11:00 a.m.
Disability as Diversity: Benefits of Promoting an Inclusive Classroom Environment
Location: Multimedia Room
Presenters
Jessie Green, M.Ed., Nisonger Center
Mallory Workman, Nisonger Center
Modeled Techniques
Case methods, Discussion, Group work
Learning Objectives
- Participants will be able to identify the characteristics of intellectual and developmental disabilities.
- Participants will be able to describe the benefits of including students with intellectual and developmental disabilities in their classrooms.
- Participants will be able to apply strategies that support all types of student learning upon returning to the classroom.
Description
The Transition Options in Postsecondary Settings (TOPS) program has been providing an authentic college experience for students with intellectual and developmental disabilities at The Ohio State University since 2010. In this session, we aim to discuss, through research, instructor and student testimonies, and case studies, the universal benefits of including students of all learning abilities in the classroom. In addition, the session will provide participants with resources and strategies to promote positive student outcomes in these inclusive classrooms.
Effective Use of Clickers in Fostering Student Engagement
Location: International Room
Presenter
John Clay, Chemical Engineering
Modeled Technique
Instructional technology
Learning Objectives
- Participants will compare and contrast technical information dissemination using slides versus clickers.
- Participants will observe how to directly measure student comprehension of a topic using clickers.
- Participants will be able to describe how to build a repository of clicker questions.
Description
The ability to successfully engage students in a course requires innovation and effort on behalf of the instructor. There are several studies in the educational literature that have attempted to measure student engagement and link engagement to various teaching strategies. Active learning is one of several techniques that has been demonstrated to improve student engagement. One active learning technique is the use of clickers in the classroom to supplement chalkboard information dissemination. OSU has selected Top Hat as a preferred vendor for clicker technology, and this platform has been successfully used in several classes as an effective teaching tool. This presentation will demonstrate several different methods in which Top Hat clickers have been used in chemical engineering classes to supplement more traditional teaching methods. Participants will learn how to build a repository of clicker questions and the presenter will demonstrate the utility of various types of clicker questions. Through audience participation, the participants will observe how clickers can provide near-real-time feedback on student comprehension of a topic. This feedback offers vital information on student mastery of a topic and allows the prof to revisit a challenging topic before moving on.
Loving the Lecture
Location: Bob Evans Memorial Auditorium
Presenter
Anne Wilson, M.A., Psychology
Modeled Techniques
To meet the session objectives, we will illustrate techniques of effective lecturing, effective slide design, and use of Socratic questioning. We will include opportunities for participants to engage in self-reflection and peer exchange to apply these concepts to their own courses and contexts.
Learning Objectives
- Focus on the value of the lecture and its effective use in teaching
- Identify potential problems in lecture development and delivery
- Acquire specific ideas to improve their lectures
Description
Recent trends in pedagogy emphasize the importance of active learning in the classroom, yet lecturing – talking to students – remains a widely used and valuable teaching method with important applications. Unfortunately, in recent years the lecture has received little attention as a pedagogical strategy. As opposed to the stereotype of lectures being dull, dry, and boring we see the lecture as a classic way to inform, engage, and inspire students. We will focus on the value and appropriate use of effective lecturing as a pedagogical tool and share strategies for developing and enhancing the lecture based on psychological research. We will go beyond simple presentation or performance skills to provide strategies instructors can use right away to improve both lectures’ impact and students’ engagement and success.
Multiple Professional Development On-Ramps into Teaching Communities of Practice
Location: Eastman Room
Presenters
Caroline A. Breitenberger, Center for Life Sciences Education
Judith S. Ridgway, Center for Life Sciences Education
Erica Szeyller, Center for Life Sciences Education
David Sovic, Center for Life Sciences Education
Amy E. Kulesza, Center for Life Sciences Education
Modeled Techniques
Discussion,Group work, Think-Pair-Share, Jigsaw, Application Cards
Learning Objectives
- Identify factors that are opportunities or obstacles to the development of their own Teaching Community of Practice
- Identify characteristics of Center for Life Sciences Education professional development and networking components that support community members’ increasing expertise within the Teaching Community of Practice.
- Evaluate the feasibility of components that could meet the professional development needs of TAs and instructors in their own department.
