Professional Learning Communities (PLC's) are one of the most renewing and effective models of professional development. They differ from study groups in three significant ways. 

  1. PLC's are focused on the development of community: they are a safe environment in which faculty are free to share different perspectives and insights without reservation. Friendship is a norm of the community. 
  2. There is a focus on action: “Now that we have learned this, what will we do with our collective wisdom?” Often this results in formalized research (action research), or the revision of policies and/or practices.
  3. There is a scholarly component to PLC’s. “In what way might we share our thinking and conclusions with a larger community beyond our immediate community?”

PLC's 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 PLC's, complete and return the following MOU.

Click here to get started!

    If you are interested in launching a PLC we are happy to help you get started and can provide:

    • technical advice on how to facilitate and design a PLC;
    • support in marketing the PLC to attract participants;
    • help in locating meeting spaces;
    • materials needed to iniate the PLC (books, chart paper, etc.); and/or
    • refreshments.

    Click here to get started!

    Tuesday Teaching Talks

    Are you new to teaching?

    Are you looking for a refresher on effective research-based teaching strategies?

    Wanting to renew your joy for teaching?

    What?

    Join us weekly as teachers drive the curriculum of Just-in-Time-Teaching (JiTT) topic sessions. We will network with OSU colleagues and resources to develop a community of practice around the advancement of teaching excellence. Discuss research-based teaching approaches identified as effective in the scholarship of teaching; enhance teaching and learning through the use of instructional technology; and share and discuss just-in-time teaching needs, challenges, and successes experienced in the classroom. Participants who attend eight of the the eleven sessions will receive a certificate in teaching and learning.

     

    Why?

    The purpose of this teaching series is to build background knowledge and to develop skills that advance teaching practices.

     

    How?

    Participants meet face-to-face or virtually via CTL Live! to participate in workshops that feature faculty presentations, shared resources, social outlets, and extended communities. 

     

    Download our Service Card  Download our Workshop Agenda

          

    When?

    Teaching Talks will be held for 90 minutes on Tuesdays throughout the academic year. Each topic session will be facilitated twice per day. Contact us for the exact dates and topics to be explored or check out our upcoming Announcements & Events page. 

     

    Workshops & Webinars

    We are excited to announce a synchronous and complementary series of workshops and webinars. This series will advance both your teaching excellence and the integration of educational technology to continue your support of students' success. 

    Tuesday Teaching TALKS which meets every week at 10:00 and/or 2:00, in Milam 215, will be followed on Thursdays with an educational technology support session specifically designed to leverage your teaching through the effective use of technology (including Canvas).

    Attend one, some or all!

    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