UCAT Autumn '14 Newsletter

8/11/2019 UCAT Autumn '14 Newsletter

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A Japanese proverb tells us: Better than a thousand daysof diligent study is one day with a great teacher. And, asProvost, one of my most important jobs is supporting therecruitment, rewards, and retention of great teachers.

In addition to keeping apprised of the current thinking intheir eld, I believe that great teachers take stock of their

own teaching methods from time to time. Across the board,new tools have made an impact on our options for teachingimprovements.

For example, in my eld of neuroscience, groundbreakingtechnological developments have dramatically changedwhat we know about the brain and its functions. In turn,academic neuroscientists revised our teaching techniquesto better foster students critical thinking skills. We use ourenhanced knowledge base and improved ways to analyzeand understand it to help students uncover the intriguingmysteries of the brain. Together, we work toward discoveriesand cures. Thats exciting, rewarding, and makes aremarkable difference for students learning and our patientslives.

In a similar way, UCAT provides excellent training andcoaching for improving teaching techniques. UCAT canassess teaching strengths and suggest tips. Importantly,fresh, innovative approaches can inspire our students to wantto know more, and reimagining our teaching methods can

also energize and inspireus. That is the essence of greatteaching!

Wishing you all the best for a successful academic year,

Joseph E. Steinmetz Executive Vice President and Provost

TEACHING @ OHIO STATEAUTUMN 2014

A MESSAGE FROM PROVOST STEINMETZ

UNIVERSITY CENTER FOR THE ADVANCEMENT OF TEACHING

EVENTS AT A GLANCE

September 2 - Teaching What You Dont Know3 - STAR Open House8 - Academic Job Search10 - Suicide Prevention Training15 - Curriculum Vitae and Cover Letters19 - Fair & Ef cient Grading22 - Teaching & Research Statements24 - STAR: Navigating Multiple Roles29 - The Interview30 - Working with Academic Advisors

October 6 - Negotiating the Job Offer 8 - Facilitating Classroom Discussion13 - Critical Thinking Discussion (1)14 - Planning a Class Session20 - Critical Thinking Discussion (2)23 - Responding to Student Writing27 - Critical Thinking Discussion (3)29 - STAR: Student Engagement30 - Writing & Critical Thinking

November 6 - International Student Writing13 - Strategies for Students in Distress19 - STAR: Student Feedback

University Center for the Advancement of Teaching | 2nd oor Younkin Success Center | 1640 Neil Avenue | [email protected] | 614-292-3644 | ucat.osu.edu1


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Welcome back to Autumn Semester 2014.

I hope you have noticed the new format for this newsletter, now entitledTeaching @ Ohio State. We hope that the additional space and many new

features make it more interesting and useful to you.

We are very excited to be able to share with you our Provosts thoughts oteaching at our university. Dr. Steinmetz has been a member of the seniorleadership of Ohio State for ve years now, joining the university as ViceProvost for Arts and Sciences and Executive Dean of the then-new Collegof Arts and Sciences. Having piloted Arts and Sciences through its merg-er, he became Executive Vice President and Provost in July 2013. As ourchief academic of cer, his support for world-class teaching is central to ouniversitys success.

This issue also honors outstanding teachers: recipients of Ohio States premier, institution-wide teaching awards. Recipients of the Graduate AssocTeaching Award (GATA) are listed on page 5; recipients of the Alumni Awfor Distinguished Teaching on page 7; and recipients of the Provosts Awafor Distinguished Teaching by a Lecturer on page 11. We also introduce anew feature that gives one faculty member the opportunity to share something about her own teaching (p. 12).

UCAT is presenting a rich selection of program offerings, including one-time events and several topical series. Our assessment data tell us that

extended activities are more effective than individual sessions, so we havincreased our offerings of this type. This term, our extended events willinclude the Academic Job Search series, a discussion group on CriticalThinking, the Starting TA Resource Group, Course Design Institutes, andthe Writing as a College Teaching Tool series. All of our offerings (pp. 8-1are labeled as to the type of offering and intended audience.

In addition to news and notes on teaching topics and information about oservices and those of several of our partners in teaching support at OhioState, we are glad to bring you an interesting piece on mentoring fromVITAE , the Chronicle of Higher Educations academic careers website.We are also able to share a summary of ideas on teaching introverts andextroverts, which comes from work UCAT staff members did in preparinga workshop on this topic last spring.

All in all, this new, larger format has allowed UCAT to share a wide ranginformation that we hope will support you in advancing your teaching.

Alan Kalish

A NOTE FROM OUR DIRECTOR

INSIDE THIS ISSUE

p. 2 | A Note from Our Director

p. 3 | Mentoring New Faculty

p. 5 | Celebrating Success

p. 6 | One University | Course Design Institute

p. 7 | @ohiostateucat| Academy Corner

p. 8 | Events on Teaching

p. 11 | Lecturer Connection

p. 12 | Featured Teacher

p. 13 | Teaching & Learning

p. 14 | GTA News

p. 16 | The Libraries | How Can UCAT Help You?

Alan Kalish, Director, UCAT

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As head of a faculty-development center, I visit adifferent college campus nearly every week. By farthe most common complaint I hear from tenure-trackfaculty members is about a lack of mentoring: Men-torship just doesnt exist at this university, for exam-ple, or Weve all been matched with a mentor but I

only see mine once a year.

And theres truth in that venting: While everyoneseems to agree that mentoring is crucial to newfaculty success, many campuses have no formalmentorship program. Others have mentor-matchingprograms that are only marginally effective.

