By the wind.

My power was out, internet is still out, and pine needles are covering my yard once more.

But hey, at least we are BACK!

Wait, no, this back!

Things happened, are happening, and will happen

Remi Kalir (Learning in a time of Pandemic podcast) is giving a presentation to CPHHS at 2pm today about the same topic. Zoom link

The Teaching Tech Talk Tuesday… or was it Talking Tech on Teaching Tuesday… or maybe Tuesday Tech Talks on Tuesday… Regardless, Spring’s CTL T4 workshops are starting up. It’s a certificated program if you are involved with a certain number of them. Check it out.

While purpose built for main campus, CTL has a “New to OSU” game for new faculty to get used to the resources that OSU has. While certain things may not apply (like finding specific buildings on main campus) there are a ton of other resources for new faculty there.

Hope everyone is ready for some great weather! (at some point?)

-Tim Burnett

Instructor of Kinesiology

Ok, not the best analogy, but as instructors we have a role to facilitate an equitable learning environment. Consistently picking favorites can do a disservice to most of the class. It also can help others tune out or lose attention.

To that point, a recent presentation by Katherine McAlvage for CPHHS focused on inclusive teaching in this remote time. I highly suggest giving this a view to see what may apply to your courses and students.

-Tim Burnett

Instructor of Kinesiology

From The Teaching Professor, an article about where the responsibility lies in education.

To save you some time, here are some key take-aways from the post “Stop Blaming Students! Why We Must Teach Students, Not Content” by Liz Norell

“What students need

As faculty, we have an important role to play in breaking down unnecessary barriers that might impede our students’ sense of belonging. In wrestling with the bigger question, “What do they need us for?,” I’ve come to believe that the faculty role breaks down into three spheres. We…

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In my doctoral program I had the pleasure of seeing and hearing from graduates about their lives after getting a faculty position. There seemed to be a drastic disconnect between what I was learning and what skills I may be using when I moved into one of those positions.

I assumed I would teach like I had been taught. I would stand at the front of the room, tell students what information I wanted them to know, and then answer questions. I later learned this “Sage on the Stage” process wasn’t the best way to teach or learn.

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One reason I was attracted to academia was the variability in schedule; Keeping busy by ever-changing topics, revolving classes throughout the year, and guiding students through novel information.

All of this results in an occupied mind (and I need A LOT of “channels” to occupy my mind).

What ceases to amaze me is the deluge of information and activity that accompanies each term. In the ancient past (last term) the busy builds to a crescendo and we long for the sweet release of the inter-term break… Just to be shot out of the cannon into the next.

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