Faculty and students: partners in learning

By Jo McCulty Chemistry Professor Rob Coleman and lab researcher Cate Stewart discuss findings of a recent experiment. Coleman recruited Stewart, a chemistry major from Cincinnati, for this research project on organic synthesis, and feels it has been an integral component of her learning process. "The research I'm conducting in the lab is reinforcing my classroom learning," she said.

Interaction provides mutual exchange, success

By Joni Bentz Seal, onCAMPUS staff

In a college environment, faculty and students engage in a variety of ways both in and out of the classroom. But some students would like to see more of their professors, or at least glean a little more information from them in different settings.

Their suggestion was heard by Undergraduate Student Government President Eddie Pauline, a geology and political science major, who carried forth a proposal to increase faculty-student interaction -- a concept that has since been mentioned in meetings around campus by University administration, including Interim President Edward H. Jennings during the recent State of the University address.

A number of administrators and faculty members feel the idea has merit. Martha Garland, vice provost and dean of undergraduate studies, is leading an effort to pull together a compilation of faculty-student interaction "best practices" from each college. Since 1994, many improvements in the student experience have been made, from bus service to financial aid to student advising. But Garland said she sometimes questions whether students are having the best intellectual experience they can possibly have.

"We've made progress in making the University a welcoming environment. But the most important thing we can do for our students is to ensure intellectually stimulating engagement with faculty, both in and out of the classroom," Garland said. "Faculty have demanding jobs, and they already connect with their students through a wide range of valuable activities. We think that a 'best practices' inventory will be useful in giving colleagues helpful ideas about ways -- often very simple ways -- to expand that connection."

The inventory is intended to provide ideas that may be adopted by other faculty and colleges. Suggested activities may include holding conversation hours or fireside chats, inviting undergraduates to hear guest lecturers or eminent scholars, encouraging students to participate in research projects, and even such simple things as announcing upcoming arts activities at the end of class.

Garland said improving communication and maintaining the newly improved University-wide calendar system (found on the Web at www.osu.edu/events) should help give visibility to activities faculty might promote to students. Garland will meet with deans through November to gather information and discuss potential ways to communicate and implement the concept, with inventory and guidelines to be announced by the end of the quarter. And Garland stressed that students themselves have real responsibilities to reach out and to take charge of their own intellectual development.

Some faculty -- already carrying full teaching and research responsibilities -- have expressed concern that additional expectations may require sacrifice elsewhere. Pauline emphasized that USG understands the pressures and stresses that faculty face, especially given the University's focus as a top research institution.

"We realize there are financial and load-related issues that must be discussed and resolved," Pauline said. "We're looking to the University to consider the areas of impact and address the necessary changes that need to occur for the initiative to succeed."

He stressed that it is not a one-sided issue. "There are many faculty members doing the right things already who are not being recognized," Pauline said.

Indeed, there are faculty and colleges that believe they consistently foster student interaction.

Rob Coleman, professor of chemistry, said most faculty in the College of Math and Physical Sciences are extremely active in this regard. "I don't feel a formal initiative is necessary for us to continue doing it, and it wouldn't increase the amount of student interaction we already have," he said.

Coleman added that, for many of Ohio State's diverse faculty, an across-the-board policy may not work.

Garland also acknowledged that some faculty and colleges are in a better position to accommodate the concept, and noted that faculty should do what they do best: contribute in ways that impart knowledge in their area of expertise, rather than participating in activities for purely social reasons.

Coleman agreed. "Regardless of the subject, working with students on research projects is teaching," he said.

Whether it's in the classroom, during office hours, at a fireside chat, or as a research adviser, faculty always are engaged in student learning, Coleman said. And many faculty have found that fostering relationships with students allows for honest and timely feedback, helping faculty improve their teaching skills and better relate to their students, he added.

Pauline admitted the proposal is not primarily intended for students who already are active in honors programs, student government or sports.

"It's for the average student; the 2.3 GPA undergraduate who doesn't have an automatic relationship with faculty or advisers while involved in a program or activity," he said. "As their governing body, USG needs to encourage students to seek these relationships, to draw out the faculty not only in a learning or academic advising role, but also in a career planning and, when appropriate, a social role."