There are a few reasons why many colleges takesuch a awed approach to mentoring. First, itsinvisible, time-intensive, and unrewarded labor. In acontext of shrinking resources and greater expecta-tions, it can quickly fall to the bottom of a busy profes-sors priority list. Second, informal mentoring is oftentreated like a gift or a favor thats bestowed upon junior faculty members only when we like them, whenthey behave in appropriately deferential ways, whentheir needs support our agenda. The inevitable resultis that some new faculty members get mentored welland others dont get mentored at all.

But theres another culprit: When theres no consis-tent de nition of mentoring, everyones in trouble. Ioften ask people what mentoring means to them,and I get a shockingly wide range of responses. Forsome faculty, its an all-encompassing, quasi-parentalrelationship. For others, its an obligatory 20-minutecoffee once a year to answer questions.

Now, if youre getting all the support you want andneed to be successful, great. Keep doing whatyoure doing. But if youre not getting the information,

resources, access, connections, sponsorship, andencouragement you need, its time to ditch thevague notion of mentoring and get in the habit ofasking yourself: What do I need, and wheres thebest place to get it? Heres how to do that:

Stop looking for a guru.

Sure, itd be nice to have your own personal (Dr.)Yoda instructing you in the ways of the academicforce. But the idea that one person can meet allyour mentoring needs and guide you throughoutyour career is a fantasy.

So stop searching for that one special someone.Focus instead on building a broad and deep net-work of people who can assist you.

Identify your needs.

Draft a list and be speci c. Do you need productiv-ity tips and professional-development advice? En-couragement and emotional support? Intellectualcommunity? A role model? Someone to keep youon task or hold you accountable for your research? Access to grants or other opportunities? Substan-tive feedback on your performance?

Chances are that several of these are importantto youand that only some of them are beingful lled.

Find the gaps ...

Map out your current mentoring network to deter-mine which needs are being met, whos meetingthem, and where the gaps are.

WHEN IT COMES TO MENTORING,

THE MORE THE MERRIERby Kerry Ann RockquemorePresident, Na onal Center for Faculty Development & Diversity

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Ive watched hundreds of new faculty members ll outa Mentor Map. And Ive seen the same pattern overand over: They realize theyve relied almost exclu-sively on one or two peopletypically their disserta-tion or postdoc advisorto meet all of their needs.

If you want to broaden your network of support,pick one area that would help you move forward. Inother words, what do you need right now? Maybeyou need people to critique your manuscripts. In thatcase, it may be time to cultivate a network of readers,engage a professional editor to polish and formatyour manuscripts prior to submission, or start takingcolleagues up on their offers to read (or discuss) yourwork. Wouldnt it be amazing to have a number oftrusted assessors who could read your manuscriptsat various stages, respond to speci c questions, helpyou to target appropriate journals, and assist you

when you get stuck?

and go about plugging them.

But how to nd the right people? Start by solicitingadvice from colleagues who already have what youseek.

If you want to apply for a grant from a particularfunding agency, who better to ask than a colleaguewho has recently received funding from that source?

If youre struggling to nd enough time for your work

and children, why not seek out a colleague who hmastered the art of time management as an aca-demic parent? And if youre struggling with a spteaching issue, why not ask that award-winningcolleague down the hall for some input or head oto your universitys center for teaching excellencWouldnt that be far more effective than repeatedturning to a mentor youve been matched with whhas never written a grant, has no children, and employs a teaching style thats radically different thayour own?

Dont be afraid to ask.

Asking for help isnt something most new facultyforward to or feel comfortable doing. I often hearyoung scholars repeat what I call limiting beliefpowerful stories that keep them from requesting t

resources, referrals, and support they really need.Many of these are universal: Who am I to conta[insert big name scholar]?, for example. Or I felike an imposter, and if I ask for help, people willout I dont know what Im doing.

Schedule your requests.

Limiting beliefs lead to procrastination: If you feawkward seeking help in the rst place, its tempto put it off. Thats why I recommend scheduling

requests in your calendar each week at a speci cday and time. Thats right: Scheduling one 30-miute block each week to ask for what you need wilpay enormous dividends in expanding your supponetwork and getting your needs met.

And remember, when you do meet with a prospective mentor-to-be, know what youre going to sayand be speci c. Dont ask Will you be my mentunless you want them to say no. Do ask focused ainformed questions about what you hope to learnShifting from a guru-based mentoring model to anetwork-based mentoring model requires an initileap of faith. But if you stop searching for that onall-knowing mentor and start focusing instead onyour concrete, speci c needs, youll discover thaa large network does more than one mentor evercould.

Reprinted with permission fromVitaehttps://chroniclevitae.com/news/326-when-it-comes-to-mentoring-the-more-the-mer

Asking for help isntsomething most newfaculty look forward to orfeel comfortable doing. Ioften hear young scholars

repeat what I call limitingbeliefs powerful storiesthat keep them fromrequesting the resources,referrals, and support theyreally need.

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CELEBRATING SUCCESS

On April 17, 2014, Interim President Alutto helped us honor the facultand graduate teaching associates who completed one of our learning

community programs during the 2013-2014 academic year. Our learningcommunities bring faculty and graduate students from across discipline

together to focus on their teaching through regular meetings andteaching enhancement projects.

