Schedule

Check out the event schedule, session descriptions and speaker bios for Innovate: Transformed.

Attendees have the opportunity to choose among three sessions per breakout, giving you the ability to cater your conference experience to your unique interests. Struggling to choose between sessions? We're recording each session so you won't miss a thing. We'll share the captioned videos with attendees after the conference.

Welcome and Opening Remarks

9:3010 a.m. 

 

Breakout 1

10–10:55 a.m. 

Beyond the SEI: Creating an Equitable Peer Review of Teaching Process in the Department of Engineering Education 

Although student evaluation of instruction (SEI) is a near universal method of evaluating faculty teaching effectiveness, some research demonstrates little correlation between teaching effectiveness and the scores an instructor receives on SEIs (Uttl, White, & Wong-Gonzalez, 2017). SEIs are a flawed measure of teaching effectiveness, not least because of bias against women and people of color (Ray, 2018; Flaherty, 2019). Faculty crave meaningful feedback on their teaching beyond that provided by SEIs (Safavi, Bakar, Tarmizi, & Alwi, 2013). Observations of teaching are one method of reviewing instructors, but are limited because they represent a single data point in time. The problems with these methods of assessing instruction demonstrate the need for a system of peer review focused on instructor development. Our session discusses the process The Department of Engineering Education (EED) used to develop a robust program to empower faculty to improve and demonstrate their teaching effectiveness beyond the SEI.

 

Speakers

Lynn Hall (she/her) 
Senior Lecturer 
Department of Engineering Education 
The Ohio State University 
hall.1812@osu.edu

Lynn Hall is a Senior Lecturer in the Engineering Communications Department. She teaches professional and technical communications courses and serves as the Course Coordinator for Engineering Technical Communications.

Jennifer Herman (she/her) 
Senior Lecturer 
Department of Engineering Education 
The Ohio State University 
herman.125@osu.edu

Dr. Jennifer Herman is a senior lecturer in the Department of Engineering Education, where she teaches undergraduate and graduate level courses in technical and research communication. Dr. Herman’s research interests include scientific communication, technical communication, multimedia composition, writing pedagogy, and informal learning environments. She also works with faculty and graduate students to enhance the competitiveness of their research proposals by providing writing coaching and editorial review for scientific style.

Ann Christy (she/her) 
Professor 
Department of Engineering Education 
The Ohio State University 
christy.14@osu.edu

Ann Christy is a professor of Engineering Education and professor of Food, Agricultural, and Biological Engineering at OSU.  She is a registered professional engineer with industry experience. Dr. Christy has won multiple teaching awards at the college, university, and national levels. Her research in bioenergy, environment, and engineering education has generated over 130 publications including over 40 on topics in teaching and learning.  She is a fellow of the American Society for Engineering Education.

Melinda Rhodes-DiSalvo (she/her) 
Associate Director 
Michael V. Drake Institute for Teaching and Learning 
The Ohio State University 
rhodes-disalve.1@osu.edu

Dr. Rhodes-DiSalvo joined the Drake Institute from the College of Veterinary Medicine’s Office of Teaching & Learning. Her professional background is in curriculum design, strategic planning and program development, eLearning and instructional design, assessment and evaluation, and promoting evidence-based instructional approaches, as well as the Scholarship of Teaching and Learning.
 

Online Programs at Ohio State: Considerations for Quality Student Experience and Offerings 

As higher education evolves through and out of the pandemic, more faculty and administrators are considering online programs to provide access to a growing audienceadult and life-long learners who are also navigating a rapidly changing employment landscape. In this panel-style sessionOhio State instructors and leaders discuss the factors that contribute to quality experiences across online programs and help meet Ohio’s workforce development needs. No matter where you are in the online program development journey, this session has something for you.

 

Moderator

Rob Griffiths (he/him)
Associate Vice President of Distance Education
Office of Distance Education and eLearning
The Ohio State University
griffiths.44@osu.edu

Robert Griffiths is the Associate Vice President of Distance Education for the Office of Distance Education and eLearning. He has been advancing the university’s online education initiative since 2013. Beyond directing online education efforts for Ohio State, he oversees state authorization, as well as ODEE student services for those students entering the university through non-degree, Program 60, or contractual outreach paths.

