academic advisors and military supervisors to complete the appropriate paperwork for withdrawal or partial withdrawal from courses. It is the instructor's responsibility to coordinate with the student how coursework will be completed successfully.  For further information, please see the Ohio State Registrar's website regarding call to duty.
 
Be mindful of other social, psychological, or academic issues the military student or veteran may face.  Veterans who attend classes may be older than their counterparts, and often have experienced the trauma of witnessed or direct combat.  Even if veteran students are the same chronological age as their classmates, they have garnered experience not typical for the traditional age college student.  In classes where political issues or military issues are broached, veterans may feel alienated when fellow students discuss the military or foreign policy in disparaging terms.  It is normal for a veteran or a military-involved student to feel anger or resentment when their classroom peers speak about these issues.  Despite these feelings, it is important for instructors not to "single out" or forcefully elicit opinions from their military students when related issues are discussed.   If a veteran or military-involved student shares their insights in the classroom, it is crucial for the instructor to honor and value a point of view informed by lived experience.

It is quite common for veterans of any war to experience emotional or psychological distress upon returning home.  A 2005 Defense Department study of combat troops returning from Iraq found that one in six Marines and soldiers experienced signs of PTSD (post traumatic stress disorder) and severe depression.  Sixty percent of these same veterans were unlikely to seek help for fear of stigma from their commanders and fellow soldiers (Epstein & Miller, 2005).  If a veteran student approaches you regarding distress they may be experiencing, you can refer them to Ohio State's Counseling and Consultation Service (CCS).

U.S. Students of Different Cultural Backgrounds
Stereotypes about cultural background abound. Assuming that every Asian American student is good at math, or that every African American student is an athlete or from an underprivileged background, leads to faulty expectations that are communicated to students in subtle ways, often only subconsciously. Before instructors form expectations about their students, it is important to view them (regardless of their cultural backgrounds) as individuals who may or may not have characteristics of the dominant culture.

Teaching style expectations are often different across cultural backgrounds. While it is impossible for an instructor to accommodate all teaching style preferences and still be true to a personal style, it is important to work to accommodate different frames of reference. Many students whose family traditions are rooted in the culture of such places as Africa, Puerto Rico, Mexico, and pre-European America exhibit learning styles that emphasize group cooperation, holistic thinking, a concrete rather than abstract orientation, a valuing of personal knowledge, oral over written tradition, and reliance on imagery and expressiveness to provide an affective component to learning. Instructors who recognize the strengths of these cultural orientations and provide opportunities for students to draw upon them not only further the learning of these students but enrich the learning opportunities for majority students, some of whom may share these styles and others of whom can profit through expanding their stylistic repertoires.

Instructors should take the time to get students' names right, especially those from languages other than English. It is also important to be sensitive to names of groups; for example, "African American" and "people of color" and "students with disabilities" are currently favored, at least in certain geographic locations. "Minorities" is objectionable to many who know that they either already are, or soon will be, in the majority in their state or country. The safest stance is to use currently favored term and to defer to a student's preference if an alternate is offered.

Students bring to the classroom a knowledge of the achievements of their cultures and the traditions of their heritage. Instructors who incorporate these achievements in their curricula not only build on their students' sense of pride and self-esteem but also enrich the scope of knowledge available to all students in the course. It is important, however, for the instructor to avoid assuming that a student with a given cultural background is able or willing to serve as the representative of that culture when classroom discussions occur. Calling on an African American student to talk about slavery or a Native American to talk about life on an Indian reservation puts the student in a sensitive position, even if the teacher's motivation is student involvement. In other words, one student cannot speak or address the issues and concerns of an entire race or ethnic group.

International Students
As a teacher at Ohio State, you instruct students from all over the United States--and all over the world.  Currently, our university educates students from over 120 countries. While entering the university is an adjustment for any college student, international students may face a range of challenges not necessarily confronted by a native U.S. student. Upon arriving in the United States, many international students must learn to live in a completely new culture while using a non-native language. International students may have various approaches to assignments or learning, due to their secondary education having taken place in another culture. By being aware of the cultural, educational, language, and learning concerns that an international student may face, you will be able to teach all of your students more effectively.

A great amount of diversity exists within the international student population.  Many with international student status have recently arrived in the United States, while other international students have been in the United States for years. Further, a number of students who are considered international may speak English as their native language. International students who do not speak English as their language of origin are required to take the TOEFL (Test of English as a Foreign Language) prior to being admitted to the university. Despite whatever their language of origin may be, all international students must achieve an acceptable, demonstrated level of proficiency in the English language to become a student at Ohio State. 

For those international students new to the U.S., a certain level of cultural adjustment will always take place.  Cultural adjustment occurs in phases, as summarized below.  These phases tend to be cyclic and not linear.

Besides being mindful of the cultural adjustment the international student may be experiencing, instructors at Ohio State also should be aware of some of the academic issues that may affect the international student's performance in class. Research shows there are several problematic areas for international students regarding classroom participation and learning (Kim, 2007; Ferris, 1998). 

