For Professor Jim Davis, the Teaching Support Program was an opportunity to reflect on his pedagogy, identify gaps in his current teaching practice and implement evidence-based techniques he had never considered before.
The Clinical and Translational Science Institute at the University of Minnesota and its collaborating partners have developed a series of self-paced, online, professional development modules designed to prepare faculty from a range of disciplines to be effective research mentors.
The Center for Teaching Innovation at Cornell University is offering Teaching & Learning in the Diverse Classroom as a massive open online course (MOOC) from February 17 - March 23, 2020 . This five-week course will guide instructors in exploring frameworks and strategies for building and sustaining inclusive learning environments. Attendance is free.
The Academy of Teaching's Executive Council, has extended its proposal submission deadline for the Annual Conference on Excellence in Teaching & Learning to Feb. 5. Now entering its 14th year, the conference has grown to become one of the more popular venues on our campus, an event where faculty, students, instructional support staff, and administration come together in a robust interdisciplinary exchange of pedagogical theory and classroom practice. Attendees regularly tout the value of being able to share effective teaching strategies, thoughtful curriculum design, and other high-impact, evidence-based practices--often reaching across the disciplinary boundaries that can sometimes hinder such rich...
Are you a graduate student who uses writing in your teaching in a meaningful way to respond to students’ needs and promote learning? Consider applying for the 2020 Writing Across the Curriculum (WAC) Outstanding Writing Instruction Award.
In the latest issue of Communications of the ACM , Jim Davis, a professor in the Department of Computer Science and Engineering, writes about a unique classroom experience in his course, Artificial Intelligence for Non-Majors.
Davis was describing the A* algorithm – a foundational algorithm in computer science and artificial intelligence – when a student asked, “What does A* stand for?” Stumped, Davis challenged the class to find an answer.
Shadia (Shed) Siliman is an Instructional Consultant focused on Diversity, Equity and Inclusion (DEI). Before coming to The Ohio State University, Siliman served as a Graduate Instructional Consultant, also focused on DEI, at Indiana University. She is also experienced as an advisor and mentor. Siliman pulls from her activism, education and teaching experience to help instructors cultivate intersectional pedagogies. She assists instructors in accounting for identity differences along such lines as race, class, gender, nationality, sexual orientation, (dis)ability, citizenship and more.
Students often start Asuman Turkmen’s Elementary Statistics course at very different places: Some already have Advanced Placement mathematics courses under their belts, while others have barely studied statistics.
This gap in knowledge has been a longstanding challenge for Turkmen, an associate professor at The Ohio State University at Newark. How could she better teach the entire class, she wondered, without boring some students — or scaring away others?
Thanks to the Teaching Support Program, Turkmen is using more evidence-based practices to motivate her students and encourage class participation — all while responding to the range of knowledge that her students bring to the course.