 

Panelists

Dr. Ramona Denby (she/her)
Professor and Associate Dean of Academic Affairs
College of Social Work
The Ohio State University
denby.1@osu.edu

Dr. Ramona Denby-Brinson is professor and associate dean of academic affairs in the College of Social Work (CSW) at The Ohio State University. Using curricular innovations, she focuses on academic preparation that equips students with solution- and evidence-oriented approaches to address protracted and emerging social challenges. She oversees curricula for undergraduate and graduate education where blended learning modalities and fully online programs operate. The CSW offers full online degree program options, serving students across the nation. With quality curriculum design and well-supported instructional practices, Denby-Brinson and her teams have enabled student success by using online teaching and learning modalities.

Dr. Kristy Browning (she/her)
Associate Professor of Clinical Nursing
Assistant Dean for Graduate Clinical Programs
College of Nursing
The Ohio State University
browning.99@osu.edu

Dr. Wendy Bowles (she/her)
Assistant Professor of Clinical Nursing
Assistant Dean for Baccalaureate Programs
College of Nursing
The Ohio State University
bowles.107@osu.edu​

Dr. John Gray (he/him)
Professor of Operations and Associate Director
Center for Operational Excellence
Fisher College of Business
The Ohio State University
gray.402@osu.edu​

Taking the In-Person Workshop Online: Strategies to Maximize Inclusion for All Learners by Applying an Equity Lens

Teaching practices must be adapted across modalities. What worked in the physical classroom may not translate well in the virtual classroom. This is especially true when applying an equity lens to maximize inclusivity and account for a diversity of learning preferences. The “banking” model of education has been shown to be ineffective and even reinforce oppression, thus active learning strategies and other recommendations have been developed to create more inclusive classrooms. Virtual classrooms come with unique equity and inclusion challenges that must be addressed to ensure the needs of all learners are met. This session will outline strategies that were implemented using an equity lens when in-person workshops were converted to online webinars. Attendees will leave with a better understanding of technology and other strategies available to achieve diversity, equity, and inclusion goals when teaching in virtual classrooms.

 

Speakers

Leo Taylor (he/him) 
Program Manager for Staff and Faculty Affairs 
Office of Diversity, Equity, and Inclusion in the College of Food, Agricultural, and Environmental Sciences 
The Ohio State University 
taylor.3408@osu.edu

Dr. Leo Taylor is a diversity, equity, and inclusion educator working in higher education administration and behavioral ecologist interested in the evolution of mating systems and gender. Dr. Taylor is passionate about social justice issues facing women, LGBTQ+ individuals, BIPOC, people living with HIV, and those struggling with the unwarranted stigma associated with pathologized neurodivergence (i.e., “mental illness”). He has worked extensively with transgender communities over the past 20 years and loves mentoring graduate students.
 

 

Breakout 2

11–11:55 a.m.

Life and Learning in the Time of COVID: What Students Have to Say 

This dynamic panel-style session will bring forward student voices as they engage in dialogue around the highs and lows of their experiences during the pandemic. The role of technology, the impact of empathy, and the challenges of finding connection will all be explored along with the key question - where do we go from here?

 

Moderator

Jessica Phillips (she/her)
Associate Director of Student Experience
Office of Distance Education and eLearning
The Ohio State University
phillips.1507@osu.edu 

 

Panelists

Coming soon!
 

Using Carmen Common Sense to Enhance Academic Engagement and Achievement* 

Now more than ever, students and faculty need to connect beyond the class walls in a coordinated and meaningful way. Carmen Common Sense (CCS) can make that a reality. Developed with input from students, faculty, and staff, CCS can help faculty use the Carmen LMS as a teaching assistant to better connect students with learning materials, enhance organization, and make deadlines. Learn how to adopt CCS recommendations in your own courses to enhance academic engagement and achievement.