Mid-Career and Senior Faculty Learning Community

Kristin Casper, Pharmacy Antoinette Errante, Educational Studies

Elly Kaizar, StatisticsMaria Pruchnicki, Pharmacy

Julianne Taaffe, ESL ProgramsHeather Tanner, History

Yi Zhao, Biomedical EngineeringCo-facilitator: Jerry Masty, Veterinary Biosciences

Co-facilitator: Peg McMahon, Horticulture and Crop Science

Graduate Teaching Fellows

Jennifer Belding, PsychologySonnet Gabbard, Womens, Gender, and Sexuality Studies

Nicholas Garcia, School of Environment and Natural Resources

Richard Henricksen, Spanish and PortugueseHui Jiang, Educational Studies

Shiang-Yu Lin, Educational StudiesNora McCook, English

Corrie Pieterson, Evolution, Ecology, and Organismal BiologyLeslie Rieck, School of Environment and Natural Resources

Megan Sanders, Educational StudiesRuss Stech, First-Year Engineering Program

Justin Woods, PharmacyCo-facilitator: Elizabeth Brewer, English

2013-2014 Learning Communi es

The UCAT staff would like to offer our congratulations to this years winners of the Graduate Associate Teaching Aw

2014 Graduate Associate Teaching Award Winners

Emily Arendt, HistoryElizabeth Brewer, English

Heidi Brown, French and ItalianHeather Derry, Psychology

Lizabeth Goldstein, Psychology

Colleen Kennedy, EnglishOwen King, Philosophy

Justine Law, GeographyJill Yavorsky, Sociology

Philip Young, Chemistry and Biochemistry

2013-2014 Graduate Teaching Fellows

2013-2014 Mid-Career and Senior FacultyLearning Community

Interim President Alutto at the 2013-2014 LearningCommunity Reception and Poster Session

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TEACHING ACROSS ONE UNIVERSITY

OFFICE OF DIVERSITY AND INCLUSIONodi.osu.edu

Founded in 1970, the Of ce of Diversity and Inclusion(ODI) supports the recruitment, retention, and success ofstudents, faculty, and staff who enhance the diversity of TheOhio State University. Two programs speci cally gearedtoward the success of graduate students are Armed for the Academy, which helps prepare students who aspire to afaculty position, and Dissertation Boot Camp, which pro-vides PhD candidates with space and guidance to completetheir dissertations.More program information can befound at odi.osu.edu.

OFFICE OF DISTANCE EDUCATION & eLEARNINGodee.osu.edu

ODEE provides instructors with tools and expertise to enriteaching and learning. Consider enhancing your course witthis years new service offerings:

Flip your classroom or provide lecture recordings for asy-chronous review withMediasite.>odee.osu.edu/resourcecenter/mediasite

Produce professional-grade multimedia content in one ofour newDigital Unions.>digitalunion.osu.edu

Turn lecture-based classes into an online program with a

Distance Education consultation.>odee.osu.edu/distance-education

Author learning content, for your course and wider audi-ences, with ourDigital Books resources .>odee.osu.edu/resourcecenter/digital-books

In this section, we bring you notes from units across campus who partner with us in supporting teachers.

COURSE DESIGN INSTITUTE

Autumn 2014Thursdays (9/11, 9/18, 9/25, 10/2, 10/9) from 10am1pm

Winter Break 2014MondayFriday (12/1512/19) from 10am1pmNote: these dates overlap with the end of exams

Spring 2015Tuesdays (1/20, 1/27, 2/3, 2/10, 2/17) from 14pm

For more information, an application, and a set of FAvisit http://ucat.osu.edu/participate/course-design-institut

UPCOMING COURSE DESIGN INSTITUTES

Did you know 350 university community members have completed our Course Design Institute (CDI)? One of our mos

recent alumni commented:This was awesome. I think everyone should be required to do this. Join colleagues fromacross the university as you take a big-picture look at a course of your choice and engage in a hands-on process of (re)-signing it to more effectively and purposefully help students learn. An application is required, and a limited number wilselected to participate in order to facilitate community development.

2014 Spring Break Course Design Institute participantswith their facilitators

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@ohiostateucat ACADEMY CORNER

Each year, the recipients of the Alumni Award for Distinguished Teaching and Provosts Award for DistinguishedTeaching by a Lecturer are inducted into the Academy of

Teaching. The Academys Executive Council would like extend a warm welcome to its newest members. Congratulations on your accomplishments, and we look forwardconnecting with you!

Lisa Cravens-Brown, PsychologyRichard Daley, Moritz College of LawMartin Feinberg, Chemical and Biomolecular EngineerinSteven Joyce, Germanic Languages and Literatures(OSU Mans eld)Trevon Logan, EconomicsBen McCorkle, English (OSU Marion)Donald Mutti,OptometryAnthony Shoup, Physics (OSU Lima)Jennifer Schlueter, TheatreRobert Siston, Mechanical and Aerospace EngineeringMazeika Sullivan, School of Environment and NaturalResourcesTatiana Suspitsyna, Educational StudiesTodd Thompson, Astronomy

2014 MINI-CONFERENCE

Our 2014 mini-conference, Teaching and Learning withHigh-Impact Practices, was held on April 11, 2014. HerWayne Carlson, Vice Provost and Dean of UndergraduatEducation, addresses the group. We wish to thank all thowho attended and presented at the mini-conference! Leamore at our website:academy.osu.edu.

The Academy of Teaching, founded in 1993, iscomprised of winners of the Alumni Award forDistinguished Teaching and Provosts Award forDistinguished Teaching by a Lecturer.

Well soon be asking you to record yourself responding to one ofour social media #OSUvoices questions, then send us that videosel e-interview so that we can share your insights and experi-ences with your fellow teachers.

GET YOUR CAMERA READY!

D i d y o

u k n o w

w e l i v e t w

e e t

o u r e v

e n t s ?

L o o k f o r

t h e h a

s h t a g

t o

j o i n i n !

UPCOMING SOCIAL MEDIA FEATURES

Facebook: facebook.com/ohiostateucat

Blog: ucat.osu.edu/blog

Twitter: @ohiostateucat

Join the UCAT Listservhttps://lists.service.ohio-state.ued/mailman/listinfo/ucat

August | We will hear from ourTeaching Orientation partic-ipants (#toUCAT) how they intend to negotiate their multipleroles as teacher/student/person in the upcoming semester.