Description
Development of a teaching community of practice (TCoP) in OSU’s Center for Life Sciences Education (CLSE) helped instructional staff articulate shared goals, implement research-based teaching practices, and align our program with national calls for undergraduate biology education reform. Three professional development (PD) components build on existing strengths at OSU and provide focus for the CLSE TCoP, while a variety of networking activities add flexibility and sustainability. CLSE PD components include a customizable course for Teaching Assistants (TAs), staff-facilitated course planning activities in which new instructors apply backward design, and a Summer Teaching Institute in which TAs and instructors at all levels of experience collaboratively immerse themselves in the development of instructional materials supporting specific student learning outcomes. Networking activities that sustain and extend the impact of the CLSE TCoP include a literature and research discussion group, a TA collaborative organization, an instructional resource portal, and research collaborations to disseminate the results of CLSE STEM education reforms. Session participants will evaluate if and how the described components could be used to support their own TCoP.
Transforming Culture through the Education for Clinical Interprofessional Simulation Excellence Program
Location: Gehres Room
Presenters
Marcia Nahikian-Nelms, Medical Dietetics Health and Rehabilitation Sciences
Georgiana Sergakis, Respiratory Therapy Health and Rehabilitation Sciences
Monica Robinson, Occupational Therapy, Health and Rehabilitation Sciences
Jill Clutter, Health Sciences, Health Rehabilitation Sciences
Erin Thomas, Physical Therapy Health and Rehabilitation Sciences
Modeled Techniques
Discussion, Group work, Case methods
Learning Objectives
- Describe the development of educational steps for interprofessional simulation that build a climate of mutual respect and understanding for other health and social science professionals.
- Provide educational strategies that lead to Increased understanding of the roles and responsibilities of other health and social science professions
- Demonstrate examples of interprofessional assignments that lead to Improved interprofessional communication skills.
Description
The Education for Clinical Interprofessional Simulation Excellence (ECLIPSE) program at the Ohio State University demonstrates that educational culture can be changed through grassroots efforts. Through ECLIPSE, an interprofessional (IP) simulation that includes team rounding and collaborative patient care was implemented. To date, more than 1,600 students from medicine, nursing, pharmacy, physical therapy, occupational therapy, respiratory therapy, medical dietetics and social work have participated. The IOM recommends that IP education be integrated for healthcare students (IOM, 2015). The Interprofessional Education Collaboration competencies include teamwork and collaboration (IPEC, 2011). Though the benefits of IP simulation are great, challenges exist. The logistics of scheduling students from multiple programs together, gaining faculty investment, making curriculum changes and creating quality patient scenarios can provide roadblocks.
2:00 p.m.
Gettin’ Jiggy with DNA: Culturally Responsive Teaching in a University Science Methods Course
Location: Gehres Room
Presenter
Brittany Garvin-Hudson, Ph.D, College of Education, Teaching & Learning
Modeled Techniques
Discussion, Group work, Culturally Responsive Teaching & Learning
Learning Objectives
- Participants will gain an understanding of culturally responsive pedagogical methods around science teaching and learning.
- Participants will understand that science is a process, and that scientific procedures must be implemented in a stepwise and logical sequence in order to extract and visualize DNA from their own cheek cells.
- Participants will conduct an investigation and use models to illustrate biological processes and concepts related to DNA packaging.
Description
Culturally responsive teaching is based on the notion that culture is a salient part of learning and teaching. One of the main premises of culturally responsive teaching and pedagogy is that it uses the students’ own culture to help them achieve academic success. Gay (2000) posits that culturally responsive teaching addresses what she terms as the “achievement dilemma.†That is, too many students of color have not been achieving in school as well as they should (and can). She argues, “Research findings and classroom practices to date indicate that culturally responsive teaching does improve achievement. The only problem is that such classroom practices are relatively few†(Gay, 2000, p. 201). This is especially true for STEM education.
In this session, you will construct knowledge and develop an understanding of culturally responsive science teaching practices; gain insight on effective pedagogy that validates and affirms marginalized youths’ experiences in science; and learn strategies through hands-on learning that can be implemented in the science methods classroom to help foster success among culturally, ethnically, racially, and linguistically diverse students.
Reference
Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.
