2014 Mini-Conference

Teaching and Learning with High-Impact Practices

The 8th Annual Academy of Teaching Mini-Conference on Excellence in Teaching

Friday, April 11 from 9:00 a.m.–2:00 p.m.
150 Younkin Success Center

The Academy of Teaching invites you to attend our annual free mini-conference on excellence in teaching. Come together with teachers from across the campus community as we focus this year’s discussions on high-impact practices. The sessions will focus on examples of how high-impact practices – such as undergraduate research, common intellectual experiences, and collaborative assignments – can be integrated into students’ learning experiences from the first-year through graduation. Walk away with concrete ideas for how to incorporate these high-impact practices in your own classroom.


8:30–9:00 a.m. Registration and coffee
9:00–9:15 a.m. Opening remarks and overview
HIP 101: The First Year
9:15–9:35 a.m. The Buckeye Book Community as a Common Intellectual Experience
Jenna Dicicco, Program Coordinator, Orientation and First-Year Experience
9:35–9:55 a.m. High-Impact Practices & The Potential of MOOCs
Susan Delagrange, Associate Professor, Department of English (Mansfield)
Scott Lloyd DeWitt, Associate Professor, Department of English (Columbus)
Ben McCorkle, Associate Professor of English (Marion)
Cynthia Selfe, Distinguished Humanities Professor, Arts & Sciences (Columbus)
HIP 201: The Second Year
10:05–10:45 a.m. The Second-Year Transformational Experience Program (STEP) as a Model for Faculty & Student Engagement
Wayne Carlson, Vice Provost of Undergraduate Studies and Dean of Undergraduate Education
Leslie Alexander, Associate Professor, African-American and African Studies
HIP 301: The Third Year and Beyond
11:00–11:45 a.m. Undergraduate Research
11:45 a.m.–1:00 pm. Lunch and Learning Catalytics
Matthew Stoltzfus, Senior Lecturer, Chemistry and Biochemistry

Session Descriptions

The Buckeye Book Community as a Common Intellectual Experience

The Buckeye Book Community connects the first-year class through a shared experience and introduces the expectation that college students cultivate a life of learning both in and outside the classroom. Jenna Dicicco, Program Coordinator from Orientation and First-Year Experience, will discuss the principles behind the program and how they might be adopted for any classroom. She will also share how faculty can become involved with the program.

High-Impact Practices & the Potential of MOOCs

This roundtable-style presentation recounts the participants’ shared experience developing and implementing “Rhetorical Composing,” an intermediate level, writing-focused MOOC. Drawing upon that experience–the lessons learned, the challenges faced, the technical and pedagogical considerations pondered–we discuss the potential that MOOCs have as learning environments for implementing high-impact educational practices, in addition to “transferable” lessons that can potentially be implemented outside of MOOC platforms.

The Second-Year Transformational Experience Program (STEP) as a Model for Faculty & Student Engagement

As the Second-Year Transformational Experience Program (STEP) concludes its inaugural year, we will explore the program’s use of high-impact practices to enhance the second-year student experience. Further, we will discuss what we can learn from the relationships that are formed between STEP students and their faculty mentors, and how the mentorship model may help teachers engage their students more effectively.

Undergraduate Research

Description to come.

Learning Catalytics

Description to come.


Jenna Dicicco
Program Coordinator, Orientation and First-Year Experience (Columbus)

Jenna has been a Program Coordinator in Orientation and First Year Experience since July 2013. Her responsibilities include selecting, training, and supervising the Orientation Leader staff and coordinating the Buckeye Book Community program. She received her bachelor’s in Anthropology & Strategic Communication from Ohio State in 2011 and her master’s in College Student Personnel from Bowling Green State University in 2013.

Susan Delagrange
Associate Professor, Department of English (Mansfield)

Susan’s research and teaching take place at the intersection of digital media studies with visual and feminist rhetorics. Her digital book project on embodied rhetoric and the visual canon of arrangement, Technologies of Wonder: Rhetorical Practice in a Digital World, was recently published by Computers & Composition Digital Press, an imprint of Utah State University Press. Her current project focuses on developing a “pedagogy of place” that involves primarily first-generation college students as researchers in and of their urban environment.

Scott Lloyd DeWitt
Associate Professor, Department of English (Columbus)

Scott Lloyd DeWitt, Associate Professor of English and Vice Chair of Rhetoric, Composition, and Literacy, teaches and conducts research on digital media and writing studies and is an award wining teacher and author. His book, Writing Inventions: Identites, Technologies, Pedagogies (SUNY 2002), offers instructional stories, histories, and classroom applications and connects the theoretical aspirations of the field with the craft of innovative technology-enhanced composition instruction. His most recently published project is Stories That Speak To Us: Exhibits from the Digital Archive of Literacy Narratives (with H. Louis Ulman and Cynthia Selfe). He is also writing a new book, The Optimistic Turn: Authentic Contexts for Peer Review in the Composition Instruction.

Ben McCorkle
Associate Professor of English (Marion)

Ben McCorkle is an associate professor of English at the Ohio State University at Marion, where he teaches courses on composition, the history and theory of rhetoric, and digital media production. He is the author of the book Rhetorical Delivery as Technological Discourse: A Cross-Historical Study, published by Southern Illinois University Press. He has also published essays in various journals and edited collections, including Computers and Composition Online, Rhetoric Society Quarterly, and Composition Studies.

Cynthia Selfe
Distinguished Humanities Professor, Arts and Sciences (Columbus)

Cynthia Selfe is a Humanities Distinguished Professor at The Ohio State University (OSU), where she coordinates the Visiting Scholars in Digital Media and Composition program at OSU. Selfe is the first woman and the first English teacher ever to receive the EDUCOM Medal for innovative computer use in higher education. She has authored or edited a number of works on digital technology, both alone and in collaboration with colleagues. Along with Scott DeWitt, she is the Director of OSU’s annual Digital Media and Composition (DMAC) summer institute.

Registration will open March 17.