Congratulations to the 2021 OSU Teaching Award Recipients

Every year over 1,700 OSU teaching faculty work hard to provide our students with an exceptional college experience. Being an effective educator takes work. Course design, assessment, and course delivery all involve energy. Over the last years, our teaching faculty kept teaching even through a pandemic.  We, the staff of the Center for Teaching and Learning, get to see and hear much of the wonderful activities going on in the classroom.  OSU also recognizes outstanding efforts. In this post we take a moment to celebrate all 2021 Teaching Award winners.  We thank you all for your service to students and add a special cheer to these Award winners.  Please take a moment to send your regards using the links below.

In recognition of outstanding teachers in the College of Agricultural Sciences, the R. M. Wade Award for Excellence in Teaching/Registry of Distinguished Teachers was presented to Tiffany Garcia, Kate Lajtha, Molly Megraw, and Elisa Monaco.


Tiffany Garcia, Fisheries and Wildlife, Kate Lajtha, Crop and Soil Science, Molly Megraw, Botany and Plant Pathology, and Elisa Monaco, Animal and Rangeland Sciences.

The College of Business recognizes excellence in the classroom with the Byron L. Newton Excellence in Undergraduate Teaching Award and was presented to Marianne Dickson and Caitlyn Gill.





The College of Business Betty and Forrest Simmons Excellence in Graduate Teaching Award honors the standout among instructional faculty who have taught in the graduate business program. This award was presented to Bin Zhu in the School of Marketing/Design/Analytics.

The College of Earth, Ocean, and Atmosphere Sciences Anita L. Grunder Award for Excellence in Undergraduate Teaching is awarded annually to a CEOAS faculty member who demonstrates excellence in undergraduate teaching in the college. This award was presented to Jenna Tilt.

The College of Earth, Ocean, and Atmosphere Sciences Pattullo Award for Excellence in Graduate Teaching recognizes a teaching faculty member who has achieved excellence in teaching within CEOAS over a period of several years. Aaron Wolf was the  recipient of this award.

The College of Engineering Faculty Teaching Excellence Award emphasis is on actual classroom teaching. Matthew Johnston, Electrical Engineering and Computer Science was presented with this award.

The College of Engineering’s Loyd Carter Award recognizes outstanding and inspirational teaching. Robin Hess, Electrical Engineering and Computer Science was presented with this award.

The College of Engineering’s Online Teaching Award recognizes a member of the engineering faculty for unusually significant and meritorious achievement in online teaching and student learning. The recipients were Adam Lambert and Lara Letaw.

Adam Lambert, Chemical, Biological, and Environmental Engineering.

Lara Letaw, Electrical Engineering and Computer Science.


The College of Engineering’s Dennis Marker Teacher of the Year award is for faculty teaching excellence in the School of Civil and Construction Engineering. This award was presented to Catarinia Pestana, Civil and Construction Engineering.

Tom Miller, Civil and Construction Engineering. from the College of Engineering received the OSU American Society of Civil Engineer Teacher of the Year which recognizes the outstanding teacher each year.

Ashley D’Antonio, Forest Ecosystems & Society from the College of Forestry was the recipient of the Robert Aufderheide Award which recognizes the outstanding instructor or professor on the teaching staff at the College of Forestry.

The College of Liberal Arts’ Thomas R. Meehan Excellence in Teaching Award recognizes outstanding contributions to undergraduate teaching. Rebecca Olson, was the recipient of this award.

The College of Liberal Arts’ Isabelle Brock Memorial Outstanding Instructor Award recognizes exceptional contributions by a CLA Instructor through teaching and mentoring students. Eliza Barstow, History & Religious Studies was the recipient of this award.

The College of Liberal Arts’ Outstanding Ecampus Instructor Award recognizes exceptional contributions through teaching and mentoring students by a CLA Instructor who teaches primarily through Ecampus. Lorenzo Triburgo, Art department was the recipient of this award.

The College of Public Health and Human Sciences’ Richard M. Bressler Senior Faculty Teaching Award recognizes faculty with longtime service to Oregon State University who have demonstrated a major commitment to undergraduate instruction over an extended period of time. This award was presented to Brad Cardinal, School of Biological and Population Health Sciences.