Leveraging Technology to Build a Community of Practice at a Distance
Location: International Room
Presenters
Larry Hurtubise, Department of Pediatrics
Anand Khurma, College of Medicine
Elissa Hall, The Mayo Clinic
Modeled Techniques
Instructional Technology: TodaysMeet, a web based back channel communication tools, NoteApp an affinity diagraming tool, and a few of the suite of Google Apps.
Learning Objectives
- Discuss the benefits of engaging in a community of practice at a distance
- Discuss the need for online collaboration tools when developing scholarly projects
- Identify strategies for creating their own community of practice.
Description
Granting agencies and education conferences often prioritize collaborative proposals.1-2 However, educators face challenges to collaborating at a distance.3-4 During this interactive session, speakers will demonstrate and discuss strategies used successfully to develop projects leading to accepted educational research posters, presentations, publications, and grant awards.5-6 Additionally, engagement with collaborative technologies allows for professionals to refine interpersonal communication skills in this new environment and develop strategies to reduce barriers imposed by distance.
Facilitators will demonstrate collaboration tools and share their perspectives of leveraging technology to successfully develop education projects at a distance. In this session, participants will interact with the speakers, share their perspectives, discuss an ideal structure for a virtual network for educators and have the opportunity to join the virtual network. Bring a mobile device.
References
- Gruppen LD. Improving medical education research. Teach Learn Med. 2007;19(4):331–5. doi:10.1080/10401330701542370.
- Reed D a., Beckman TJ, Wright SM, Levine RB, Kern DE, Cook D a. Predictive validity evidence for medical education research study quality instrument scores: Quality of submissions to JGIM’s medical education special issue. J Gen Intern Med. 2008;23(7):903–907. doi:10.1007/s11606-008-0664-3.
- Glassick CE. Elusiveness of the Scholarship of Teaching. Acad Med. 2000;75(9):877–880.
- Sullivan GM, Simpson D, Cook DA, et al. Redefining Quality in Medical Education Research: A Consumer’s View. J Grad Med Educ. 2014;6(3):424–429. doi:10.4300/JGME-D-14-00339.1.
- Simpson D, Fincher RME, Hafler JP, et al. Advancing Educators and Education : Defining the Components and Evidence of Educational Scholarship Summary Report and Findings from the AAMC Group on Educ. 2007:41.
- Reed D a, Cook D a, Beckman TJ, Levine RB, Kern DE, Wright SM. Association between funding and quality of published medical education research. JAMA. 2007;298(9):1002–1009. doi:10.1001/jama.298.9.1002.
Mapping the Work of Writing
Location: Multimedia Room
Presenters
Chris Manion, Center for the Study and Teaching of Writing
Evan Thomas, Center for the Study and Teaching of Writing
Modeled Techniques
Discussion, Group work
Learning Objectives
- Identify how language in your writing assignments falls within Bloom’s Taxonomy.
- Rearticulate assignment language and develop ancillary activities to broaden the kinds of learning across the spectrum mapped by Bloom’s Taxonomy.
Description
The presenters at this session will show how writing assignments at Ohio State may unnecessarily limit the kinds of intellectual work students are asked to do. Using course materials collected from a survey of second-level writing instructors, the presenters will map onto Bloom’s Taxonomy the kinds of verbs instructors used to describe writing assignments (Anderson, et al. 2001). Our preliminary findings suggest that while many writing assignments engage students in conceptual analysis and understanding, fewer engage students in the application, evaluation or creation of knowledge, nor with process-oriented or metacognitive tasks.
After briefly sharing our map of writing tasks, we will share examples of writing assignments and activities from our survey pool that explore this less charted territory within Bloom’s Taxonomy, and give participants an opportunity to design materials that stretch students’ writing into new intellectual realms.
References
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
Using Metacognition to Teach Students How to Learn
Location: Bob Evans Memorial Auditorium
Presenter
Matthew W. Stoltzfus, Chemistry & Biochemistry
Modeled Techniques
Instructional technology
Learning Objectives
- learn how to implement metacognition in their course.
- analyze best practices to enhance student performance
- learn which interventions worked and which ones didn’t based on pre/post test scores
Description
In the Summer of 2016, Saundra McGuire’s book Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation, was distributed to the Ohio State Chemistry teaching faculty. Faculty members were encouraged to incorporate the practices from this book in their classrooms.
