PLCs are collegial groups that provide teachers across disciplines facilitated opportunities for extensive inquiry-based faculty development around a focal point.

If you are interested in participating in one of our PLCs complete and return the following MOU.

Transformative Curriculum

Interested in developing or redesigning a course that transforms you and your learners? 

Wanting to better define “transformative” curriculum design and strategies?

Seeking strategies for designing integrated curriculum? 

What?

This Professional Learning community supports faculty in defining and designing courses that transcend traditional academic boundaries. We read about, discuss, and analyze topics related to transformative education and design course outlines that align with programmatic and institutional goals.

 

Why?

Using this model, the student is viewed as an agent of change, wherein he or she embraces cognitive dissonance with a sense of wonder and awe, undergoes personal development through various high-impact engagement strategies, and emerges an empowered lifelong learner (Sophie Pierszalowski, 2015 Curriculum Coach Participant).

 

How?

Using a hybrid approach participants synthesize transformative and innovative curricula design processes. This PLC concludes with a course outline celebration showcased to colleagues, department chairpersons, and deans.

 

When?

Contact CTL to find out when this PLC will be offered next or to initiate a session! 

Testimonials

Advancing: This workshop helped me understand the processes of teaching and learning and which specific tools we can use to make education transformative.

~ Sophie Pierszalowski, Department of Fisheries and Wildlife

Applicable: This PLC has been truly transformative! Bringing a balance of theory and practice was a useful way for me to learn more about effective teaching. I'll be applying some of the knowledge I gained in my courses and also thinking of ways to strategically share what I learned with my colleagues.

~ Philip Pepe, Integrative Biology

Transformative: Thank you for the engaging, challenging, and transformative course! After learning so much and being inspired, I can’t wait to start teaching this term with a new perspective. And having done a modest amount of workshop planning myself, I have to say I was impressed by the whole process. Looking forward to keeping these conversations going!

~ Kirsten Grorud-Colvert, Department of Integrative Biology

Collegiality: The CTL provides incredibly valuable opportunities to meet with colleagues and discuss teaching strategies. We have so much to gain by sharing what works well, what doesn’t work so well, and how we can innovate to provide transformative learning experiences for our students.

~ Kirsten Grorud-Colvert, Department of Integrative Biology

Download our Service Card

service card - transformative curriculum

Teaching Triads

Interested in advancing your knowledge around the scholarship of teaching?

Wanting professional renewal that impacts your teaching and improves your students’ learning?

Looking to receive and share constructive feedback with colleagues around effective teaching practices?

What?

This Professional Learning Community (PLC) is designed to engage trios of faculty around structured teaching observations and intellectual coaching. Through reciprocal observations, feedback, and dialogue participants collaboratively address questions, needs, and opportunities in the advancement of teaching. The work is intended to be supportive, formative, and voluntary (not evaluative).

 

Why?

Peer Observations are the most frequently acknowledged method for improving teaching. Teaching Triads promotes effective teaching observations in which preparation and a unique set of skills are developed (Berk, 2006, 2014; Marzano & Simms, 2013; Costa & Garmston, 2002; Knapper, 2001; Theall & Franklin 2001; Braskamp, 2000).

 

How?

Teaching Triads uses a hybrid course design to: 1) develop trust and rapport with cross-curricular colleagues; 2) engage in formalized intellectual coaching; 3) practice research-based methods of collecting and analyzing teaching data; and 4) investigate connections between observation data, changes in teaching practice, and professional renewal.

 

When?

Contact CTL to find out when this PLC will be offered next or to initiate a session!

 

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Testimonials

Reflective: Exemplary is how I describe my experience. I have reflected upon my own classroom teaching, and, have also further developed coaching questioning strategies that will assist me with peers and with student teacher candidates. Brooke and Kay have served as role models with flexibility and assistance to assure I receive access to all information. If you are looking for feedback on your instruction, or, for ways to best encourage others to become the best teachers they can, Teaching Triads will help you along your path.

~ Terry Adams, School of Education

Not for me: When I started the Teaching Triads I thought "this isn't for me" but I continued anyway. As the Triad moved forward I started to see how the cognitive coaching experience applies to all disciplines. I started out a skeptic and finished with a concrete way to improve my teaching practice.

