OTEP Scholarship of Teaching and Learning
Faculty Learning Community


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Background
The University of Cincinnati is one of the Ohio institutions of higher learning invited to participate in the Ohio Teaching Enhancement Program (OTEP) coordinated by Miami University. The program on which this collaborative effort is based was developed over the last twenty years at Miami University. Miami’s program was recognized nationally when it received the prestigious Theodore Hesburgh Award in 1994 for “being the most effective professional development program in the United States in impacting undergraduate teaching and learning.” Its Faculty Learning Communities Program is also a 2003 Hesburgh Certificate of Excellence winner. The Ohio Teaching Enhancement Program, with funding from the Ohio Board of Regents, provides a collaborative approach that promises to lead to improved student learning outcomes. The inter-institutional connections will bring about improved teaching by individual faculty, a clearer sense of colleagueship across disciplines, and a greater understanding of the nature of the scholarship of teaching.
Raymond Walters College, through the auspices of the college’s Learning and Teaching Center, has been selected to pilot this project for the University of Cincinnati. 2009-2001 will be the 10th year for an OTEP faculty learning community at Raymond Walters College.


The long-term goals of faculty communities are to:
· build institution-wide community through teaching and learning,
· nourish the scholarship of teaching and its application to student learning,
· broaden the assessment of teaching and learning,
· increase faculty collaboration across disciplines,
· encourage reflection about general education and coherence of learning across disciplines,
· create an awareness of the complexity of teaching and learning, and
· increase the rewards for and prestige of excellent teaching.


The OTEP faculty learning community at Raymond Walters College focuses on the scholarship of teaching and learning (SoTL). SoTL involves posing a problem about some aspect of teaching and learning, using the scholarly literature to guide the study of the problem, and publicly presenting the results of the study. The activities planned for the Raymond Walters College Scholarship of Teaching and Learning Community include the following
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· The community members pursue self-designed learning programs, including a teaching project, for which they receive financial support.
· Participants develop and refine teaching projects through readings, seminars, and discussions.
· The community continues to meet and discuss pedagogical issues throughout the year as they pursue their teaching projects.
· In November participants attend the Lilly Conference on College Teaching, where they interact with nationally known teacher scholars and OTEP members from other institutions.
· At the spring Faculty/Student Seminar, the faculty participants engage in discussion of teaching and learning issues with a selected panel of students.

The following Fall, the community members present to the campus the results of their teaching projects, followed by a presentation either at the Lilly Conference or AURCO.



Eligibility:All tenure-track and tenured faculty, field service faculty, represented adjunct faculty, and visiting faculty may apply.

Selection Criteria: The selection criteria are level of commitment in the faculty learning community, desire for professional development, and potential for contributions to the community. Participants will be chosen to create a diverse group representing a variety of disciplines, experiences, and professional needs.
Selection Procedure: The director of the Raymond Walters College Learning and Teaching Center and the Associate Dean of Academic Affairs will select the community participants.
Participants over the last 6 years:


Participant Department
Eric Andersen? Electronic Media
David Aveline Behavioral Sciences
Diana Beckett English and Communication
Stefanie Bethuy Art & Visual Communication
Sue Brammer Nursing
Roberta Campbell Behavioral Science
Leslie Elrod Behavioral Science
Lesta Cooper-Freytag Biology
Pamela Gershuny Business and Economics
Jacquelyn Gibbs Nursing
Julie Gill Allied Health
Janet Goeldner Nursing
Melinda Greer Chemical Sciences
Carla Henderson Nursing
Tracy Herrmann Allied Health
Kris Hickey Biology
Rita Kumar English and Communication
Barb Kunselman Dental Hygiene
Tres Kutcher Biology
Robin Lightner Behavioral Sciences
Anthony Malone Mathematics, Physics, & Computer Science
Jennifer Marshall Behavioral Sciences
Carol Mayo Nursing
Biz McClure Dental Hygiene
Amy Miller Biology
Marlene Miner English and Communication
Jan Neal Nursing
Debra Oswald Library
Darice Pacek Dental Hygiene
Brenda Refeai English and Communication
Fabio Santos Mathematics, Physics, & Computer Science
Pat Shaughnessy Nursing
Marilyn Simon Behavioral Science
Susan Sipple English and Communication
Claudia Skutar English and Communication
Cynthia Stegeman Dental Hygiene
Deborah Themudo Foreign Languages
Carman Wakefield Behavioral Sciences
Susan Weeks Nursing
Jennifer Wells Veterinary Technology
MJ Weingraub Biology
Krista Wood Math
Frank Wray Biology
Emel Yakali Chemical Sciences
Julie Yonker Behavioral Science
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Selected project titles or topics:

  • Audio commentary for student feedback
  • Developing a new course in Spanish to meet community needs
  • Reducing student anxiety for oral presentations
  • Mind gym exercises for test anxiety
  • Comparing an online and face-to-face in attitude and performance change in Biology
  • Adding a role play exercise in a dental hygiene unit
  • Games and simulations in the classroom: College instructors versus trainers
  • Service learning reflective exercises
  • Adding math instruction to the nursing curriculum
  • The effects of teamwork on student retention in Rad Tech
  • Introducing active learning modules in Biology lab
  • The effect of physics demonstrations on comprehension
  • The effect of supportive self-regulated learning activities in dental hygiene
  • A problem-based learning biology course across two geographical locations
  • Adding quiz reviews to improve performance in chemistry
  • The effects of library instruction on students’ understanding of a topic as evidenced by concept maps
  • A problem-based learning eMedia class of a television production
  • The effect of previous experience and academic preparation on performance in a veterinary technology program