During the first week of their general chemistry course, students were given a substantive chemistry pre-test. Based on their pre-test performance, they were given recommendations to attend a personalized combination of some or all of the following sessions: study skills workshop, small group meetings with peer mentors, group led study sessions, Friday happy hour sessions, and Dennis Learning Center academic coaches.
This session will take a look at the performance of the students from my first semester general chemistry course and will compare and contrast which group resulted in the best pre/post test gains in student performance.
Who are you and why do I care? Doing the elevator speech without the elevator
Location: Eastman Room
Presenter
Marc Ankerman, Fisher College of Business MHR
Modeled Technique
Discussion
Learning Objectives
- be able to independely convery thier message of who they are to a variety of audiences.
- be challenged by receiveing unique and creative apporoaches to thier current methods of engagement during networking activities
- create and engage in new questions for thier meet and greet opportunities
Description
How often are you in a situation where you have to quickly meet and greet someone? Whether it is a business professional setting, interview, or social setting many of us are greeted with the dreaded question of, “So, tell me about yourself.” Regurgitation of a resume or the same old answer leads others to quickly find someone new to meet or talk to during this brief “elevator-type” encounter. Come learn new ideas, respond to unique methods of standing out (while not making every experience be the most stressful of your day) and getting noticed in this very common and much needed skill.
3:00 p.m.
Beyond Google: Developing Critical Thinkers
Location: Bob Evans Memorial Auditorium
Presenters
Cheryl Lowry, Ph.D., University Libraries, Teaching & Learning
Amada Folk, M.L.I.S., University Libraries, Teaching & Learning
Robyn Ness, University Libraries, Teaching & Learning
Modeled Techniques
Discussion, Group work, Hands-on exploration of an ebook
Learning Objectives
- Describe what OSU Libraries’ new ebook called Choosing & Using Sources: A Guide to Academic Research offers teachers and students.
- Find information that you can assign students in Choosing & Using Sources.
- Customize one or more learning activities from the Choosing & Using Sources Instructor’s Manual for your discipline and courses.
Description
One important facet of critical thinking is the ability to not only locate high-quality information sources, but also to analyze, evaluate, and use them. Implicit in these abilities are asking good research questions and understanding the differences between various information source types. To continue helping faculty teaching these skills and students learning them, OSU Libraries recently replaced its long-lived interactive online net.TUTOR tutorials with an open access ebook called Choosing & Using Sources:A Guide to Academic Research and published through Pressbooks. An accompanying ebook Instructor’s Manual should be ready by Fall Semester 2017. This presentation will provide a hands-on introduction to the Choosing & Using Sources ebook, as well as give participants experience at quickly customizing relevant learning activities for their own disciplines to meet the needs of students in their own courses. (The learning activities are from the ebook’s accompanying Instructor’s Manual.) Evidence to be shared includes how instruction related to navigating the information landscape contributes to college students’ academic success. Participants should bring their smartphone, laptop, or iPad.
Classroom as Community: Lessons from an Innovative Space
Location: International Room
Presenters
Lisa Cravens-Brown, Psychology
Ziv Bell, Psychology
Modeled Techniques
Discussion, Group work, Instructional technology, Case methods
Learning Objectives
- Participants will gain a better understanding of what it is like to teach in an active learning space
- Participants will examine how a classroom environment affects community building and engagement in course material
- Participants will explore ways to use the lessons learned from the innovative space to enhance their own courses, whether in an innovative or traditional classroom setting
Description
Ohio State has recently opened a new classroom setting in Campbell 100. This innovative classroom features an unusual seating schematic, multiple white boards, 2 small break out session rooms, 8 projection screens, and multiple types of seating. Students & instructors are able to project from their technology onto the screens in the breakout rooms, as well as in the larger space, and there are 4 microphones available in the space. The session leaders for this session both taught in this space during autumn term, and one is teaching in there during spring term. We collected IRB approved data from students who took psychology courses in this and other innovative spaces on campus regarding their perceptions of the classroom and how the classroom facilitated a sense of community and collaboration. We would like to share our experiences and lessons learned from this space, as well as exploring with participants ways to transfer our experiences to other, more traditional, spaces. During the session, we will share some of the findings from our study, as well as some of the activities we did with students in this space.