*This session is curated by the Academy of Teaching.

 

Speakers

Nicole Kraft (she/her) 
Associate Professor, Clinical Communication 
School of Communication 
The Ohio State University 
kraft.42@osu.edu 
@nicole_kraft

Nicole's teaching focus involves news and sports writing, and her research focus includes the academic use of mobile technology among student-athletes. She is director of Ohio State’s Sports & Society Initiative and with USG developed the Carmen Common Sense initiative.

Melinda Rhodes-DiSalvo (she/her) 
Associate Director 
Michael V. Drake Institute for Teaching and Learning 
The Ohio State University 
rhodes-disalve.1@osu.edu

Dr. Rhodes-DiSalvo joined the Drake Institute from the College of Veterinary Medicine’s Office of Teaching & Learning. Her professional background is in curriculum design, strategic planning and program development, eLearning and instructional design, assessment and evaluation, and promoting evidence-based instructional approaches, as well as the Scholarship of Teaching and Learning.
 

“First Time” Online Teaching: Transforming Instruction During a Pandemic 

The COVID-19 pandemic thrust many educators who were new to online teaching into uncharted territory. During this session, we’ll hear from two novice online instructors reflect on their experiences teaching for the first time online, and what they learned in the process.

Part I: Educating Future Nurses: How I Survived and They Thrived in a Pandemic (Sinead Yarberry) 

This presentation will explore how one instructor that had never taught from a distance transformed a large historically in-person synchronous lecture section into an online success for pre-licensure nursing students. Though faculty and students alike were skeptical at the start of the semester, she made the most of university resources while incorporating small teaching strategies and active learning to increase critical thinking and success among her students. We’ll also hear from a student in Sinead’s course about her perspective and what worked well while learning from a distance.

Part II: Challenges and Agentive Responses in Teaching Online: Reflections and Lessons Learned (Grace Kim)

The COVID-19 pandemic outbreak in 2020 forced universities to immediately shift to emergency online teaching for the health and safety of everyone, and this unexpected transition presented challenges in teaching and learning. In transitioning to online teaching, many instructors creatively adapted their teaching practices, and such willingness to adapt was a core element in students’ learning success. The presenter, who works as a graduate teaching associate, will share the challenges that emerged during both emergency online teaching in spring 2020 and planned online teaching in the 2020-2021 school year. Additionally, she will discuss how those challenges were addressed in asynchronous and synchronous courses and became an opportunity to not only re-examine teaching practices and educational goals but also to explore different pedagogical approaches, strategies, and tools. This presentation calls for more collaboration among educators and researchers to address numerous emerging questions on online teaching and learning.

 

Speakers

Sinead Yarberry (she/her) 
Assistant Professor of Clinical Practice 
College of Nursing 
The Ohio State University 
yarberry.6@osu.edu 

Sinead is an Assistant Professor of Clinical Practice with Ohio State's College of Nursing. She has taught a variety of clinical and didactic pre-licensure nursing courses for the last 10 years. She was a 2019 Provost’s Award for Distinguished Teaching by a Lecturer recipient. She is passionate about nursing education and strives to develop professional relationships with her students to make them the best nurses they can be.

Grace Kim (she/her) 
PhD Candidate, Graduate Teaching Associate 
Teaching & Learning 
The Ohio State University 
kim.6874@osu.edu  

Grace J. Kim is a doctoral candidate in Foreign, Second, and Multilingual Language Education program. Her research examines language socialization and biliteracy development of emergent bilingual learners, dual language program curriculum design and teacher education, language teacher agency and leadership, and language teaching and technology. She hopes to continue working towards creating more empowering and equitable learning environments for learners who come from culturally and linguistically diverse backgrounds.
 

 

Breakout 3

1–1:55 p.m. 

Facilitating Challenging Conversations: Moving Social Justice from the Streets to Your Class 

Many of us have been transformed in significant ways by the social justice conversations from 2020. Whether instructors initiate the conversation or not, political topics will arise in class discussions. This session is dedicated to equipping instructors with the requisite tools for creating a protected learning environment in which students can critically and thoughtfully engage controversial topics. Participants will reflect on their own experiences and explore the importance of having these conversations, discern how and when to broach these topics, and will learn about strategies for facilitating political discussions.

