College of Nursing Instructional Redesign Cohort (2021-2022)
If you have completed the Drake Institute’s Teaching Practices Inventory and the Readings and Reflections Exercise (formerly Components 1 and 2 of the Drake’s Teaching Support Program), you are ready to complete Component 3, the Instructional Redesign Program. The College of Nursing, in collaboration with the Drake Institute, will facilitate an Instructional Redesign (IR) cohort specifically for College of Nursing faculty who want to implement a new approach to solve an instructional problem in a course they teach. Each member of the IR cohort will begin by identifying the instructional problem or research question they want to explore and developing an evidence-based approach to addressing it.
The expectation for the autumn 2020 cohort is that members will complete Sections I and II of the IR Portfolio no later than the end of December 2021 and be ready to implement and evaluate their strategy in one of the 2021-2022 academic semesters. It is anticipated that faculty will be able to complete the remaining sections of the portfolio and submit the portfolio to Drake staff for evaluation by the end of the spring 2022 semester. Those faculty who complete a successful portfolio will earn an $1,150 incentive funded by the Drake Institute.
Joni Tornwall (a co-director for the TIES Academy) will facilitate and support design and evaluation of new instructional approaches, and Kelly Wheatley (a CON instructional designer) will facilitate implementation and learning technology support (in Carmen or using centrally supported tools). Please consider taking advantage of this opportunity to work with your faculty and staff colleagues to improve instruction and complete the Drake Institute’s Instructional Redesign Program.
Let us know by completing this form if you are interested in joining the 2021-2022 CON IR Cohort.
Common Questions
Who can participate in the CON IR cohort?
From the Drake Institute’s Instructional Redesign information page:
Before starting instructional redesign, instructors must complete the Teaching Practices Inventory, Teaching@OhioState online modules and Drake Institute Reading List Reflection (formerly Components 1 and 2 of the Drake’s Teaching Support Program). These activities are open to all Ohio State faculty and staff interested in exploring evidence-based teaching strategies.
Full-time (.75 FTE) Instructors who successfully complete an IR portfolio are eligible for one-time compensation of $1,150 every five years.
Under Requirements, see “Confirm your eligibility.”
Are Associated Faculty eligible to participate?
Yes! Associated faculty who have a minimum of .75 FTE faculty appointment are eligible for IR compensation. Unfortunately, the compensation cannot be extended to part-time associated faculty, but the TIES Academy and Drake Institute staff still want to support all faculty, regardless of full- or part-time status, in their pursuit of excellent instruction. The benefits of professional development, improvement in teaching and learning, and a potential publication from your work should be considered in your decision to participate in the cohort.
Several faculty worked on a single course. Can we submit one portfolio?
Collaboration among multiple instructors is encouraged among faculty who teach the same course and implement the same IR plan. Faculty can work together to create a single portfolio that discusses their shared experience in exploring the literature and implementing and assessing a new, evidence-based practice. Each member of the group submitting the shared portfolio should (1) contribute data from their own course in the assessment portion of the portfolio and (2) complete their own final reflection component. If co-instructors teach one large course (all instructors teach one section together), there may be a single data set for assessment; all instructors should note how they were involved in the implementation phase (e.g., each instructor integrated the evidence-based teaching strategy into one or more of their modules/sessions/activities).
How do I get started?
You will need to identify an instructional problem, quality improvement project, or research question you want to address. Your topic should focus on students in an academic setting. It need not be very complex or involve a whole-course, whole-semester context. It can focus on a single strategy, as long as you can measure the effect of the strategy on direct and indirect student learning outcomes. Your facilitators can answer questions and help you identify problems, questions, and measurements in a consultation. We will be working closely with Drake Institute staff when difficult questions come up.
Under Requirements, see “Identify a teaching challenge or research topic.”
The IR Portfolio looks like a lot of work, and I don’t know where to begin.
It may take some time to create, but you’ll write the sections you need, one at a time, with full support from your faculty and staff colleagues in the CON and TIES Academy. A significant benefit in creating an IR Portfolio will be the resulting start you’ll have on a journal article or conference presentation in which you can disseminate the work you are doing more broadly in the academic nurse educator community!
Do you have an example of a completed IR Portfolio project?
Yes! The Drake Institute has a “How Are You Teaching?” website that includes IR portfolio examples. Look for entries that begin with the words “Instructional Redesign.”
Will this involve group meetings or individual consults?
The TIES Academy believes we work best in collaboration with each other, but we know group meetings in Zoom don’t work for everyone. We have options to meet in groups or provide individual consultations. When you complete the interest form, you’ll have an option to tell us what you prefer.