Students with Varying Life Circumstances
Students at an institution such as Ohio State balance a diverse number of life circumstances. In addition to those populations mentioned earlier, students may have families, work full-time, deal with anxiety, or live with mental health concerns. A recent survey demonstrated that of the student population interviewed, 91% reported feelings of being overwhelmed during the year. 25% of the student population has sought mental health assistance for life circumstances ranging from unhappiness in romantic relationships to concerns about suicide.

A resource published at Penn State, about recognizing students in distress, offers these suggestions for recognizing when life circumstances may be causing distress:

Tips for Recognizing Distressed Students
At one time or another, everyone feels depressed or upset. The following may help to identify some symptoms which, when presented over a period of time, suggest that the problems with which the person is dealing are more than the "normal" ones.

Marked Change in Academic Performance

Unusual Behavior or Appearance

References to Emotional or Life Stressors

References to Suicide, Homicide, or Death

Isolation from Friends, Family, and Classmates

The Counseling and Consulation Service (CCS) provides consultation to faculty, staff, and TAs who have concerns about students who may be in crisis.

Refer When Appropriate 
There may be situations where referral is your best option. Circumstances that may indicate referral include:
•The problem is beyond your expertise or comfort zone;
•You feel too busy or personally stretched to be able or willing to help;
•Personal feelings about the student or their situation impair your objectivity or ability to help;
•The student conveys discomfort talking to you about the problem;
•The student asks for information or assistance you are unable to provide.
It is important to help the student understand your reason for referral so they do not feel that they are "too hot to handle" or that their concerns cannot be resolved.

Follow Up 
It is often helpful to arrange a time to follow up with the student after you make a referral. This helps communicate your concern and interest.

Maintain 
Continue to maintain clear and consistent boundaries and expectations with the student in your staff or faculty role.

How Should Instructors Respond to Student Differences?
To summarize the advice on individual differences, the following guidelines are provided.

  1. While working in a group setting makes it impossible for instructors to respond to each unique need, they can try to be sensitive to individual differences by providing options for participation, for assignments, and for class activities; and by varying the ways in which instruction is provided, trying to supplement lectures with opportunities for discussion, with audiovisual aids, and with hands-on or real world experiences when possible.
  2. Instructors can try to extend the learning styles of all their students as well as respond to them. Students from an oral tradition can benefit from more writing experiences; students who view knowledge from a dualistic perspective need to be helped to understand that things are more complex; students who rely on concrete experience need to develop greater facility with abstract thinking. It is important, however, that efforts to extend student learning styles and cognitive levels build incrementally on given levels and that instructors not expect major leaps or changes in direction.
  3. Helping students understand their own styles can lead to better self-awareness of their learning behaviors--the situations in which they learn best, the way in which they respond to particular subject matter, and the like. Knowing about other learning styles can broaden their understanding of others with whom they interact.
  4. When assigning group projects or tasks, it is often a good idea to mix students of different styles in one group so that students learn to collaborate with others and appreciate differences in style.
  5. Respecting individual differences, avoiding thinking about students in terms of stereotypes, and keeping channels of communication open are invaluable approaches toward dealing with differences.
  6. Instructors can be vigilant in avoiding sexist, racist, and homophobic behaviors and humor in their own actions and in correcting these behaviors if they are displayed by students.

Determining Which Approach Is Appropriate
In order to determine which approach is appropriate for a class, instructors can take the following measures:
1. Talk to others who have previously taught a course about what can be reasonably expected of the students in that course.
2. Use the first class session to obtain information, either on cards or orally, on the backgrounds of the students (major, home town, age, etc.), their prior preparation for the course (previous related coursework, previous degrees or work experiences in the area, etc.), expectations for the course (personal goals and career goals) and the ways they learn best (preferred learning activities or teaching styles).
3. Administer a pretest at the beginning of the course or unit to determine students' entry levels.
4. Watch students' facial expressions and other nonverbal signs of understanding, confusion, or emotional response in class.
5. Encourage students to speak with them outside class or routinely arrive early and talk with students before class. Instructors can make a point of speaking with a wide range of students and not only the high achievers.
6. Provide for early feedback through a test or paper that will count only marginally, if at all, toward the final grade.
7. Administer a learning style inventory to assess differences in the students or ask students to provide a self-report on the ways in which they learn best. Perhaps the two most popular such assessments are Kolb's 1994 Learning Style Inventory and Grasha's 1997 Psychological Type Index. Both are available through Faculty and TA Development.
8. Provide frequent opportunities for students to comment on the instruction. One way is the "minute paper," an exercise that involves asking students to take the last five minutes of class to comment on one main concept that they learned and questions they would like addressed in the next class, or on their assessment of how well the course is going and their suggestions for change.
9. Obtain student evaluations of instruction at midterm and at the end of the term, to provide direction for the remainder of the term or for the next time the course is taught.
10. Make use of print resources, workshops, roundtables, and seminars that are available through the Faculty and TA Development.

