Tuesdays Are for Teaching!

By Emma Larkins, Center for Teaching and Learning

Learning Innovation Center hallway with Center for Teaching and Learning Quality Teaching banner

Each term, the Center for Teaching and Learning invites speakers to share pedagogical practices and strategies that can help bring the Quality Teaching (QT) framework to life for learning communities at OSU. Each QT Talk homes in on a principle from the framework with a focus on imparting tangible, practical ways to bring it to life.  

QT Talks take place on Tuesdays at 11:00 a.m. weeks 3, 5, and 7 of every term. Attendees can participate either in-person on the Corvallis campus or by Zoom. All members of the OSU community are welcome to attend QT Talks! 

Upcoming Session:  Dr. Jacqueline Goldman, Professor of Practice in Oregon State’s School of Psychological Science, will open the QT Talk program for the 2023-2024 academic year with the session: “Academic Integrity and Equity: It’s in the Pedagogy.” A brief overview of the session is as follows:  

Plagiarism and other forms of academic misconduct have historically been conceptualized as the intentional and rational decision to cheat, however these assumptions neglect many underlying factors, both environmental and individual, that lead to students taking these short cuts. Previous research has indicated that students may be motivated to engage in cheating behavior due to feeling as if the instructor does not care about them as students (MacGregor & Stuebs, 2012). While regular and meaningful one-on-one interaction with students may not be possible due to increased course sizes and increasing demands on educators, pedagogical practices can facilitate relatedness and a sense of community within the classroom itself. Deci and Ryan’s Self-Determination mini-theory (2000) argues that to facilitate general wellness, integrity, and internalization of course values, humans have three basic needs that must be fulfilled: autonomy, competence, and relatedness. Fulfilling all of these needs has benefits for motivation and learning in the classroom, but even the fulfillment of just the relatedness need has unique benefits of internalizing and accepting course values, which may lead to fewer instances of academic misconduct (Niemiec & Ryan, 2009). 

To attend the first QT Talk of the academic year, join us Tuesday, October 17, at 11:00 a.m. in LINC 343 or by Zoom. To receive Zoom access, please pre-register. We hope to see you there! 


MacGregor, J., & Stuebs, M. (2012). To cheat or not to cheat: Rationalizing academic impropriety. Accounting Education, 21(3), 265–287. https://doi.org/10.1080/09639284.2011.617174

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, Competence, and Relatedness in the Classroom Applying Self-Determination Theory to Educational Practice. Theory and Research in Education, 7, 133-144. https://doi.org/10.1177/1477878509104318

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

About the author: Emma Larkins, Ph.D. Candidate, Graduate Teaching Assistant, Center for Teaching and Learning. Emma (she/her) is a doctoral candidate in Women, Gender, and Sexuality Studies at Oregon State University. Her professional background is in qualitative research, higher education assessment and evaluation, and advancing equity.

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