The Center for Teaching, Learning, and Assessment (CTLA) advances teaching and learning excellence at OHIO by providing University-wide resources and championing scholarly teaching that is student-centered, evidence-based, innovative and inclusive.
Newly expanded and relaunched in the fall 2022 semester, the CTLA serves instructors, departments, programs and colleges across the University. The CTLA's programming brings OHIO community members together to share ideas and expertise, implement evidence-based instructional strategies in various learning contexts and assess the effectiveness of teaching practices.
The CTLA's initiatives align with strategies and actions identified in the President's Dynamic Strategy by transforming the student learning experience through high-impact practices to best support intellectual growth and skill acquisition and promote learner development as individuals and engaged citizens.
Current CTLA Topics
AI and Teaching and Learning
On March 3, the CTLA launched an asynchronous AI in Teaching and Learning Institute. This modular course introduces instructors to strategies and pathways for leveraging generative artificial intelligence in courses and in day-to-day administrative tasks.
By the end of the course, participants will be able to:
- Reflect and Design for AI in Higher Education: Faculty will critically reflect on their beliefs regarding AI in academia and craft a syllabus statement that aligns with their pedagogical values, clearly articulating expectations for ethical AI use to support student learning and integrity.
- Integrate AI to Enhance Teaching and Learning: Faculty will identify and implement at least one AI-driven tool or strategy in their own course to improve student outcomes or enhance their own teaching capacity, evaluating its impact on engagement, accessibility, or learning efficiency.
The course itself is open to any faculty, staff, and administrator interested in reviewing the resources.
CTLA at a Glance in 2023-24
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Workshops and Sessions
CTLA provided 38 workshops, sessions, and group consultations on evidence-based instructional strategies, teaching with technology, course and instructional design and inclusive pedagogy. 336 faculty, staff and graduate student instructors participated.
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Faculty Learning Communities
Over 40 faculty explored GenAI in Higher Education Teaching and Learning and Promoting Teaching Excellence on Regional Campuses. They included faculty representing 19 departments, 8 colleges and 6 campuses.
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Faculty Fellows
Nine Advancing Teaching Excellence Faculty Fellows focused on a Peer Teaching Observation Program, promoting evidence-based teaching practices in STEM and supporting equitable assessment and Scholarship of Teaching and Learning.Seven INVITE Faculty Fellows to improve equity in learning outcomes achievement in critical courses through building pedagogical expertise to share with departments. -
Teaching Academies
Thirty-two faculty participated in the Inclusive Teaching Academy, while the Bruning Teaching Academy leaders refined its offering for relaunch this year. Sixteen students completed the Graduate Student Instructor Teaching Academy.
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Investing in Faculty
The CTLA provided over $60,000 in stipends to faculty for contributions to pedagogical development of peers or participation in extended professional development.
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Konneker Grant
The CTLA contributed extensively to a proposal to the Konneker Fund for Learning and Discovery titled“Generative AI-enhanced student support at scale to improve student learning.” The grant was recommended for full funding and will make possible an on-demand version of its AI-enhanced Course Redesign Institute.
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Consultations available
Faculty seeking consultations on evidence-based instructional strategies, pedagogical practices and Scholarship of Teaching and Learning projects are invited to contact staff or visit our offices in McGuffey Hall, first floor.
Consultations can be on an individual, team, department or unit level, and the center is able to design workshops and sessions to meet the development goals of specific groups of faculty, departments or colleges.