Active Learning and the Transition to Digital

How are we integrating information and communication technologies in our classrooms, both real and virtual, to better facilitate learning and student engagement?  What decisions are we making certain tools and delivery mechanisms, and either intentionally or by omissin not using others?  What are appropriate levels of instructional technology for our classes toward this end?

Applying Learner-Centered Teaching Practices for Curricular and Co-Curricular Learning

In support of students’ achievement of the University Learning Outcomes, the BGSU community employs learner-centered activities and innovative methods to assess learning. “Applying Learner-Centered Teaching Practices” will support members as they develop and deliver learner-centered activities; therefore, individuals who want to incorporate more learner-centered activities in their curricular and co-curricular teaching should apply for membership and collaborate in this interdisciplinary environment. 

Improving Student Learning with STEM Education

This LC is designed for those with an interest in improving student learning by increasing student motivation and engagement in science, technology, and mathematics based on rigorous evidence and informed decision-making. Participants will develop a well-designed action research project aimed at collecting evidence and submitting this evidence for peer review so as to best advance STEM teaching and learning.

Interdisciplinary Peer Review and Assessment of Writing

This Learning Community is dedicated to improving writing through the peer review process and the development of techniques for assessing undergraduate, graduate, and scholarly writing.  This learning community is designed for teacher-scholars who wish to improve their writing and that of their students in a laboratory setting utilizing the peer review process.

Internationalizing the Curriculum

In an increasingly global world, there is a need for university and school curriculum that reflects international and cross-cultural perspectives.  In Ohio, this need is especially great, since little attention for example has been given to the integration of Near/Middle East learning in university and school classes.  The goal of the "Internationalizing Curriculum" learning community at BGSU will be to engage our strong group of faculty associated with The Center for International Comparative Education (ICE) at BGSU in their continued efforts to bring international knowledge and cultural learning to enrich the learning experiences of students at BGSU and at schools in the surrounding Northwest Ohio.