September | We will be asking the participants of a workshopinspired by Therese HustonsTeaching What You Dont Know to re ect upon the bene ts of teaching material in which theyare not expert (#NewClasses).

October | We will ask our readers to contribute to the largersocial discourse aroundtrigger warnings. This will offer anopportunity for teachers to explore deeper issues around con-troversial topics in the classroom, class discussions, and howemotional responses to challenging material can be sourcesof invention and discovery, given appropriate guidance from ateacher (#teachingcontroversy) .

November | Continuing with our principle of attending to teach-ers and students as whole persons, one of our nal projectsthis semester will involve a variety of issues related to student

and teacher #wellness , and will focus on the presentation bythe InterACT Theatre Project for Social Change.

UCAT social media is a place for your voice, so please talk to us ifthere is a topic you would like us to take up, or a question you wouldlike us to pose to the Ohio State teaching community.Email us [email protected] and use the #OSUvoices hashtag in the subjector body . Tell us why this topic matters to you, and why you think it isimportant for our community of teachers and students to discuss.

WELCOME, NEW MEMBERS!

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Pre-registration is requested for our events. Please visitucat.osu.edu/participate/events-on-teaching to registeronline. You may alternatively email [email protected] or call292-3644 with your selections.

EVENTS ON TEACHING

College Teaching Series (CTS)Our College Teaching Series takes us back to the basicswith topics that are at the core of effective teaching. They

are designed with novice TAs and faculty members in mind.

Events on Teaching (ET)These individual workshops are designed to address arelevant teaching-related issue.

Discussion Group (DG)This a series of three sessions on a particular topic, gearedtoward experienced teachers and capped at 20 participants.Participants must commit to all three sessions.

Preparing for the Academic Job Search (AJS)This series is geared toward graduate students who will bepursuing a career in academia. It is co-sponsored withCareer Counseling and Support Services and the OUABGrad/Prof Committee.

Starting Teaching Associate Resource Group (STAR)STAR is a group for all rst- and second-year TAs at OhioState to socialize with, learn from, encourage, and growalongside each other.

Writing as a College Teaching Tool (WCTT)Writing Across the Curriculum partners with UCAT to bringyou this series of events about effecting learning throughwriting in the classroom.

SEPTEMBERCATEGORIES

While we welcomeanyone to attend a workshop (unlessotherwise noted), please reference the audience key undereach event so that you are aware of the target audience.

F | Faculty membersGTA |Graduate Teaching AssociatesL | Lecturers and Senior LecturersTS |Teaching Staff

REGISTRATION

AUDIENCE

Tue, 9/2 - Lecturers: Teaching What You Dont Know9:3011am | 150 Younkin Success Center Audience: L |Category: ET

This event is only open to lecturers and senior lecturers.Last year, UCAT issued a survey to lecturers at Ohio Stateto learn more about their experiences teaching. One thingwe learned was that many lecturers are given class assign-ments with relatively little time to prepare. Though this cabe a frustrating scenario, there are strategies to mitigatesome of the challenges. This workshop will offer practicalstrategies drawn from Therese HustonsTeaching WhatYou Dont Know (2009) for instructors who nd themselvein this position or are interested to know how to proceeif they should be in this position in the future. Becausethis event is for lecturers only, we will also include timefor participants to get to know one another and to sharethoughts on teaching at Ohio State. Light refreshments wibe provided.

Wed, 9/3 - Starting TA Resource Group (STAR) Meeting121:30pm | 150 Younkin Success Center Audience: GTA |Category: STAR | #UCATStar

Join us for pizza and conversation! Reconnect with friendsfrom orientation and meet new TAs from across campus.Together well explore some of the most common anxietieraised by new TAs on the orientation Fear Wall. UCAT sand TA peers will be available to discuss classroom suc-cesses, concerns, and ideas for your teaching. If you havequestions about making the most of your teaching experi-ence, if youve had challenges youd like help addressing,if youve had great experiences you would like to share wothers, STAR is the place for you!

Mon, 9/8 - The Academic Job Search2:304:30pm | US Bank Conference Theater, Ohio UnionAudience: GTA |Category: AJS | #AcademicJobSearch

Well provide helpful tips for starting your job search, incling where and how to look for faculty openings and whatmaterials need to be prepared.

Wed, 9/10 - Suicide Prevention Training34:30pm | 300 Younkin Success Center

Audience: F, GTA, L, TS |Category: ET8


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Mon, 10/6 - Negotiating the Job Offer 2:304:30pm | US Bank Conference Theater, Ohio UnionAudience: GTA |Category: AJS| #AcademicJobSearch

Learn what to do when a search committee is prepared tooffer you a faculty position. Well provide strategies for re-sponding to a departments offer, share some of the commoelements of job offers around which candidates might negotiate, and introduce approaches that can help both partiesthe job candidate and the hiring departmentcommunicateeffectively throughout the process of negotiation.

Wed, 10/8 - Facilitating Classroom Discussion34:30pm | 150 Younkin Success Center Audience: F, GTA, L, TS |Category: CTS

Class discussion can be an effective method for gettingstudents involved in most types of classes. In this workshopwe will discuss how to encourage and maintain studentinvolvement, respond to individual contributions, and emplquestioning strategies.

Suicide is the second leading cause of death among U.S.college students. In this session, to be held on World Sui-cide Prevention Day, a certi ed instructor from Ohio StatesCampus Suicide Prevention Training Program will teachfaculty, GTAs, and advising staff about prevention and earlyintervention techniques designed to help save a life fromsuicide. The training will provide the necessary knowledgeand skills required to recognize warning signs and risk fac-tors for suicide, highlight available campus and communityresources, and more.

