HOW CAN UCAT HELP YOU?
- TALK about your teaching with one of our professional consultants.
- PARTICIPATE in our workshops, seminars, grant programs, and learning communities.
- READ about teaching and learning from the scholars in our online teaching resource area and library.
FTAD is now UCAT!
In 2000, Faculty and TA Development (FTAD) began a revision of its services. This resulted in a refocusing of efforts to better address priorities for course redesign, learning outcomes assessments, and technology–enhanced teaching, learning, and research. Most of these changes move toward longer–term professional development for Ohio State faculty, staff, and GTAs, as well as significant new service areas––including greater support to academic units on teaching–related issues, such as GTA support, peer review of teaching, and curriculum development and assessment, along with the promotion of and assistance with the scholarship of teaching and learning.
FTAD's focus is aligned with that of Ohio State's Office of Academic Affairs(Link opens new window), to "stimulate and enable academic excellence". Our philosophy of practice explicates our mission, vision, objectives, and core principles.
In addition to providing support to individuals, our unit offers programs, communities, departmental partnerships, and interdisciplinary collaborations. Thus our unit has been renamed as the University Center for the Advancement of Teaching, in order to better describe our mission, vision, objectives, and core principles.
** Please bear with us as we update the website. We apologize for the inconvenience.
2009 Events on Teaching
Cross-cultural Misunderstandings in Plagiarism and Academic Integrity
Tuesday, November 17
11:30 a.m.–1:00 p.m.
150 Younkin Success Center
Joanne Monroe, Educational Development Consultant
InterAct Diversity Players and the Department of Theatre Register online>>
What are you accusing me of? I didn’t plagiarize! Anyway, where I came from, this wasn’t against the rules.
International students, their instructors, and the Committee on Academic Misconduct have difficulty navigating plagiarism and intellectual property. The InterACT theatre troupe will perform a piece that explores some of the consequences and confusion specific to international students and plagiarism. The performers will remain in character after the performance for an in character Q&A with the audience. Content experts will be on hand for further assistance and questions.
Joanne Munroe has achieved national and international recognition for her innovations, consultations, and presentations on modeling empathy around issues of race, gender, and class and for her workshops on designing relevant, inclusive curricula. She has acted as the Director of the Center for Teaching and Learning at Olympic College since 2006, and her professional career experience includes ethnographic fieldwork in Malaysia, teaching in Africa and Italy in study abroad programs, and immersion and continued practice in research-teaching links, scholarly teaching and the scholarship of teaching and learning. Joanne has studied eight languages; has a passion for creating experiential, participatory learning environments; and has designed and presented multiple workshops around inclusive excellence, preparing students for the global 21st century, and developing infrastructural supports for the retention of first-generation college students. Using Laura Rendón¹s (2009) recent work she will inspire us to reflection and borrowing from Liston and Garrison¹s (2004) approach, she invites us, whatever our disciplinary focus, to reclaim the passion in our practice.
Integrating International Perspectives: How & Why
Tuesday, November 17
2:30 p.m.–4:00 p.m.
2nd Floor Library, Younkin Success Center Register online>>
Using Howard Gardner’s Five Minds for the Future (2007), Kwame Appiah’s Cosmopolitanism: Ethics in a World of Strangers (2006) and Fareed Zakaria’s The Post-American World (2008), Joanne Munroe has designed an inspiring, interactive workshop that demonstrates how to infuse and integrate international experiences and perspectives into the curriculum of your classes and why this matters. Using the development of ethical and respectful mind as outcomes, Munroe integrates counter-narratives from critical race theory resolving the tension about whether to look “inward” or “outward” in developing learning objectives and activities aimed at increasing cosmopolitanism and intercultural competence.