Thank you for your interest in the Mini–Conference on Teaching!
The Ohio State Academy of Teaching
4th Annual Mini Conference on Excellence in Teaching
Younkin Success Center, 1640 Neil Avenue
May 21st, 2010
8:45 – 9:15 : Coffee and Registration
There’s Light at the end of the Tunnel: The Advantages of the Semester System for Scholarly Teachers.
Presenter: Randy Smith
Title: Welcome and Opening Remarks
Abstract: In a remarkably short time, the steps necessary for conversion from a quarter to semester calendar have been identified, detailed planning is underway at all levels of the University, and key implementation decisions have been made. In a very short time, the first academic year on the new semester calendar will arrive. Vice-Provost Smith’s remarks will review the progress made to date, outline curricular opportunities that are emerging from the process, specify challenges still to be confronted, and describe the final steps and actions necessary to make calendar conversion a notable milestone in Ohio State’s long and remarkable history.
10:00 – 10:10 : Break
10:10 – 11:15 :“Calendar Conversion and the Scholarship of Teaching and Learning”
Presenter: Wayne Hall
Title: Semestermorphosis: Transformative Possibilities for Assessment and Learning
Abstract: The transition from quarters to semesters requires enormous efforts from an institution but also offers that institution enormous opportunities for transformational change. The necessity of redesigning academic programs as well as the courses within those programs leads the faculty through a framework and process within which to reconsider the full range of issues surrounding student learning outcomes, classroom approaches, and the assessment of student learning. This institutional experience can thus embed the possibility of change as a constant within the curriculum and create the ongoing awareness that assessment is pedagogy.
11:15 – 11:25 : Break
11:25 – 12:15 : Mark Shanda – “The Implications of Calendar Conversion for General Education Courses.”
Presenter: Mark Shanda
Title: The currency question: "How much is enough?" Semester based Gen Ed requirements."
Abstract: With the faculty vote to change the academic calendar from the current quarter scheduling system to a semester based delivery system in 2012, a revised program of General Education requirements needed to be developed. Starting in September of 2009, an expanded University Level Advisory Committee (ULAC) on the General Education Curriculum (GEC) was charged with this critical task. Hear about the journey to get from blank page to solid proposal; the issues of how one measures appropriate levels of exposure, experience, and opportunity; and how current assessment practices informed and will inform this process.
12:15 – 12:30 : Break
12:30 – 2:15 : Lunch: Remarks by President Gordon Gee, special surprise for Academy members, announcements and recognitions. Presiders: Joseph F. Donnermeyer and Mohamed Yousif
2:15 – 4:00 : Concurrent Sessions
Presenters: Dan Shapiro, Samir Mathur, Dave Tomasko, Rick Freuler, and Ann Christy
Title: Coordinating Course Changes Across Multiple Colleges
Abstract: The complex interweave of prerequisites and the multi-quarter sequencing of courses in the plethora of majors offered in the physical sciences, social sciences, humanities and other disciplines creates daunting challenges for calendar conversion at OSU. The purpose of this panel session is to engage in a dialogue among panel members and between panel members and the session participants on these challenges and how they can be solved so that faculty and students experience the “great transition” that is rapidly approaching as a positive experience, with an improved curriculum and better quality instruction.
Presenter: Judy Wu & Samuel Beavers (Graduating senior)
Title: Fostering Student Investment in Learning and Research: Experiments in Classroom Discussions and Digital Narrative Projects
Abstract: What is your ideal teaching environment and what strategies do you employ to achieve that? This multi-media presentation and discussion will provide an opportunity to examine strategies for fostering engaged learning and more broadly for transforming students from consumers to creators of knowledge.
Presenter: Caroline Breitenberger
Title: Incorporating How We Learn about Science into Our Science Teaching
Abstract: Why is it that so many of our students cannot apply scientific concepts outside the classroom? As scientists, we learn by making observations and doing experiments, thinking critically (and creatively and imaginatively) about our observations, discussing our results with others, and validating our ideas about the natural world with logical and rigorous analysis. And yet, teaching of science too often relies on memorization of information delivered unidirectionally by the professor to the student, despite substantial evidence that retention of information delivered in this way is poor. Students who are exposed to the processes of scientific discovery are more likely to retain the concepts learned and to be able apply them in other contexts.
The goal of scientific teaching is to incorporate scientific ways of thinking in our teaching, and to use the same scientific processes we use in our laboratories to evaluate teaching and learning in our classrooms. In this session, I will review some of the evidence for the effectiveness of scientific teaching, and describe our efforts to incorporate scientific teaching in the core courses for the biology major (one of the largest majors at the Ohio State University), including successful as well as not-so-successful strategies.
This conference is part of three days of events at Ohio State focusing on teaching, learning, and technology. The full lineup is:
See http://elearning.osu.edu/ for details on the May 19 & 20 events.