Mon, 9/15 - Curriculum Vitae & Cover Letters 2:304:30pm | US Bank Conference Theater, Ohio UnionAudience: GTA |Category: AJS | #AcademicJobSearch

This workshop will address how to write vitae and coverletters when searching for jobs in academia. Importance willbe placed on format and content while highlighting careertips useful when applying for positions with a teaching and/or research emphasis.

Fri, 9/19 - Fair & Ef cient Grading11:30am1pm | 150 Younkin Success Center Audience: F, GTA, L, TS |Category: CTS

In this session, we will discuss grading techniques thatprovide appropriate and clear feedback to students andmaintain fairness. We will speci cally focus our discussionon grading criteria, rubrics, and grading as part of a team.

Mon, 9/22 - Teaching & Research Statements2:304:30pm | US Bank Conference Theater, Ohio UnionAudience: GTA |Category: AJS| #AcademicJobSearch

Well provide an overview of teaching and research state-ments, describe how they are used in the academic jobsearch process, and provide guidance on how to write them.There will be opportunities during the session to start theprocess of writing these statements.

Wed, 9/24 - Navigating Multiple Roles as a GTA: YourWhole Self & the Classroom121:30pm | 150 Younkin Success Center Audience: GTA |Category: STAR | #UCATStar

GTAs occupy a unique position as both teachers andstudents themselvesnot to mention as individuals withother roles outside of academia. We discuss strategies formanaging the different responsibilities we all have and workwith the concept of bringing ones whole self to the class-

room as a teacher.

Mon, 9/29 - The Interview2:304:30pm | US Bank Conference Theater, Ohio UnionAudience: GTA |Category: AJS | #AcademicJobSearch

Learn what to do before, during, and after an interview forpositions in academia. Emphasis will be on career strate-gies, interviewing techniques, and familiarity with academiinterview expectations. Samples of questions and practiceopportunities will be provided, as well as useful suggestionto enhance con dence skills.

Tues, 9/30 - Working Effectively with Advising Of ces &Academic Advisors 11:30am1pm | 300 Younkin Success Center Audience: F, L | Category: ET

Academic advisors have a signi cant role in student suc-cess and often serve as a single point of contact in helpingstudents navigate the university, which means their jobs arequite complex. This session will provide faculty and instructors with an overview of the advising structure at Ohio Stata description of what academic advisors do on a day-to-daybasis, and how students interact with their assigned advi-sors. We will also cover details about university proceduresparticularly those related to enrollment and topics requiringcollaboration between teachers and the advising of ce.

OCTOBER

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Mon, 10/13, 10/20, 10/27 - Discussion Group on CriticalThinking34:30pm | 300 Younkin Success Center Audience: F, GTA, L, TS |Category: DG

Most of us hope that by the end of a course our studentswill be better able to critically think about our content. Yet,many of us have not really de ned for ourselves (or ourstudents) what being a critical thinker means, nor have wehad the opportunity to fully focus on our role in assisting thistransformation. In this multi-part session, we will explorehow students learn and develop cognitively, as well as thepedagogical choices we make that can help or hinder thisdevelopment. Due to the limited size of the group (20), wewill have ample opportunity to discuss these concepts, applythem to our own teaching, and explore their effectivenessduring the three weeks we meet together.

Tues, 10/14 - Planning a Class Session34:30pm | 150 Younkin Success Center Audience: F, GTA, L, TS |Category: CTS

You will learn how to structure the classroom interaction thatyou have with your students in order to meet your learningobjectives. Whether you are a novice teaching for the rsttime or an experienced teacher looking for ways to enlivenor change up your class meetings, this workshop is foryou. We will apply the concept of backward design to helpin choosing appropriate delivery methods and classroom

activities. Participants will leave with a plan for a single classsession and the tools for planning others.

Thu, 10/23 - Responding to Student Writing34:30pm | 150 Younkin Success Center Audience: F, GTA, L, TS |Category: WCTT

Most instructors will be asked to respond to and evaluatevarious forms of student writing at some point in their teach-ing. Many new and experienced instructors often nd thisactivity to be frustrating and time consuming. In this session,facilitated by Writing Across the Curriculum staff, learn howresponding effectively to assignments will ease instructorsworkloads, better re ect their goals for student learning, andguide students as they tackle the writing process.

Wed, 10/29 - Fostering Student Engagement121:30pm | 150 Younkin Success Center Audience: GTA |Category: STAR | #UCATStar

Wish your students were more engaged with course materi-

als or class activities? This session explores student-

Thu, 11/6 - Helping Your International Students withWriting34:30pm | 150 Younkin Success Center Audience: F, GTA, L, TS |Category: WCTT

In this workshop, Writing Across the Curriculum will be aia documentary entitled Writing Across Borders, a projecdeveloped at Oregon State University (http://cwl.oregon-state.edu/wab/). The documentarys main purpose is to helpfaculty, writing assistants, and other professionals work moeffectively with international students in U.S. classrooms baddressing some of the most signi cant challenges interna-tional students face when writing for American colleges an

universities. This documentary will be followed by a convesation about how to develop strategies for making class-rooms more accessible to students with a range of culturaland educational backgrounds.

Thu, 11/13 - Crisis: Teaching and Learning Strategies forStudents in Distress12:30pm | 300 Younkin Success Center Audience: F, GTA, L, TS |Category: ET

As teachers, we often witness how a variety of personalstressors affect our students well-being and classroomsuccess. While we may be aware of available resources, it sometimes dif cult to know how to best begin to address ostudents needs in and out of our classrooms. In this interactive performance-based workshop, participants will discusand explore strategies for recognizing distress, engagingstudents in conversation, and utilizing university resourceswellness.InterACT is a theatre-based ensemble that usesinteractive techniques to assist participants in developingsuccess strategies and problem-solving common classroom

scenarios.

