Respond to the Seminar: Teamwork Across the Curriculum: Strategies for Facilitating Successful Collaborative Learning

Use this space to continue the dialogue about this session. Leave a reply below.

Day and Time: Wednesday, February 22

Location: Laws Hall 320

Presenter: Heidi McKee, Howe Writing Initiative

This discussion-based workshop will provide faculty and graduate student instructors from across the disciplines the opportunity to examine teamwork. Workshop participants will share and learn from each other strategies for facilitating successful collaborative learning. Possible areas (and representative questions) to be explored include team composition and formation (how could and should team members be selected?), team cohesion (what role does trust play?), digital technologies (what are some options?), project scaffolding and “letting go” as an instructor (how can students take the lead on the project?), student and instructor evaluation (how to grade fairly and equitably?), and approaches for team intervention (what to do with the teams that are struggling? how to help facilitate intercultural communication?). Please come prepared to talk a lot with your peers—this is not a presentation-style workshop.

Respond to the Seminar: Miami University Open Educational Resources Grants–Awards Up to $4,500

Use this space to continue the dialogue about this session. Leave a reply below.

Day and Time: Tuesday, February 21

Location: Laws Hall 320

Presenter: Carla Myers, Assistant Librarian & Coordinator of Scholarly Communications

The Provost has established a grant program with awards up to $4,500 for course instructors who integrate or adapt Open Educational Resources (OER) into courses they teach. To apply you must complete an application and attend one of the one-hour workshops on Open Educational Resources listed below.

Applications are due by February 28, 2017. Learn more about the OER grant program at

Article Discusses How Student Perceptions of “Good” vs. “Bad” Workloads Impact Course Evaluation Scores

In his article “Distinguishing Between Good (Useful) and Bad Workloads on Students’ Evaluations of Teaching,” Herbert Marsh (2001) investigated student perceptions of how course workload impacts their learning and, in turn, how these perceptions impact their course evaluation scores. Moreover, he found that workload was a stronger predictor of evaluation scores than were grades.

“Good Workload (valuable in advancing education) had substantial positive effects on SETs and Perceived Learning, whereas the effects of Bad Workload were negative. SETs had nonlinear relations with Good Workload (the positive Good Workload-SET correlation became smaller for higher Workloads) and Grades (the positive grade-SET correlation became smaller for higher grades). The positive grade-SET correlation was completely eliminated by controlling for Good and Bad Workloads and other background variables. In contrast to misguided suggestions that teachers can improve SETs by decreasing Workload (at the likely expense of effective teaching), these results show that SETs and teaching effectiveness can both be improved by increasing Good Workload and decreasing Bad Workload.” (from the article’s abstract)

While an older article, its central idea that students perceive academic challenge in differing ways and, as a result, that not all types of challenge are viewed positively in terms of the promotion of learning, remains relevant.

Marsh, H. W. (2001). Distinguishing between good (useful) and bad workloads on students’ evaluations of teaching. American Educational Research Journal, 38(1), 183-212.

Respond to the Seminar: Non-Native English Speaking Faculty and International Teaching Assistants: Ways to Improve Course Evaluation Scores

Use this space to continue the dialogue about this session. Leave a reply below.

Date and Time: Thursday, February 16th, 2:30 – 4:00 pm
Location: 320 Laws Hall
Presenter: Eun Chong Yang, American Culture and English

Teachers at Miami have their courses evaluated by students to improve the quality of instruction and students’ learning (MUPIM 7.2.B). This end-of-semester formal evaluation serves various purposes, including self-assessment, job promotion, and program development. However, many Non-native English speaking (NNES) faculty and international teaching assistants (ITAs) question the validity of formal evaluations because they may receive low scores, student resistance, and negative comments based on their ethnic, racial, cultural, or linguistic identities (Sommers, 2012). In this seminar Eun Chong Yang, NNES facilitator, will share her 17-year experience of success in the classroom that has translated into high scores on her course evaluations and discuss her strategies. Attendees will also have the opportunity to share their own experiences in small groups, during which practical suggestions will be offered to improve future course evaluations.

Companion Books in the CTE Library Focus on Flipping the Classroom

José Bowen, former Dean of Fine Arts at Miami University and now President of Goucher College, has published a new how-to guide to accompany his book Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning (Wiley, 2012).

