Professor Craig Gibson of University Libraries recently presented at the Conference on Postsecondary Learning and Teaching , hosted by the University of Calgary Taylor Institute for Teaching and Learning in May. The theme of this year’s conference was Mentorship in Higher Education, and the Drake Institute’s Faculty FIT mentoring program was highlighted throughout, including during the conference’s keynote address.
Faculty FIT offers year-long programming and support for Ohio State instructors at any level in their careers – from new faculty seeking to infuse evidence-based teaching practices into their classrooms to more experienced faculty interested in developing their expertise in educational pedagogy and mentorship skills.
The Inclusive STEM Teaching Project, a National Science Foundation grant-funded program, is hosting a Massive Open Online Course (MOOC) from June 15 through July 27 via edX. This six-week course is designed to advance the awareness, self-efficacy and ability of STEM faculty, postdocs, graduate students and staff to cultivate inclusive learning environments for all students.
Participants will examine issues of diversity, equity and inclusion in higher education, reflect on their own and their students’ identities and experiences, identify and implement learner-centered structures and strategies, apply principles of evidence-based inclusive teaching, and use student learning data and feedback to inform pedagogical and curricular choices.
Join the Big READ (Read, Engage, Advocate, Discuss), a reading experience featuring a quarterly moderated book discussion. This program is hosted by the Wexner Medical Center and Health Science Colleges Anti-Racism Action Plan (ARAP) in partnership with University Libraries.
All faculty, staff and students are encouraged to participate and read each of the recommended books that address the history and long-term effects of systemic racism. Moderators from the Wexner Medical Center, Health Science Colleges, and University Libraries will lead an engaging discussion that allows for further insight into each book.
The Michael V. Drake Institute for Teaching and Learning is pleased to welcome Larry Hurtubise, M.A., PhD (ABD), who has joined the institute from the College of Pharmacy as a curriculum and instructional specialist.
Larry will serve as a consultant to faculty teams, programs, departments and units as they re-envision and refine curricula or develop new curricula at Ohio State. He is a curriculum and instruction doctoral candidate at Ohio University, where he is studying the professional identity formation of clinician educators.
After receiving a master’s degree in adult education from Ohio...
The American Association of Hispanics in Higher Education invites nominations for its 2021- 2022 AAHHE Faculty Fellows Program (FFP). The AAHHE Faculty Fellow Program is a six-month program with a primary goal to prepare Latina/o/x new faculty, who are beyond their first year on the tenure-track, for successful careers in academia and beyond and to increase the number of tenured and promoted Latina/o/x faculty.
The AAHHE FFP aims to a) provide strategies to assist tenure-track faculty in achieving their scholarly and career goals; b) build community and network with other Latina/o/x faculty; and c) develop future...
The Office of International Affairs and the Drake Institute have created a learning community to promote Collaborative Online International Learning/Virtual Exchange (COIL/VE). The aim is to support instructors in designing new global and intercultural student learning experiences in virtual modalities.
These new programs, which may be course-based or project-based, should connect Ohio State students with their peers at home and around the world through collaborative learning and meaningful intercultural interactions in a virtual space. Faculty and instructors from all colleges and campuses are welcome to apply.
From adapting instruction during a global pandemic to responding to racial injustice and political conflict during a divisive election year, we have seen major changes in how we teach, learn and connect with one another.
The Drake Institute and Innovate are collecting stories from educators and students about how they have transformed in response to these changes, overcome new obstacles, or discovered new ways to connect and succeed.
If accepted, your submission may be shared as part of the virtual Innovate conference on May 5 as well as on the Drake Institute website. We’re looking for unique stories and outlooks, meaningful reflections, and concrete advice for your instructors or peers. Submissions are due Sunday, April 4 .
Strong mentorship has been linked to enhanced mentee productivity, self-efficacy, career satisfaction, and is an important predictor of the academic success of scientists and engineers in training.
Federal funding agencies are calling for evidence-based development of mentoring skills as an important component of successful grant proposals. In this workshop, hosted by the Office of Postdoctoral Affairs , faculty will develop and/or enhance their mentoring skills and receive resources and materials to support effective mentoring of graduate students and postdoctoral trainees. The Center for the Improvement of Mentored Experiences in Research (CIMER) has developed a curriculum based on proven mentorship development curricula, which is used in the design of this training.
In a special issue of the journal Online Learning edited by Shanna Smith Jaggars, assistant vice provost of research and program assessment for the Office of Student Academic Success, Jaggars introduces the work of experts and practitioners from across the U.S. and internationally who made an emergency transition to remote learning during the pandemic.
The new issue is divided into three sections: teaching, learning and student support challenges in the United States; case studies on specific courses or programs; and international perspectives during the pandemic. Articles in the issue address challenges faced by students due to...
Like teaching itself, conducting peer reviews of colleagues’ classes is an activity that has continued throughout the pandemic but changed dramatically for many of us — both those of us being reviewed and those doing the reviewing. Many of us feel unprepared for (even uneasy about) the experience.