NOVEMBER

centered strategies to promote self-ef cacy, improve comm-nication, and build relevance into your course content.

Thu, 10/30 - Writing & Critical Thinking34:30pm | 150 Younkin Success Center Audience: F, GTA, L, TS |Category: WCTT

Critical thinking is an important skill for students in any clroom. In this workshop, Writing Across the Curriculum cotants will help participants de ne what critical thinking mein their discipline. Participants will then develop effective ef cient writing activities that help students work on criticthinking skills while also helping instructors assess studentlearning.

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In the summer of 2012, upon the recommendation of thePresident and Provosts Council on Women as well as the Academy of Teaching, the Of ce of the Provost created a newannual teaching award for lecturers at Ohio State.

The purpose of the award is to recognize the excellent andimportant work that lecturers in all colleges on all campuses

do to teach our students. The selection committee for theaward is comprised of past winners and campus advocatesfor lecturers, along with representatives from the Academyof Teaching, the President and Provosts Council on Women,the Council of Graduate Students, Undergraduate StudentGovernment, and the Inter-Professional Council. In additionto a cash award, winners are inducted into Ohio States presti-gious Academy of Teaching.

The winners of the 2013-2014 award are:

Lisa Cravens-Brown Psychology, Columbus Campus

Anthony Shoup Physics, Lima Campus

Richard T. Daley Moritz College of Law

Starting this year, nominations will be accepted throughoutthe early fall. If you are a student or a colleague interested innominating someone for this award, please visithttp://oaa.osu.edu/nomination-form-lecturer.html. If you have

any questions about the award, please email LindsayBernhagen ([email protected]).

LECTURER CONNECTIONPROVOSTS AWARD FOR DISTINGUISHED TEACHING

BY A LECTURERLECTURERS AT OHIO STATE

UCAT aims to support all who teach at Ohio State,so we are working on better customizing our servicesand resources to meet the needs of lecturers. Lastfall, Lindsay Bernhagen, an instructional consultantat UCAT, began an ongoing research project on theteaching needs of the nearly 2000 lecturers that teachat Ohio State. She began by sending a survey out to

the lecturers appointed for the fall 2013 term and thewith the help of UCAT graduate consultant Wonnek-en Wanske, completed face-to-face interviews witha smaller subset of respondents. While our analysisis still in process, some initial ndings from our 354repondents are:

Ohio States population of lecturers is quite stabl75% have been teaching at Ohio State for threeyears or more, and 20% report teaching at OhioState for 10 or more years!

49% have worked at Ohio State in another capacprior to becoming a lecturer, most often as a gradate associate.

The majority of respondents teach undergraduatecourses, but 33% also teach graduate students.

According to our respondents, the most effectivesupport for lecturers comes from department-spe

ci c initiatives, such as formal or informal orien-tations, mentoring relationships, and professionadevelopment opportunities in which lecturers areinvited to participate.

Early this fall onTuesday, September 2, UCAT will be offering our rst lecturers-only event, Teaching What You DonKnow, which is based on Therese Hustons 2009 book of the same name. In addition to offering participants a chance get to know each other over coffee and snacks, the workshop will provide strategies for quickly pulling together a courabout a topic that falls outside of ones area of expertise. Register at http://ucat.osu.edu/participate/events-on-teaching

LECTURER EVENT: TEACHING WHAT YOU DONT KNOW ON SEPTEMBER 2

Wed, 11/19 - Making Sense of Student Feedback121:30pm | 150 Younkin Success Center Audience: GTA |Category: STAR | #UCATStar Are you curious about the value of different types of student feedback? Have you thought about how feedback can assisyou in teaching your courses? We will explore strategies for obtaining and interpreting student feedback, including the and beyond.

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Last spring, I decided to try something new in myclassroom eliminate it altogether by offering mycourse Survey Sampling Methods entirely online.No one in my department had online teachingexperience, so I initially felt that I was embarkingon this adventure on my own. Fortunately, lotsof support was available both from OSU andexternal resources. In particular, participation intwo UCAT-sponsored programs have helped mebe con dent that my rst online course will be asuccess.

First, I joined theMidCareer and Senior FacultyLearning Community. I found my colleagues tobe both pleasant companions and accomplishedand knowledgeable educators. The topics of ourmonthly discussions were wide-ranging, fromextremely practical suggestions (be sure to includean image of yourself in the online course to en-hance the students connection) to philosophicalissues (how should we balance students changingexpectations and our own experience of whatworks?). To inform our discussions, we relied bothon our own experiences and external expertise

via articles and UCAT resources. Even though Iwas the only member of the community looking tomove a course online, several others had usefulpointers for me based on their experiences witheither a ipped classroom or online education. Icame to the group with a very speci c aim in mind.I ended the year both closer to my goal and moremature in my thoughts about teaching. I enjoyedmyself so much that I plan to be a part of the groupagain next year.

Secondly, I participated in the intensive week-longCourse Design Institute . In the hour-longsneak preview presented to my Community, I had

discovered how far my current process is fromthe more pedagogically sound backward design.My complete course re-design for distance ed-ucation seemed the perfect opportunity to learnmore about backward design. I used this moresystematic and appropriately focused approach toreduce the overwhelming task of putting togethea course to a list of doable tasks that will also bemore effective in leading my students toward theambitious course goals. I was able to keep thecapstone project at the core of the course, butbuild around it a balanced set of activities that wiensure the students have practice with the mainideas of the course including both theoreticalknowledge and skills. In turn, this focused my cotent creation to those ideas necessary to achievethe course goals in only 14 weeks.

