For the self-paced version of the workshop, participants are required to attend two required online workshops (TILTing Research Assignments and Motivating through Meaningful Research Assignments) and two elective online workshops. We will keep this page up to date with Autumn 2024 offerings, so please keep checking it for updates and new offerings! If you attend a workshop that is not listed here that you believe should count as an elective, please send a description of the workshop (including learning outcomes, if available) and a short description of how it is aligned with Meaningful Inquiry’s learning outcomes to LIB-Teach@osu.edu for consideration. Please note that some of the elective offerings are only open to the Ohio State community – these will be marked accordingly.
Required Workshops
TILTing Research Assignments
Tuesday, October 8, 2024, 12:00-1:00. Click here to register.
OR
Wednesday, November 20, 2024, 12:00-1:00. Click here to register.
Research assignments, common across higher education, often require students to demonstrate their information literacy. Instructors may assume that students are prepared to meet the expectations for these assignments or feel unable to teach information literacy at the expense of disciplinary content. Hence, the ways of thinking and knowing related to information literacy can form a hidden curriculum. This online workshop introduces the Transparency in Learning and Teaching (TILT) framework and provides an activity for you to consider how you might apply this framework to your own teaching practice.
Motivating through Meaningful Research Assignments
Wednesday, September 25, 2024, 12:00-1:00. Click here to register.
OR
Wednesday, November 13, 2024, 12:00-1:00. Click here to register.
When we find our work to be meaningful, we are often more motivated to tackle that work…this also true for students and their academic work! In this workshop, we will discuss key elements of motivation as they relate to student learning and consider how we can help students finding meaning in their academic work.
Elective Workshops
Teaching Information Literacy: Foundational Concepts and Teaching Strategies
September 11, 2024, 12:00-1:00 (to register: https://go.osu.edu/ilfoundations2)
or
September 12, 2024, 12:00-1:00 (to register: https://go.osu.edu/ilfoundations1)
What exactly do we mean when we talk about information literacy? Why is it important that our students are developing their information literacy? This virtual workshop will provide an overview of information literacy as a concept and a practice in higher education and explore why information literacy is crucial to student success. Participants will also learn about resources and strategies that they can use to incorporate information literacy into their courses. This workshop is aimed at course instructors, graduate teaching associates, and librarians. All are welcome!
Do As I Say: Authenticity and the Research Process
September 19, 2024 12:00 pm
To register: https://go.osu.edu/authenticresearch
When starting a research project, do you always develop a list of keywords and synonyms before you search? Have you ever cited a source without reading the entire article? Do you always spend a significant amount of time evaluating each source you find? When instructors and librarians teach students how to conduct research, we often outline specific steps that students should take and provide guidelines they should follow. But, do we always follow these steps or guidelines ourselves? If we don’t, why not? And what does that mean for the way we teach research? This presentation will explore the idea of authenticity in relation to how we teach the research process. Participants will be encouraged to think about how we can approach teaching the research process as it often is, rather than what we think it should look like.
Student Engagement Strategies: Peer Instruction
September 19, 12:00-1:00 pm
To register: https://drakeinstitute.osu.edu/calendar/student-engagement-strategies-peer-instruction (Please note that this is only open to the Ohio State community.)
Peer instruction is an evidence-based teaching strategy that deepens learning by involving students in their own learning and focusing their attention on concepts they must explain and clarify to their colleagues. It is highly effective and relatively easy to implement.
This workshop on Peer Instruction is designed to equip you with an understanding of peer instruction, the research on its implementation, and how to infuse it into their classes this semester. The peer instruction strategy is a great example of how a small adjustment to instructional practice can potentially have significant impact on student experience and success. Participants in this workshop are asked only to arrive motivated to improve practice, and they’ll leave with a plan for effective, evidence-based change using peer instruction!