~ Dan Rockwell, Mathematics

Enhanced: The ideas and strategies learned in Teaching Triads impacted how I think about and conduct peer teacher observations. Every instructor at the university would welcome peer observations if they understood and practiced this process. I’ve developed authentic ways to help me and my peers improve our teaching while eliminating the pressures of "evaluation.” My participation helped me develop lasting relationships across the university and enhanced my career path as I move up in the senior instructor process.

~ Sara Wright, School of Education

Scholarship: When I was hired last June my biggest concern was my lack of teaching experience. I was trained as a researcher, not teacher. I knew I needed support. I’ve used CTL workshops, symposiums, and consultations to give me confidence. I’ve also participated in “Teaching Triads.” When I use the skills I’ve learned, my students notice the differences. They give me great comments. The best compliment I received was, “My mum is an OSU alumina from Crop and Soil Science. We believe you are and will be a great teacher.”

~ Guojie Wang, Crop and Soil Sciences @ EOU

Thanks: Thank you, Brooke and Kay, for providing me with this amazing opportunity to meet like-minded faculty members and to exchange ideas, concerns, challenges, strategies...This has been a wonderful experience and I learned a LOT - from all of you!! Special "thank you" to my awesome TRIAD colleagues, Nicole and Demian, for your graciousness, generosity with your time, and the very helpful feedback. It has been a pleasure!

~ Christiane Loehr, College of Veterinary Medicine

Download our Service Card

service card - teaching triads

Hybrid Initiative

Interested in applying effective practices for hybrid (blended) or “flipped” teaching in your on-campus courses?

Want to learn techniques to increase student engagement through integration of in-class and Canvas learning activities?

Looking for examples of successful hybrid teaching at OSU?

What?

The Hybrid Course Initiative offers resources, planning templates, workshops, webinars, faculty showcases, individual consultations, informal study groups and structured faculty learning communities on hybrid pedagogy and course redesign to effectively integrate online learning activities into oncampus courses.

 

Why?

Universities nationally have seen positive outcomes in student success and learning through the implementation of hybrid courses. OSU has established a hybrid initiative to further faculty development that can improve learning outcomes, create opportunities for deeper student engagement, and offer more choices in course delivery methods and scheduling flexibility for students and faculty. 

 

How?

CTL provides resources, guidance and review to faculty one-on-one or in groups to hybridize or “flip” new or existing courses. CTL support can range from a single consultation or workshop to a full course redesign that effectively applies technology to successfully blend classroom and online learning.

 

When?

Contact CTL now to schedule a consultation or find out more about upcoming hybrid workshops, webinars, study groups and learning communities.

 

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Testimonials

“How” I Teach: This hybrid course development program has me excited and fascinated and scared and uncertain all at the same time. . . .  I don’t know if I have ever thought so much about HOW I teach in such a concentrated period of time.

~ Amy Harwell, Integrative Biology

Transformation: So interesting. I’m here in this community to work on my grammar course as a hybrid, but I’m actually ending this assignment thinking more about my online and on campus sections of my poetry class. Wow!

~ Isabelle Brock, College of Liberal Arts

Resilience: Resilient communities are able to withstand disturbance. A class needs to be a web of connections, with multiple points where students can interact with me, and with each other. The stronger the web, the more opportunities for learning.

~ Carmel Finley, History

Flourishing: When I quiet my sage-on-the-stage qualities . . . the stage light broadens to encompass everyone. Again, the vast and varying personalities and experiences of the students are able to flourish, becoming the details of our ongoing learning story.

~ Eric Noack, INTO OSU

Download our Service Card

service card - hybrid learning

Professional Learning Community on Learning Communities

(PLC on LCs)

Wanting to participate in collective inquiry and experiential learning to increase student achievement?

Looking for an opportunity to be involved in a collaborative community of practice?

Interested in initiating or facilitating professional and/or student-led learning communities?

What?

Join a collegial group of educators who are united in building community; engaged in scholarly (evidence-based) teaching; and interested in learning how to facilitate their own professional and/or student-led learning communities across the University.  

Why?

Professional learning communities offer an infrastructure to create the supportive cultures and conditions necessary for achieving significant gains in teaching and learning. Professional learning communities provide opportunities for professional staff to look deeply into the teaching and learning process and to learn how to become more effective in their work with students” (Morrissey, 2000).

How?

Members of this hybrid PLC are action oriented – they are students of teaching, consumers of research, investigators of learning, champions of learning communities, and publishers of best practices.

When?

Contact CTL to find out when this PLC will be offered next or to initiate a session!