The College of Public Health and Human Sciences’ Excellence in Teaching and Mentoring Award recognizes a professorial faculty who has distinguished themselves, their college and their profession and who epitomizes excellence in teaching, research and/or outreach. Kari-Lyn Sakuma, School of Social and Behavioral Health Sciences was this recipient of this award.

The College of Science’s Fred Horne Award for Excellence in Teaching Science recognizes sustained excellence in teaching science by honoring a faculty member in the College of Science who has repeatedly demonstrated exceptional instructional qualities and has had a significant impact on students over a period of not less than five years. This award was presented to Kari van Zee, Biochemistry & Biophysics.

The College of Science’s Loyd Carter Awards for Outstanding and Inspirational Teaching in Science award encourages and recognizes effective and inspirational teaching. The recipients are Charlotte Wickham, Statistics and Corinne Manogue, Physics.


The College of Science’s Whiteley Faculty Scholar for Teaching Excellence Award and OSU Faculty Scholars for Teaching Excellence contributes to the University’s broader Student Success Initiative, the Faculty Scholars will be a recognized community of practice, committed to sharing teaching practices that are proven to engage students and increase their success at OSU. The recipients of this award are Devon Quick, Integrative Biology, and KC Walsh, Physics.


The 2021 Ecampus Excellence in Online Teaching and Student Engagement Award recognizes three faculty members who exemplify excellence in online teaching and student engagement. The award goes to David Stemper, Jeremy Rose and Renee Albertson.

David Stemper, College of Forestry

Jeremy Rose, College of Science

Renee Albertson, College of Agricultural Sciences

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CTL Blended Learning Research Published

Blended Learning Research Perspectives, volume 3Do you integrate classroom teaching and online learning activities in your classes? Do you use a flipped approach or teach reduced-seat-time hybrid courses? Or are you considering such approaches for the first time? If so, you’ll be interested in Blended Learning Research Perspectives, Volume 3, published in September by Routledge. Better yet, this new collection includes Center for Teaching and Learning (CTL) research on highly effective blended teaching practices.

The Oregon State University research, by Cub Kahn, CTL and Ecampus, and Lynne L. Hindman, College of Education, involved two surveys of OSU hybrid faculty to identify what teaching practices are used by hybrid instructors and which of these practices they identify as “very effective” or “extremely effective.” The study found a high degree of consensus around 11 highly effective blended teaching practices. Not surprisingly, these practices strongly emphasize the thoughtful integration of classroom and online learning activities. For instance:

  • Learning activities outside of class prepare students to participate in class meetings
  • Group activities that have both an in-class and out-of-class component
  • Student-to-instructor interaction in both the classroom and online environment

Blended Learning Research Perspectives, Volume 3, has 22 chapters covering a broad range of studies that examine current practices, trends and rapidly changing technology of blended learning. The text is divided into major sections focusing on student outcomes, faculty issues, adaptive learning, K-12 perspectives, international perspectives, and science and health research. OSU faculty and staff can access the full text, including the OSU study (Ch. 6), through the OSU Libraries with your ONID login.

In the wake of the COVID-19 teaching disruption of 2020-21, effective blended teaching strategies appear more central to successful on-campus teaching and learning than ever. You’re invited to let the Center for Teaching and Learning know about your questions, successes, lessons learned, and professional development needs related to blended learning.

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Sparkshops – Learn, Reflect, Renew, Refocus

Join us for the Center for Teaching and Learning’s Sparkshop: Engaging students through effective questioning: Strategies and tips on October 15, 12-12:45 PM.

Login information: Register for Zoom

Sparkshops focus on evidence-informed teaching practices that faculty can easily implement to support student engagement and learning success. They are meant to spark small and impactful modifications to instructional practices with continued support from CTL staff as requested.

Each sparkshop provides:

  • An introduction to an evidence-based practice
  • Potential reasons faculty might incorporate the practice in their course
  • Examples of how the practice can be implemented
  • An opportunity to request more information or support for implementation

Drop in and join us for brief, informal, and rich conversations on two sparkshop topics this fall.

Engaging students through effective questioning: Strategies and tips (October 15, 12-12:45 PM)

Questioning is central to teaching. University teachers pose many questions during a class to check students’ understanding, and promote critical thinking. Facilitators will briefly share evidence-informed strategies for using Bloom’s revised taxonomy, different question types, and effective questioning techniques to support student engagement and learning success. Participants will discuss discipline-based questioning practices.