417qoAcDkqL._SX329_BO1,204,203,200_As described on, “Teaching Naked flips the classroom by placing the student’s first contact with the material outside of class. This places the burden of learning on the learner, ensures student preparation, and frees up class time for active engagement with the material for more effective learning and retention” (From

51qdfgKw5-L._SX384_BO1,204,203,200_Bowen’s new book, coauthored by C. Edward Watson, director of the Center for Teaching and Learning and Fellow in the Institute for Higher Education at the University of Georgia, is Teaching Naked Techniques: A Practical Guide to Designing Better Classes (Wiley, 2017) and is described as “both a design guide and a ‘sourcebook’ of ideas: a great companion to the award-winning Teaching Naked book.”

Teaching Naked Techniques helps higher education faculty design more effective and engaging classrooms. The book focuses on each step of class preparation from the entry point and first encounter with content to the classroom ‘surprise.’ There is a chapter on each step in the cycle with an abundance of discipline-specific examples, plus the latest research on cognition and technology, quick lists of ideas, and additional resources” (From

Both of these books and 1000 other teaching and learning titles are available in the Center for Teaching Excellence library in 317 Laws Hall on the Oxford campus. Come in and browse our selections, or search online at

Respond to the Seminar: Writing Across the Curriculum: Strategies to Empower Students for Their Chosen Careers

Use this space to continue the dialogue about this session. Leave a reply below.

Date: Thursday, February 9th
Time: 2:30 pm – 4:00 pm
Place: 320 Laws Hall

Presenter: Scott Johnston, Architecture and Interior Design; Institute for the Environment and Sustainability

While the value of being able to write well is an asset in any field, the notion of what good writing should look like is often much more disciplinary. And for most of us, teaching writing was probably not at the top of the list of why we became college professors. The instructor will present strategies for designing writing challenges aimed at building the skills students will need to be effective communicators in the career fields they intend to pursue. The latter part of the workshop will engage participants in a writing exercise as a way of challenging them to come up with creative new strategies for writing assignments in their own courses.

Respond to the Seminar: Cultural Considerations and Inclusive Practices for Academic Integrity

Use this space to continue the dialogue about this session. Leave a reply below.

Day and Time: Wednesday, February 9, Noon – 1:00 pm

Location: Laws Hall 320

Presenters: Brenda Quaye, Coordinator for Academic Integrity, and Carol Olausen, American Culture and English

What are the different motivations of our domestic and International students that affect how they approach their education? How do student backgrounds affect how they view academic integrity and complete their class work? What are the best practices for working with International students with regard to academic integrity? To learn about these issues and more, please join Brenda Quaye, Coordinator for Academic Integrity, and Carol Olausen, Director of the American Culture and English (ACE) Program, at the next Academic Integrity Lunch ‘N Learn.

Kate de Medeiros, Sociology and Gerontology, Named Ohio’s Educator of the Year

The Hamilton Journal-News reports that “Kate de Medeiros, Associate Professor of Sociology and Gerontology and the Robert H. and Nancy J. Blayney Professor of Gerontology, has been named Educator of the Year by the Ohio Association of Gerontology and Education (OAGE), Miami officials announced Monday. She will receive the award at the annual OAGE conference in April.”

“de Medeiros received her doctorate in Gerontology from the University of Maryland Baltimore County in 2006 and joined Miami University’s Department of Sociology and Gerontology in 2011.”

To read the full article, go to

FLC Proposal Deadline Extended to February 15th!

Organize a community of 8 to 12 faculty, professional staff, and/or teaching assistants to engage in a year-long series of seminars and activities about enhancing teaching and learning. Participants develop individual or group teaching projects and may construct a course mini-portfolio to provide evidence of student learning.

More information about FLCs can be found at:

Proposals can be submitted at:

Please contact the Center for Teaching Excellence (CTE) at 9-9266 or for additional information.

Drop-In Writing Hours at the Howe Center for Writing Excellence

The Howe Center for Writing Excellence, located on the first floor of King Library, offers drop-in writing hours for undergraduate students on Sundays from Noon-3:00 pm.

Drop-in writing hours are also available for faculty and graduate students every Friday morning from 8:30am-noon. Coffee is brewing and there is plenty of space to work, as well as an HCWE staff member to consult with for those who would like feedback.

To keep up with all of HCWE’s offerings, see their website and calendar: