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Academic Programs

College of Food, Agricultural, and Environmental Sciences


Mid-Afternoon Concurrent Session Offerings

Assessment & Evaluation

Room: Conference Theater

Assessing and Facilitating Students' Intercultural Competency Development to Prepare them for Interdisciplinary Global Engagement

Patrick Sours

Dr. Patrick Sours, Senior Lecturer, Department of Food, Agricultural and Biological Engineering

Cindy Jiang Dr. Cindy Jiang, Senior Research Associate, Office of International Affairs
Cherish Vance Ms. Cherish Vance, Instructor, Department of Food, Agricultural and Biological Engineering
Ann Christy Dr. Ann Christy, Professor, Associate Dean and Director for Academic Programs
Buckeye Leaf
To address the unprecedented challenges that our global society faces, the next generation of scientists and engineers must learn to collaborate and navigate across diverse partnerships to solve problems with an understanding of the complex ways in which technical and social aspects are intertwined. Global education typically involves US students traveling to foreign countries and engaging in community service projects to obtain these perspectives. The global pandemic made international travel impossible, and even post-COVID there are sometimes barriers to students being able to travel abroad. In response, two OSU courses were redesigned by integrating intercultural learning activities, purposefully designed intercultural interactions and collaborations, and student reflections with the more discipline-specific course content. This work assesses these courses’ effects on students’ intercultural competency development using Intercultural Development Inventory (IDI) pre- and post- testing, as well as focus groups, surveys, and narrative analysis. Findings from this work indicate that students were able to simultaneously develop intercultural competence and academic focused skill sets, sometimes to a greater extent than gains in intercultural competence observed in more traditional study abroad international trips. This session will highlight some of the intercultural learning activities, the Intercultural Development Inventory assessment tool, and study outcomes. Participants will explore how some of these techniques could be incorporated into their own courses and workshops to help learners develop their ability to work more effectively in intercultural settings.
Creating a Diverse, Equitable, & Inclusive Learning Environment

Room: Clinton

Inclusive Citation and Why it Matters

Jane Hammons

Ms. Jane Hammons, Teaching & Learning Engagement Librarian, University Libraries

Buckeye Leaf
What are inclusive citation practices? Inclusive citation has been described as “an approach to citing the intellectual and creative work of individuals and groups with a diversity of backgrounds, experiences, and perspectives. Inclusive citation works to counteract dominant power structures that have historically privileged certain groups while disadvantaging others” (Rowan University). In this presentation, Jane Hammons, Teaching & Learning Engagement Librarian, will explore the concept of inclusive citation and why it matters. Participants will leave with ideas and resources they can use to start incorporating inclusive citation practices into their teaching and research.
Designing Educational Experiences Beyond the Classroom

Room: Hancock

Interactive Activities to Engage Students

Mary Rodriguez

Dr. Mary Rodriguez, Associate Professor, Department of Agricultural Communication, Education, and Leadership

Buckeye Leaf
It can sometimes be hard to try new activities or approaches in your teaching. Questions like: What if it fails? Will it work with this many students? often come up and can deter you from trying something new. While these questions are important to consider, engaging your students in new ways can bring a new perspective to your class. Engaging students beyond traditional teaching methods can enhance student mastery of new topics, support critical thinking, and create spaces for them to engage and learn from one another. This session will give you some activities to try and support you in your preparation to integrate them into your teaching.
Helping Learners Succeed

Room: Monroe

Tapping Student Strengths: Using Effective Interpersonal Approaches

Keegan Hange

Ms. Keegan Hange, Program Coordinator, Program Excel, CFAES Wooster


Dee Dee Snyder Ms. Dee Dee Snyder, Program Manager, Program Excel, CFAES Wooster
Buckeye Leaf
First generation students, students with high financial need and students with disabilities bring a myriad of skills, knowledge and experience to college. This interactive session will explore specific holistic, relational and strengths-based approaches for supporting these students in maximizing their college journeys. You will leave the session with additional resources.
Strategies for Instructional Delivery

Room: Alumni Lounge

Leveraging Social Annotation to Enhance Students’ Primary Research Literacy

 Nick Denton

Dr. Nick Denton, Senior Lecturer, College of Pharmacy

Buckeye Leaf
Primary research articles are vital for both researchers and practitioners in staying up to date on new discoveries, providing the latest methods for investigating new phenomenon, and engaging in scholarly conversation. However, content-novice students are often challenged by foreign jargon, vague methods, and heavily referenced concepts that disengage students from journal club discussion. Traditionally social annotation has been used to enhance student engagement in pre-work assignments by putting the article on a common platform that all students can comment on together. However, social annotation can also enhance students' primary research article literacy through content expert guided causal mechanistic reasoning assessments and peer facilitated discussion of murkiest points. Through this workshop participants will interact with an example of a socially annotated research article to understand how social annotation can enhance students' research comprehension, engagement in journal club discussions, and equitably develop student predictors of persistence in the sciences.
Student Engagement within the Teaching & Learning Exchange

Room: Franklin

Providing Opportunities for Learners to Demonstrate their Learning
in ways that Engage them in the Process

Jeanne Osborne

Ms. Jeanne Osborne, Assistant Dean, Academic Affairs

Buckeye Leaf
To engage learners in their educational process, it can be helpful to ‘think like the learner’ when designing the course and course resources. In this session, participants will learn how concepts focused on engaging learners and gleaned from literature and educational design experts have been applied to a natural science-focused course, and how the course has been adapted and modified with learner feedback. From the organization of the Carmen course site to the design of assessments that demonstrate student learning and attainment of the course learning outcomes, the components of the course will be shared – mistakes and successes will be discussed and transferability to other applications will be explored.