Increasing student participation in whole-class discussion: Procedures and strategies (November 12, 12-12:45 PM)

Discussion promotes critical thinking and communication skills. It helps students become co-constructors of knowledge and understanding. Getting all students to participate equally is clearly a challenge in whole-class discussions. Facilitators will briefly share evidence-informed procedures and strategies for increasing active participation in whole–class discussions. Participants will discuss discipline-based discussion practices.

Sparkshops will be facilitated by:

Funmi Amobi, Ed.D., Center for Teaching and Learning Instructional Consultant, College Liaison

Weiwei Zhang, Ph.D., Student Response System Product Manager in Academic Technologies


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Sign up for an Intro to Media for Teaching Workshop

OSU Library Quad in AutumnDid you know that OSU has an audio/video production facility to support teaching on campus? It’s called the Faculty Media Center, located in Kidder 100. In this workshop, you’ll learn all about the FMC studios and how to create engaging and immersive media using OSU-supported software.

The Center for Teaching and Learning and FMC invite all faculty and GTAs to this one-hour Zoom workshop. The workshop is offered twice; you can attend either Wednesday, Nov. 3 at 2 p.m., or Thursday, Nov. 4 at 11 a.m. Register now.

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A Reflection on CTL’s Supporting 2SLGBTQI+ Students In and Outside the College Classroom

Teresa L. Ashford

About the author: After 17 years away, Teresa recently returned to OSU as an instructor in the HDFS department. Previously, Teresa taught for five years in the OSU laboratory preschool – Child Development Center/Head Start program – and has more than 20 cumulative years of university-level teaching experience at multiple institutions, including OSU-Cascades, Washington State University Vancouver, WSU Global Campus, and Central Oregon Community College (COCC). For the past 11 years, she also owned and operated a developmentally-appropriate preschool rooted in social justice in Bend, Oregon.

Last week I had the opportunity to attend Dharma Mizra’s talk on Supporting 2SLGBTQI+ Students In and Outside the College Classroom . She spent time highlighting ways educators can better support and include 2SLGBTQI+ students in our college community. She also provided resources available on our campus and in the broader community. She wrapped up by sharing statistics from the HRC and the Williams Institute on the impacts the Covid Pandemic has had on the lives in 2SLGBTQI+ students. As members of minoritized groups, the data was grim. It highlighted, however, the powerful differences we can make in the lives of our students.

Even though I am member of the 2SLGBTQI+ community, I was still able to take away considerable information to improve my practice, specifically as it related to individual classroom communities. A bit of new learning for me was the acronym QTI+. Mizra highlighted that it represents Queer, Trans, and Intersex+ individuals.

Even though we are only two weeks into the term, I’ve had several students approach me to share their name in Canvas does not match the name they use. I was able to discover that students can change their name-in-use, without having to have a legal name change. This will help students stay safe in our classrooms and in our Canvas spaces.

As someone who is passionate about our evolving language, I was also reminded of different ways to refer to folx when we are talking about physiology and anatomy in our classrooms. Exclusively using ‘men’ and ‘women’ is outdated and incomplete. Following are some different terms I’ve used in my classrooms:

  • People with vulvas
  • People with testes
  • Normatively cis bodies
  • People assigned female at birth
  • People assigned male at birth
  • People born intersex
  • Using ‘they’ as a singular pronoun
  • Folx
  • Y’all (yes, I sound admittedly Southern, but avoid ‘you guys’)

This list is hardly inclusive, but a beginning of more progressive ways of thinking about inclusive language.

In my previous decade as a preschool educator, there were numerous opportunities to consider inclusive language with children. Perhaps you are a parent, a grandparent, or another doting grown-up in a child’s life? Some additional language to consider:

What are some others you can think of? If you are interested in learning more ways to support young children, consider checking out Welcoming Schools. While primarily for PK-12 educators, there is a lot of information that can be applied in college classrooms.

Happy Learning!