Optimizing student learning of clinical standardized assessment using integrated instructional technologies
Location: Multimedia Room
Presenter
Andrew Persch, Occupational Therapy
Modeled Techniques
Instructional technology, Case methods
Learning Objectives
- identify limitations of instruction in clinical standardized assessment using traditional methods
- describe common challenges experienced when integrating multiple instructional technologies
- explain the benefits of instruction in clinical standardized assessment using integrated technologies
Description
Innovation in medical and health sciences education is lacking. Within the rehabilitation professions, clinical standardized assessment is traditionally taught using a combination of reading, lecture, demonstration, and hands-on practice. The pros and cons of this approach are well known (Davies, Dean, & Ball, 2013). Novel instructional technologies provide an opportunity to teach core content in innovative and engaging ways (Prober & Heath, 2012). This presentation will focus on the integration video-based observation, voice-over explanation and coaching, and video screen capture technologies. Specifically, the instructor records an expert clinician administering a specific standardized assessment. Next, the instructor provides voice-over narration to the video making sure to note observations, interpretations, and gold-standard scoring of the assessment. Finally, the instructor uses video screen capture technology to score the assessment by hand (or electronically). These products (video, narration, screen capture) are combined/ synchronized using basic video editing software. The resulting product approximates a Khan Academy style video which complements traditional methods of instruction and articulates well with a partially flipped classroom. Pilot data will be reported.
Participant Showcase for Course Design Learning Community
Location: Eastman Room
Presenters
Teresa Johnson, University Center for the Advancement of Teaching
Katy Proudfoot, Veterinary Preventive Medicine
Modeled Techniques
Case methods
Learning Objectives
- Be able to identify the purpose and goals of the Course Design Learning Community.
- Be able to explain benefits of data-driven course-level assessment.
- Be able to apply concepts learned during the session to their own teaching.
Description
The Course Design Learning Community offers faculty and staff a year-long opportunity to focus on making data driven improvements to a particular course as part of a community of peers. Graduates of the Course Design Institute who enjoyed the camaraderie and the scholarly community of the CDI can continue learning about course design and effective teaching while establishing collegial relationships across disciplines and reinforcing a faculty culture that brings together the scholarship and practice of teaching. The participants from the last two communities will share their experience of and insights gleaned from going through the backward design process. They will also present some of their research questions, data collection, results, and conclusions from their course-level assessment. Those in attendance will see new models for determining course effectiveness and have a chance to engage the participants with questions about backward course design.
Promoting Understanding of Self and Others Through Arts Activities
Location: Gehres Room
Presenters
Kathleen M. Goodyear, Dept. of Arts Administration, Education & Policy
Modeled Techniques
Discussion, Group work, Using an arts activity to facilitate identity exploration
Learning Objectives
- understand theoretically how arts activities, through engaging people in intrapersonal and interpersonal dialogue, can act as a transformative bridge between experiential and conceptual knowing, promoting greater understanding of self and others (Heron, 1992; Yorks & Kasl, 2006);
- be aware of how such identity-exploration arts activities have been and could be used in higher education classrooms; and
- gain ideas about how they could use these types of activities with their students.
Description
Learn how to incorporate visual artmaking, creative writing, theatre/improv, music, and movement activities into your classroom to facilitate students’ increased understanding of their own and others’ individual and cultural identities. These insights can promote both personal integration and growth and empathy for others, which is vital for students’ becoming compassionate, constructive members of our pluralistic society and workplaces. Kathleen will discuss Heron’ (1992) multiple ways of knowing framework and Yorks and Kasl’s (2006) taxonomy for using expressive ways of knowing to foster intrapersonal and interpersonal transformative learning. She will discuss examples of using these activities in higher education classrooms, including from her in-class dissertation research, and how these activities have great potential in diversity/social justice and sociology general education courses, teacher education, social work, healthcare, and other helping profession programs, high-impact practices such as first- and second-year programs, service learning, and study abroad programs, etc. Attendees will be invited to participate in a short activity and then to engage in a discussion about how they could utilize arts activities in their classrooms.
References
Heron, J. (1992). Feeling and personhood: Psychology in another key. Newbury Park, CA: Sage.
Yorks, L., & Kasl, E. (2006). I know more than I can say: A taxonomy for using expressive ways of knowing to foster transformative learning. Journal of Transformative Education, 4(1), 43-64. doi:10.1177/1541344605283151