 

Speakers

Shadia Siliman (she/they) 
Instructional Consultant 
Michael V. Drake Institute for Teaching and Learning 
The Ohio State University 
siliman.1@osu.edu

Shadia (Shed) Siliman is an Instructional Consultant focused on Diversity, Equity, Inclusion, and Justice (DEIJ) at the Drake Institute for Teaching and Learning. Shed pulls from her activism, education and teaching experience to help instructors cultivate intersectional pedagogies.

Jonathan Baker (he/him) 
Associate Director of Instructional Advancement 
Michael V. Drake Institute for Teaching and Learning 
The Ohio State University 
baker.375@osu.edu
 

Implicit Bias in American Classrooms and the ‘East/West’ Dichotomy: Leveraging Online Cross-Cultural Conversations for Intercultural Development*

In the context of the COVID-19 pandemic and social and political turmoil of the 2020-2021 academic year, Danielle and Melinda leveraged online discussions between OSU students and students at a Turkish university in order to explicitly address cultural bias and develop cross-cultural communication skills. They found that a focus on authenticity and sustained interactivity was effective in helping students engage with difficult topics. The instructors addressed the implicit bias that students at American universities often have: a view of the ‘West’ as central to the world and the ‘East’ as ‘Other.’ The instructors facilitated discussions that helped students learn about themselves as cultural beings and engage with diversity in order to problematize this dichotomy. In this presentation, they will share some of their discussion prompts that utilize the latest research on online community building. They will discuss how these prompts direct the learning toward both intercultural and global development.

*This session is curated by the Academy of Teaching.

 

Speakers

Danielle Schoon (she/her) 
Senior Lecturer 
Near Eastern Languages and Cultures 
The Ohio State University
schoon.2@osu.edu 

Danielle Schoon is a cultural anthropologist with interests in migration, performance, and the politics of identity. She teaches the Turkish Studies curriculum in NELC as well as immigration courses in Sociology and Political Science. Her current research focuses on Turkish migrants in the United States. Danielle frequently takes advantage of professional development opportunities to improve her teaching and is an advocate of active learning and community engagement.

Melinda McClimans (she/her) 
Assistant Director 
Middle East Studies Center 
The Ohio State University 
mcclimans.2@osu.edu 
@melindaglobaled 

Melinda McClimans has been Assistant Director of Ohio State University’s Middle East Studies Center since 2003. Dr. McClimans, an expert in cross-cultural teamwork and learning, teaches how to integrate global perspectives in curriculum, the classroom, and field experiences. Dr. McClimans teaches, designs, implements and evaluates workshops and for-credit courses for educators and other professionals. She works with faculty and colleagues to build pathways across organizational silos and lead change. Her research focuses on cross-cultural learning.
 

Post-Pandemic Transformation: University Leaders Look Ahead

From learning spaces and teaching practices to the mental health of students, faculty and staff, we have faced unprecedented challenges over the past year. Join this moderated discussion with academic and university leaders to explore what we have learned during the pandemic and what opportunities we see for improvement, innovation, and transformation of teaching, learning, and student success at Ohio State.

 

Moderator

Liv Gjestvang (she/her)
Associate Vice President of Distance Education

The Office of Distance Education and eLearning 
The Ohio State University

 

Panelists

Coming soon! 

 

Keynote

2–3:15 p.m.

Building Community with Equity and Care

Teaching through and beyond a pandemic brings to the surface the importance of care and equity and building communities to support students' learning and wellbeing. In this session, we will explore the ways in which equity and care must work together if we are to truly empathize with our students and each other. We will also explore practical tips for how to teach online, hybrid and even in-person in ways that promote "Intentionally Equitable Hospitality" such that we reach every student, especially those furthest from justice.

 


Keynote Speaker

Maha Bali

 

 

Closing Remarks

3:15 - 3:30 p.m.