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CTL Announces Call for Blended Learning Faculty Fellow

LINC BuildingHigh quality blended learning, which combines the strengths of on-campus and online teaching, continues to grow in popularity as higher education moves back to campus after the recent period of remote teaching. CTL, Academic Technologies, Ecampus, and the Office of Undergraduate Education are partnering to launch a 2022 Blended Learning Innovations in Pedagogy (BLIP) initiative. Within CTL, a Blended Learning Faculty Fellow will take a lead role in this initiative to support our strategic goals of enhancing student success and developing a culture of teaching innovation at OSU.

The Blended Learning Faculty Fellow will coordinate a yearlong OSU course redesign program, working with the lead instructors of 3 to 5 large-enrollment courses on structural redesign to improve student success. Course improvements may, for instance, involve pedagogical changes (e.g., more active learning), educational technology (e.g., use of student response systems), student support (e.g., training of LAs), or use of Open Educational Resources.

The Blended Learning Faculty Fellow will also examine course structure and use of technology and pedagogical techniques in OSU gateway courses to set the stage for better implementation of future course improvements.

Nominations for the Faculty Fellow are solicited from academic leadership (deans, directors, and department heads) and will also be accepted directly from interested candidates. See Blended Learning Faculty Fellow Call for Applications. Applications are due Nov. 1.

The Faculty Fellow appointment will begin in January and will include winter, spring and fall terms 2022. CTL will provide a $20,000 stipend.

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WIC Workshop: How to design accessible and engaging course material.

The Writing Intensive Curriculum Program Workshop: “How to design accessible and engaging course material.”  Sept 20 | 12 – 12:50 PM | Milam 215 (zoom available).

In this workshop, Design faculty members Christine Gallagher, Deann Garcia, and Andrea Marks will teach easy-to-apply design principles. (You’ll also learn what not to do!) This will be an interactive workshop during which you will learn a range of practical tips and have a chance to apply them to your own course materials.

Please bring a copy of a syllabus (printed or on a laptop) to mark up or even change during the workshop. Registration:

Note: For those attending in person, please note that we will be observing COVID safety measures (distancing and masks). Direct questions to:

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Join a Fall ’21 Faculty Learning Community

OSU Memorial UnionThe Fall ’21 Blended Faculty Learning Community, sponsored by CTL and Academic Technology, is gearing up to help you advance your teaching skills. This small, supportive cohort will focus on applying effective practices for skillful use of ed tech and for integrating synchronous and asynchronous learning activities.

Participants will explore and develop solutions to self-identified teaching challenges. This cross-disciplinary learning community will meet via Zoom as well as interacting online in Canvas.

OSU instructors and tenured/tenure-track faculty who regularly teach credit-based Cascades and Corvallis campus courses are eligible to apply. All levels of teaching experience and ed tech skills are welcome. Funding is provided and participants will receive a copy of Derek Bruff’s Intentional Tech.

See the Call for Proposals and submit your brief proposal (takes approx. 10 min.) by Sep.  26. Join us!

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Looking to Fall 2021!! Onwards to Better

Dear OSU faculty and staff,

We have missed you.

With the arrival of the 2021 academic year a few weeks away, we are looking forward to seeing you our colleagues, and students, again. The excitement of starting is tempered somewhat by the uncertainty of the pandemic but OSU has safeguards in place, policy to guide us, and we at the CTL are here to help you prepare for classes.

We may not know what course the pandemic will take, but what we are sure about is that you have what it takes to succeed.  You have shown it.

We know that the last year (plus) was a difficult one. Faculty, staff, and students adapted to remote working while also coping with health concerns, changes in caregiving and parenting responsibilities, and a range of other challenges such as the national unrest related to equity issues and the Oregon wildfires.  Many of us are exhausted. The wear and tear of recent times has palpable consequences. While the summer months provided some respite, we know that undoubtedly, there is still residual tiredness and mental strain.

Oregon State rose up to the challenge. Faculty kept teaching. Students kept learning. Counter to hearsay suggesting otherwise, empirical data suggests that many college students still learned successfully, no doubt due in large part to your efforts, compassion, and flexibility.  During remote learning, students and faculty endured in suboptimal situations. Faculty learned new skills and changed habits to best serve students, often providing notes, slides, and lecture recordings, learning and incorporating new technologies, and modifying assignments and assessments. We showed we could roll with the punches thrown by the pandemic.