After this workshop participants will be able to:
- plan implementation of peer instruction in their own context
- anticipate and overcome barriers to effective use of peer instruction
- identify appropriate assessments to measure the effectiveness of the peer instruction strategy
Academic Research and the Expert-Novice Gap: Helping Students Understand the Purpose of Research
October 3, 2024 12:00-1:00 pm
To register: https://go.osu.edu/expertnovice
Experienced researchers tend to think about research as an ongoing and iterative process in which individual researchers contribute their findings to an ongoing conversation within or across disciplines. However, as novice researchers, students may have a very different understanding of the purpose of research. The lack of a shared understanding of the goals and process of research may contribute to the frustration that students and instructors often have related to student performance on research or inquiry-based assignments. This free virtual workshop will explore the expert-novice gap in relation to the purpose and process of academic research. Participants will learn strategies and activities that they can use to help students develop their understanding of the purpose and process of research.
I Don’t Know What That Means: Helping Students Understand the Language of Research
October 10, 2024 12:00-1:00 pm
To register: https://go.osu.edu/languageofresearch
What is a scholarly source? What is peer review? What is a literature review? In many ways, learning to be an effective information researcher requires students to learn another language. There are many terms that instructors regularly incorporate into their instructions for research or inquiry-based assignments that may be unfamiliar to students. In addition, the meaning of some terms can vary across disciplines. Or, there may be terms that have an “everyday” meaning and a different meaning within the context of research. This free virtual workshop will focus on highlighting key academic jargon related to the research process. Participants will also learn about strategies and resources that will help to clarifying key terms and concepts for students.
Why Do We Cite? Helping Students Understand the Value of Citations
October 17, 2024 12:00-1:00 pm
To register: https://go.osu.edu/whywecite
While many students are familiar with the expectation that they must cite their sources, do they really understand why instructors consider citations to be so important? If not, how can we help them to shift their thinking about the role citations play in the research process. This free virtual workshop will explore the ways in which instructor and student understanding about why we cite may differ and what this means for our efforts to teach students to cite. Participants will leave with strategies and resources they can incorporate into their teaching context to helps students better answer the question: Why do I need to cite?
Voices Not Sources: Reframing How We Teach Searching for and Evaluating Sources
October 24, 2024, 12:00-1:00 pm
To register: https://go.osu.edu/voicessources
As part of research or inquiry-based assignments, students are often instructed to locate a certain number of sources. Often, they are often told to find specific types of sources, such as scholarly journal articles. However, such guidance may create the impression that sources are objective and can be viewed without consideration of the perspective of the creator. In this workshop, participants will consider what it would mean if we encourage students to seek differing voices, not sources. How could this change the way students search for sources? How could this change how students evaluate sources? Participants should leave with ideas for how they can help students to consider the value of incorporating multiple perspectives as part of the research process.
Reconstructing the Academy: Transforming Our Teaching and Research Practices through Epistemic Justice
November 7, 2024, 12:00-1:00 pm
To register: https://go.osu.edu/miepistemicjustice
As academics, we prioritize certain types of knowledge and ways of knowing, often without even realizing it. This workshop invites faculty and librarians to explore the concept of epistemic justice, a practice that demands equal respect for diverse knowledge systems, decentering Euro-westernized academic research. While many diversity and inclusion initiatives focus on representation, epistemic justice goes deeper, asking us to rethink who we consider knowledgeable and why. Together, we will explore pragmatic tools for embedding an epistemic justice lens into undergraduate and graduate curricula, and how we might redefine approaches to knowledge creation.
Heather Campbell (she/her) is an uninvited white settler of Scottish and Irish descent who lives and works on Treaty 6 territory, traditional lands of the Anishinaabek, Haudenosaunee, Lūnapéewak nations. As Curriculum Librarian for Western University (Canada), she supports the university’s strategic curricular initiatives as both a member of Western Libraries and the Centre for Teaching and Learning. Heather’s scholarship looks at teacher identity, curriculum decolonization, and epistemic justice.
Ashley McKeown (she/her) is an uninvited white settler of Irish descent, who lives, works, and plays on the ancestral lands of the Anishinaabek, Haudenosaunee, Lūnapéewak nations, the first and rightful inhabitants. As a Certified Canadian Nurse Educator and Teaching Fellow for the Faculty of Health Sciences, she leads the development of an epistemic justice-based curriculum. Her goal is to redefine perceptions of “best evidence” and research competencies for students in health professional programs. Ashley’s scholarly focus explores how integrating epistemic justice into evidence-based practice can foster cultural humility among health professional students and facilitate the creation of culturally safe healthcare spaces.