Through my experiences with UCAT, I now thinkdifferently about course design. But, perhaps morimportantly, my participation has also changedhow I think of myself as a teacher in the dynamiclandscape of the modern university.

FEATURED TEACHER: ELLY KAIZAR

COURSE RE-DESIGN FOR DISTANCE EDUCATION

Elly Kaizar is an Associate Professor in theDepartment of Staticstics.

Through my experiences with UCAT, I now think differently about course design.But, perhaps more importantly, my participation has also changed how I think of myself as a

teacher in the dynamic landscape of the modern university.

-Elly Kaizar, Department of Statistics

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One of the many ways in which our students aredifferent from one another is where they fall on theintrovert extrovert spectrum. Since the publicationof Susan Cains bookQuiet: The Power of Introvertsin a World that Cant Stop Talking (2012), there hasbeen a ood of public conversation about the waysvarious social and cultural norms privilege oneside of the spectrum or the other. This past spring,UCAT offered a workshop in which instructors couldgather to learn how their own and their studentsidenti cation as extroverts, introverts, or ambiverts(people who are somewhere in the middle ofthe spectrum and who share characteristics ofboth poles) shaped their teaching and learningexperiences. Weve included some takeaway pointshere.

Introverts are generally drained by socialinteractions because they are typically morecognitively reactive to stimulinot becausethey are shy or sad. When introverts are over-stimulated, they need more time to processinformation. Therefore, in some environmentsthey have a hard time coming up with on-the-spot responses or with short-term memoryrecall.

Extroverts are generally energized byinteractions with others, but they are not

necessarily leaders despite their ability to beoutgoing. They tend to be less sensitive tostimuli, and are comfortable sharing developingor incomplete ideas.

TEACHING & LEARNING with UCAT

TEACHING INTROVERTS & EXTROVERTS:WHAT YOU NEED TO KNOW

Introverts need time and space to retreat ;extroverts need opportunities to engage withothers . Importantly, both introverts and extrovertsbene t from having to do things outside of theircomfort zone. To design activities in ways that bothextroverts and introverts can be successful, weoffer the following:

Scaffold activities that may beuncomfortable for either extroverts (like quiet,individual writing) or introverts (like presentingin front of the class). Scale up by steadilyincreasing the amount of time assigned to eachactivity over the term to build con dence andskills.

Give students some choice in how theycomplete course activities. For example, offerthe students the option of either participating ina small group discussion or writing individually

rst before having a large group discussion.

by Lindsay Bernhagen, Instruc onal Consultant

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GRADUATE TEACHING ASSOCIATES

GRADUATE TEACHING FELLOWS PROGRAM

The Graduate Teaching Fellows (GTF) Program is a year-long experience which prepares graduate students fromacross disciplines to design and implement Graduate Teach-

ing Associate (GTA) professional development programswithin their home departments.

The program begins with a 3-unit summer semester course,the Graduate Teaching Fellows Seminar, which introduceslarger issues in graduate student teaching, characteristicsof effective GTA development programs, and useful toolsfor designing these programs. Topics include theoreticalperspectives on GTA development, course developmentand backward design, project development and evaluation,and needs assessment. Additionally, the summer courseinvolves practice in designing and delivering workshopson teaching topics and culminates in a project proposaldesigned to support some aspect of GTA teaching de-velopment within each of the participants departments.Throughout the course of the following academic year, theGTF participants meet as a learning community to learnfrom each others successes and to trouble-shoot challeng-es. Additionally, GTFs facilitate each of the monthly meet-ings, which focus not only on checking in with the projectsprogress but also on introducing other topics relevant to GTA

development. At the conclusion of previous academic year, members ofthe 2013-2014 GTF Program cohort noted:

We learned. A lot. During the summer course, we learned agreat deal not only about teaching within the larger contextof higher education but also about speci c strategies andmethods for providing teaching support. The course wasbene cial in introducing us to other graduate students fromdepartments across campus, who brought with them a

valuable range of different perspectives and experiences onteaching. We continued to learn from each other throughoutthe academic year as we met to discuss our successes andchallenges.

Our projects evolvedin some cases, quite drastically.Overall, many of us found that our plans for our projectschanged as we encountered the realities of providing support for graduate students, but these changes were valu-

able. For example, we came to understand the strengthsas well as the challenges within our departments, whichin uenced how we provided teaching support for our fello

graduate students.

We created change. Sometimes the changes were small,but despite the setbacks and challenges, our projects stillhad an impact. We worked to create a positive climate forGTAs within each of our departments, positioned ourselveas visible resources for our fellow GTAs, and encouragedour peers to push each other toward greater success in theiroles by sharing practices and strategies with each other.

For more information on the departmental nominationprocess for the 2015-2016 academic year, please visithttp://ucat.osu.edu/participate/learning-communities/ostep/graduate-teaching-fellows

New toCarmen? The Of ce of Distance Education andeLearning will be offering a series of workshops to teachGraduate Teaching Associates the ins and outs of OhioStates course management system this autumn. Please

nd more information and register for any sessions that i-terest you by visiting: http://u.osu.edu/carmen/2014/06/0odees-carmen-workshop-series-for-gtas/.

Carmen: Getting StartedFri, Sep 12 | 1:00 3:00pm | 119 Campbell Hall

Carmen: GradesTue, Sep 16 | 2:30 4:30pm | 186 Hagerty Hall

Carmen: QuizzesMon, Sep 29 | 2:00 4:00pm | 119 Campbell Hall

Carmen: Activities (Discussions, Dropbox, Groups)Tue, Oct 7 | 12:00 2:00pm | 119 Campbell Hall

Carmen: Strategies for Grading Online (Dropbox,Turnitin, Rubrics)Tue, Oct. 21 | 2:30 4:30pm | 186 Hagerty Hall

ODEES CARMEN WORKSHOP SERIES for GTAs

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2014-2015 GRADUATE TEACHING FELLOWS

OPPORTUNITY TO SPECIALIZE IN COLLEGE TEACHING

GRANTS & FUNDING

Each academic year, UCAT requests proposals fromacademic units or consortia of units to create, expand, orsigni cantly enhance their local GTA programming throuSeed Grants for GTA Program Enhancement at Ohio StatWe seek to support efforts that provide initial preparation

before GTAs begin their teaching duties, and more importantly, efforts that provide access to phased, ongoing sup-port throughout their appointments. The following PrinciInvestigators submitted proposals on behalf of their unitsdepartments which were subsequently recommended toreceive funding for the 2014-2015 academic year:

Of ce of Educator Preparation, College of Educationand Human EcologyPIs: Erica Brownstein and Kristall Day

Department of EnglishPIs: Kay Halasek and Scott Lloyd DeWitt

Department of Slavic and East European Languagesand CulturesPIs: Yana Hashamova, Marina Pashkova, and Ana Kabakova

First-Year Engineering Program, Engineering Educa-tion Innovation Center

PI: Krista Kecskemety

Spanish Language Program, Department of Spanishand PortuguesePIs: Rob Robison, Freda Graan, Kimberly Ditty, andGlenn Martinez

First-Year Writing Program, Department of EnglishPI: Edgar Singleton

All funding recommendations were made by a

campus-wide selection committee composed of represen-tatives from UCAT, the Graduate School, past Seed Grantrecipients, and OSU graduate students.

For more information on the proposal submission pro-cess for the 2015-2016 academic year, please visithttp://ucat.osu.edu/participate/grant-programs/seed-grants

Are you a graduate student considering a career as a col-lege or university faculty member?

The Graduate Interdisciplinary Specialization/Minor in Col-lege and University Teaching (GIST) is open to any graduateor professional student in good standing at The Ohio StateUniversity. This program allows graduate students to engagein a rigorous, structured exploration of theories and practiceof university-level teaching, both in general and in their owndiscipline, and to develop skills and experience that enablethem to become re ective, scholarly teachers as they pre-pare to enter the professoriate. No prior teaching experienceis required.

For more information and to apply for the GIST, please

visit http://ucat.osu.edu/gis

Alex Anastasia , Womens, Gender, andSexuality Studies

Steven Bengal , PsychologyBritt Butler , Psychology

Nicole Brown, Walter E. Dennis Learning Center Vicki Garrett, School of Environment and Natural ResourcesSusie Mauck, Educational StudiesC.J. Potter , Educational Studies

Tim Sefczek, Anthropology

STARTING TA RESOURCE (STAR) GROUP

STAR is a group for all rst- and second-year GTAs at Ohio

State to socialize with, learn from, encourage, and growalongside one another.

Upcoming meetings: September 3 September 24 October 29 November 19

All meetings are held in 150 Younkin Success Center

from 121:30pm.

Join our conversations on Twitter by following@ohiostateucat and #UCATStar

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8 WAYS THE LIBRARIESCAN SUPPORT TEACHERS

1. Course Reserves: Either print or digital, we have ser-vices to help you make reading materials available to yourstudents.

2. Off campus access to library content: You and yourstudents can research literature to which the library sub-scribes from anywhere on the planet.

3. Copyright compliance: Questions about copyright andcourse materials? We can review your syllabus, provide youwith an analysis, and refer you to further resources.

4. Carmen Library Links: Work with your subject librar-ian to further re ne the Library link that appears in your

Carmen course shell in order to highlight library resources ofparticular merit for your course.

5. Instructional services: Work with your subject librarianto incorporate assignments, lectures, or class activitiesaround research in your discipline.

6. InfoLit Toolkit: Review our toolkit for instructionalresources you might use in your class to make informationliteracy an explicit skill for your students.

7. Course Enhancement Grants: Receive funding andcontact hours with your subject librarian to revise a coursein order to enhance students information and research skillsand use of quality resources in your course.

8. Net.TUTOR tutorials: Key information literacy skills aretaught through a series of over 20 online tutorials. Quizzescan be incorporated into your course through Carmen.

For links to each service, visit: http://ucat.osu.edu/library-list.

Individual ConsultationIf you have a teaching-related concern, idea, or need you

like to discuss, one of our instructional consultants willgladly meet with you one-on-one.

Unit ConsultationUCAT consultants will meet with an individual representtive or a group from your unit to discuss curriculum or otlarge-scale projects or concerns.

Course Design InstitutesIf you have a new course to design, or an existing coursethat needs some new life breathed into it, attend one of ou

ve-part Course Design Institutes.

Student Midterm Feedback A consultant will have a mid-semester conversation withyour students and help you understand their feedback.

Learning CommunitiesConsider applying to a learning community if youre inteested in working through a longer-term teaching enhancement project with the support of interdisciplinary peers.

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

Open EventsRegister for our university-wide events and workshops.

ResourcesBrowse our website or the Younkin Success Centerslibrary for teaching-related books, handouts, and articles

HOW CAN UCAT HELP YOU?

Mission: Our mission at UCAT is to support and advocatefor all who teach at Ohio State. We aim to help Ohio Statteachers approach their work in a scholarly and re ectiveway, engaging with the research on effective pedagogies,thus promoting continuous improvement of student learn

ing. We likewise strive to create a community wherein stdent-focused teaching principles and practices are valuedand in which teachers feel connected to each other. Takentogether, we believe these things engender a campus cul-ture where teachers have access to the tools, support, andrecognition they need to be con dent and ful lled in theipedagogical roles at Ohio State.

Documents

UCAT Autumn '14 Newsletter