In summary, effective instruction entails paying attention to the "people" dimensions of the learning situation. Instructors who make some effort to get to know their students' backgrounds and learning styles, and to establish a good relationship with them, will find that the efforts are well rewarded in the quality of learning that results. Chapter 4 begins with a discussion of Universal Design, an approach to course construction which ensures accessibility for all students.

Unique Learning Environments

During their time at Ohio State, students have several opportunities to participate in academic and enrichment programs, as well as to take advantage of special support units. The university's spring 2007 re-accreditation self-study report mentions the following programs and support units.

Honors Programs
Ohio State's Honors Programs give our most talented students the opportunity to enhance their undergraduate experience, and interact with a gifted student community that includes more than 500 National Merit, National Achievement, and National Hispanic Finalists. Currently we have about 6,000 Honors students. The university offers more than 350 Honors courses each year, in classes averaging 18 students per course and generally capping at 25 students. Qualified students typically come from the top 10% of their high school classes and have a 29 or higher ACT composite or 1300 SAT combined score or higher.

Scholars Programs
The Ohio State Scholars Programs give first-year students the opportunity to integrate their academic work with their lives outside the classroom. The programs bring together students who share similar academic and professional goals, enabling them to attend selected classes together and live in specially designated residence halls. Scholars typically have ACT composite scores ranging between 26-28 (or 1180-1290 SAT critical reading and math scores) and come from the top 20% of their high school classes. In 2006-2007, the programs were:
- Architecture Scholars Program
- Arts Scholars Program
- Biological Sciences Scholars Program
- Business Scholars Program
- Communication Technology Scholars Program
- Environment and Natural Resources Scholars Program
- Health Sciences Scholars Program
- Humanities Scholars Program
- International Affairs Scholars Program
- The Mount Leadership Society
- Politics, Society, and Law Scholars Program
- Pharmacy Scholars Program
- Tomorrow's Teachers Scholars Program

Living/Learning Programs
Ohio State offers a variety of academic, cultural, and lifestyle residential environments--called Living/ Learning Programs (LLPs)--in residence halls across campus. The LLPs include academic communities like Engineering Focus Community, Pharmacy House Learning Community, and Visual and Performing Arts Learning Community; cultural communities, including International House and Afrikan American Learning Community; and one lifestyle community, the Substance-Free Living Community.

The Honors Collegium
This program assists Honor students in securing high-profile internships, gaining acceptance into leading graduate programs, and obtaining premier fellowships and scholarships.

Freshman Seminars
Ohio State freshman seminars were introduced in autumn 2003 to enable freshmen to learn from distinguished faculty in small, discussion-based classes capping at 18 students. Senior faculty come from a wide range of disciplines. In 2004, 230 students enrolled in 24 seminars. In 2006-2007, almost 1,000 freshmen enrolled in such seminars.

The Office of Undergraduate Research
This office was created in 2006 to provide assistance to undergraduate students who wish to learn about research opportunities at Ohio State.

The Denman Undergraduate Research Forum
The Denman Undergraduate Research Forum was created in 1996. It provides undergraduate students with the opportunity to share their research with the Ohio State community and its friends. The Forum has grown from about 60 presentations ten years ago to over 300 in 2007.

Service Learning and Internships
Opportunities for service learning and undergraduate internships are supported at Ohio State. For example, the Service-Learning Initiative established in 2000 provides enhanced learning experiences for students through service-learning courses in 11 colleges.

Interdisciplinary Majors and Minors
Growth in interdisciplinary programs at the undergraduate level has been promoted with the re-organization of the Colleges of the Arts and Sciences, and at the graduate level through the attribution of awards to support the development of such programs.

Study Abroad
Approximately 16% of Ohio State students participate in a study abroad program. The university's long-term goal is to have half of Ohio State students study outside the U.S. for some time.

How Students Choose Courses
Students will enroll in your courses for many reasons. Before scheduling at orientation, academic advisors will introduce students to the curricular requirements in their chosen field of study. Some fields require many specific courses; other fields are more flexible in the courses that students can take in their program. Students may be required to take your class for their major or minor. Students may choose your course to meet an undergraduate General Education Curriculum requirement (GEC) or they may choose a course because of an interest in the topic, because the time is convenient, or because they have heard the course is easy (and then they discover how hard it is!). In summary, the students in your classes will be there due to various motivations, and their level of interest in your subject matter will vary. An important part of your job as an instructor is to stimulate enthusiasm for your subject among those students whose interest may be low.

Recommended Readings

*Adams, M., Bell, L., & Griffin, P. (Eds.). (1997). Teaching for diversity and social justice. New York: Routledge.
*Baxter-Magolda, M. (1992). Knowing and reasoning in college: Gender-related patterns in students' intellectual development. San Francisco: Jossey-Bass.
*Grasha, T. (1990). The naturalistic approach to learning styles. College Teaching, 38, 106–113.
*Perry, W. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart and Winston.

NOTE: Items preceded with an asterisk (*) can be found in the Faculty and TA Development resource suite.