It is clear we can evolve to face the adversity and right now, each of us has what it takes to succeed as we start the Fall. That said, you should know you do not have to do it alone. We have your back.  The staff at the Center for Teaching and Learning are standing by and prepared to help you with all your course preparation needs.  Together with academic technology and Ecampus, we have curated a concise list of pertinent class preparation aids. Most importantly, we have answers to some of the your major, teaching related questions as you plan for what Fall may be. Should you record lectures? Share slides? Allow Technology? Use open-book exams? What do you do if students need to quarantine?  Need language for your syllabus? We have suggestions. Click here to connect.

We look forward to working with you, invite you to our resources, and are open to one-on-one conversation. If you are looking for ways to be effective and efficient while staying healthy and safe, we are here for you.  Need language for your syllabus reflecting OSU policies?  Try this. Want to write a warm-welcoming syllabus?  Here’s how, and why it is a good idea.

Need policy guidance for teaching this fall? A diverse group of administrators, faculty, and staff, collaborated to provide you with clear cut information about how to plan for Fall 2021. The guidance document, Pathways to Fall, features information on face coverings, what to do if students are sick,  and a lot more. We trust it will help you as you prepare for teaching.  There are significant changes to classroom technology (watch this video for an overview) and you may want to schedule a class tech check to learn more about the upgraded technology in your classrooms.

We had to teach differently during the pandemic. We have learnt from our experiences.  We are not just going “Back to Normal” but we are going Onward to Better.


Regan A. R. Gurung, Ph.D.
Associate Vice Provost and Executive Director, Center for Teaching and Learning
Professor of Psychological Science.


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Career Champions Accepting Applications for New Cohort

By Brenna Gomez

About the Author: Brenna Gomez, MFA, is the university innovation alliance fellow in the Office of Academic Affairs. She has 12 years of experience working with first-generation, low-income, students of color in the nonprofit sector, support services in secondary education, and classroom teaching at the college level. Brenna teaches composition, technical writing, and creative writing.

In 2018, the University Innovation Alliance launched a college to career redesign called “Bridging the Gap From Education to Employment.” As a UIA campus, Oregon State University convened a cross-campus committee of teaching faculty, professional faculty, and students to investigate what would be helpful in the transition from college to the workforce. Over 50 students were interviewed, and they overwhelming requested that faculty and instructors discuss career more often in the classroom.

Flash forward to summer 2020, when the Office of Academic Affairs (then the Office of Undergraduate Education), the Career Development Center, and several members of the aforementioned committee piloted Career Champions. Career Champions is a professional development opportunity that provides faculty with tangible ways to incorporate career connection in the classroom while advancing diversity, equity, and inclusion and discussing the barriers to access for students of color, low-income students, and first-generation students. The pilot was a success! 16 faculty participated in the first cohort and had wonderful things to say about their experience:

“The ‘Career Champions’ seminar should be part of every OSU faculty professional development wheelhouse.  Working alongside colleagues from different disciplines to learn and discuss topics on how to best support first-generation students, students of color, and students with high-financial need on their pathway to career is an enriching process and crucial to the success of our students and institution. Career Champions is an important reminder of the roles and impact we have as educators in and out of the classroom.” –faculty participant 2020

In 2021 we altered the Career Champions model, so we can serve even more faculty and instructors every year. Instead of a summer intensive, Career Champions is now a six-week program within the term. Participants complete one-hour synchronous Zoom sessions on Fridays and one-two hours of asynchronous work on their own each week. A cohort of 15 faculty members gained knowledge, skills, and confidence after the 2021 program:

  • At the beginning of Career Champions, 60% of faculty somewhat or strongly agreed with the statement: “I understand ways I can be a champion or advocate of students with marginalized identities.” Post-Career Champions 100% of participating faculty somewhat or strongly agreed with the statement.
  • At the start of the program, 53% of faculty felt somewhat or extremely prepared to “make changes to syllabus assignments, readings, etc. to begin to make a shift in pedagogy connected to supporting first-gen, low-income, and students of color to reach their post-graduation goals.” Post-Career Champions 100% of participating faculty felt somewhat or extremely prepared to begin making changes.

Want to add more career connection into your course while supporting students? Join us for the fall 2021 session of Career Champions! Applications are open and will be accepted until September 26th. Fill out the short application here. For more information, visit the Career Champions page on the CTL website.

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