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 Spring 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.
Required Workshops
TILTing Research Assignments
Thursday, March 21, 2024, 12:00-1:00. Click here to register.
OR
Thursday, April 18, 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, February 14, 2024, 12:00-1:00. Click here to register.
OR
Wednesday, April 10, 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
Antiracist Language and Culturally Sustaining Approaches to Working with Student Writing
January 22, 2024, 11:00 am – 12:30 pm. Registration information here
(Note: Only open to members of the Ohio State community.)
Instructors keen to incorporate writing in their classroom may see it as a possibility for students to share their perspectives and beliefs on a course topic. As students share their thoughts, they may communicate in ways that reproduce harmful or ignorant views, especially regarding aspects of race and culture. Similar to concerns about providing feedback to student writing, instructors may lack vocabulary or approaches to effectively recognize and suggest changes to student writing that engages in racism.
In this workshop, participants will develop a foundational understanding and vocabulary related to race, racism, and antiracism (Bonilla-Silva, Ore) and reflect on leverage points (Ladson Billings) to potentially integrate Culturally Sustaining Pedagogy into writing assignments. Introduced vocabulary will cover differences in individualized vs systemic views of racism, accounting for everyday views of race that enable racism, and consideration of contextual antiracist responses. Participants will brainstorm the contexts and types of writing students engage in their course and consider where there is room for framing writing with anti-racism and or culturally sustaining pedagogies.
Information Literacy: Foundational Concepts and Teaching Strategies
February 1, 2024, 12:00-1:00. To register: IL Foundational Concepts
What exactly do we mean when we talk about information literacy? Why is it important that our students are developing their information literacy? This 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.
Facilitator: Jane Hammons, Teaching & Learning Engagement Librarian, The Ohio State University Libraries
Note: For those affiliated with Ohio State, this workshop counts as credit toward the Teaching Information Literacy endorsement and/or the Meaningful Inquiry endorsement from the Drake Institute for Teaching and Learning.
Prior Knowledge, Research and Information Literacy
February 8, 2024, 12:00-1:00. To register: Prior Knowledge and Information Literacy
Students come into our classes with prior understandings about what it means to do research or how to perform tasks such as locating and evaluating information sources. While this prior knowledge can sometimes be useful, when it is inaccurate or inappropriate, prior knowledge can also cause students to struggle with research or inquiry-based assignments. This workshop will explore the relationship between prior knowledge, research, and information literacy. The presenter will share practical ideas for how to identify, activate, and, when needed, correct students’ prior knowledge in order to support improved performance on research assignments.
Facilitator: Jane Hammons, Teaching & Learning Engagement Librarian, The Ohio State University Libraries
Note: For those affiliated with Ohio State, this workshop counts as credit toward the Teaching Information Literacy endorsement and/or the Meaningful Inquiry endorsement from the Drake Institute for Teaching and Learning.
Beyond Anxiety: Exploring Emotional Bottlenecks in the Research Process
February 15, 2024, 12:00-1:00. To register: Beyond Anxiety
Students encounter a spectrum of emotions on their research journeys, providing both meaning and motivation to their work. In this workshop, participants will gain insights into the impact of emotional bottlenecks on the research process and explore effective strategies aimed at nurturing and enhancing students’ emotional investment in their research pursuits.
Decoding Information Literacy
February 22, 2024, 12:00-1:00. To register: Decoding Information Literacy
Do your students struggle with research or inquiry-based assignments where they are required to locate, evaluate and use a variety of different information sources? Some of these challenges may be due to the gap between how experienced researchers approach research and how novice learners approach research. In this workshop you will be introduced to Decoding the Disciplines (Pace & Middendorf), a model for reducing the gap between expert and novice thinking. You will learn about how you can use this model to help identify student learning bottlenecks related to information literacy—finding, evaluating and using information—and will be provided with strategies and activities you can use to help students overcome these bottlenecks.
Facilitator: Jane Hammons, Teaching & Learning Engagement Librarian, The Ohio State University Libraries
Note: For those affiliated with Ohio State, this workshop counts as credit toward the Teaching Information Literacy endorsement and/or the Meaningful Inquiry endorsement from the Drake Institute for Teaching and Learning.
Asset-Based Pedagogies
March 5, 2024, 12:00-1:00. To register: Click here to register.
When we use an asset-based pedagogical approach, we consider how we can leverage the interests, lived experiences, aspirations, and expertise that students have in our courses and assignments. Asset-based pedagogies can help students make connections between other aspects of their lives and their academic work, which can have benefits for motivation, confidence, and sense of belonging. In this workshop (which will be facilitated by a Meaningful Inquiry alumna!), you will learn more about asset-based pedagogies and how you can incorporate them into your teaching practice.
Facilitator: Dr. Amy Collins-Warfield, Assistant Professor, Center for Learning Innovation at the University of Minnesota Rochester
Empowering Global Writers: Fostering Inclusive Learning Environment Through an Asset-Based Approach
April 1, 2024, 11:00 am – 12:30 pm. Registration information here.
(Note: Only open to members of the Ohio State community.)
Students bring a wide variety of knowledge and experiences about language and writing to their learning, and instructors might find it difficult to account for the range of experiences in their classroom. How can instructors differentiate teaching to meet the needs of students with different levels of linguistic, cultural, and academic diversity? How can they assess student learning in an equitable way that takes into account the different backgrounds and experiences of students? How can they create a classroom climate that is welcoming and inclusive for every student?
This workshop is designed for faculty and/or GTAs who are committed to supporting multilingual writers to thrive and excel in academic writing. Participants will develop an understanding of the assets that multilingual writers bring to the classroom and explore inclusive strategies to establish a learning environment that fosters active knowledge acquisition and cultural exchange among students.
Trauma-Informed Teaching
April 4, 2024, 9 – 10:30 am. Registration information here.
(Note: Only open to members of the Ohio State community.)
In the context of a recent pandemic, heightened attention to racial injustice, and pervasive political conflict, students and teachers alike must grapple with trauma in their everyday lives. This workshop equips participants with a trauma-informed approach to teaching, anchored in compassion, preparedness, and accessibility. Participants will discuss the importance of trauma-informed teaching, explore trauma-informed strategies, and practice tactics to build optimism and engagement in our learning spaces.
After this workshop participants will be able to:
- explain the importance of trauma-informed teaching
- name signifiers of trauma among students
- articulate multiple trauma-informed teaching strategies