Pauline said that, if strengthened, faculty-student interaction could have widespread benefits for Ohio State.

"Improved retention and graduation rates, higher-quality learning, and more committed alumni would be a few indicators that Ohio State is better serving the needs of students, complementing the mission of the Academic Plan," he said.

University Senate begins new year

University Senate began the 2002-03 academic year Oct. 10, with the State of the University address, presented by Interim President Edward H. Jennings and President Karen A. Holbrook.

Created in 1972 by the Board of Trustees and subject to its authority, the Senate serves as the legislative authority of the University faculty in education and academic policy.

The Senate meets the second Thursday of most months, beginning at 3:30 p.m. Meetings this year are scheduled on the following dates in 130 Drinko Hall (unless otherwise noted): Nov. 14 (1187 Postle Hall), Jan. 16, Feb. 13, March 13, April 10, May 8 and June 5. All Senate meetings are open to the University community.

The Senate is composed of 135 voting members, including 70 faculty members, 24 administrative representatives and a total of 41 students from the Council of Graduate Students, Inter-Professional Council and Undergraduate Student Government.

The following is a roster of the faculty senators serving this year:

College of the Arts

Graeme Boone, Mark Shanda, Melanie Bales, Joy H. Reilly

College of Biological Sciences

Berl R. Oakley, David Stetson, Elizabeth Marschall

College of Business

Marcus H. Sandver, John D. Blackburn

College of Dentistry

Julie Holloway, Amr Moursi

College of Education

Ralph Gardner, Douglas Macbeth, Susan Sears

College of Engineering

Jacqueline J. Gargus, Mario Lauria, Don W. Miller, Kim Boyer, George J. Valco, Stanley C. Ahalt, Yann Guezennec

College of Food, Agricultural and Environmental Sciences

Allen Zimmerman, Stanley R. Thompson, Michael Boehm, Ann Christy, Grady W. Chism, Sandra Velleman, William J. Mitsch

College of Human Ecology

H.G. Parsa

College of Humanities

Isaac J. Mowoe, Steven S. Fink, Christian Zacher, Julia Watson, Marilyn Blackwell, Robert Levine, Ethan Knapp

College of Law

Joseph Stulberg

College of Mathematical and Physical Sciences

Stephen S. Pinsky, John M. Parson, Thomas Santner, J. Philip Huneke, Russell M. Pitzer, Bostwick Wyman

College of Medicine and Public Health

Jack A. Rall, Douglas A. Kniss, William F. Bennett, Robert T. Boyd, Kenneth H. Jones, John M. Robinson, Kay N. Wolf

College of Nursing

Joyce Roberts

College of Optometry

Barbara Fink

College of Pharmacy

Robert A. Buerki

College of Social and Behavioral Sciences

Jeffrey K. McKee, Michael D. Trudeau, Richard Gunther, Gerald Winer, Gene E. Mumy, Robert A. Fox

College of Social Work

Shantha Balaswamy

College of Veterinary Medicine

Richard D. Slemons, Lynn E. Olson, Charles A. Buffington

University Libraries

Jennifer J. Kuehn, David Lincove

Department of Military, Air & Naval Sciences

Lt. Col. Jack L. Gumbert

Regional Campuses

Lima -- David Adams; Mansfield -- Delwin T. Lindsey; Marion -- Brian McEnnis; Newark -- Joseph Tebben

Chinese composer, pianist is guest artist in Columbus

Celebrated composer and pianist Bright Sheng, a native of Shanghai, China, is special guest for a series of events in Columbus this month -- including a concert of his music at Ohio State's School of Music on Nov. 12 and two concerts with ProMusica Chamber Orchestra on Nov. 9 and 10.

Sheng, who was awarded the coveted MacArthur Foundation Fellowship last fall, has been described as an "innovative composer who merges diverse musical customs in works that transcend conventional boundaries."

Sheng bridges the gap between East and West, said Donald Harris, professor of music. "Much of his music is based upon Chinese folk influences, yet he is thoroughly comfortable with Western musical traditions. He is one of the most innovative contemporary musicians who has already left his indelible mark on the music of our time," Harris said.

Sheng recently premiered new works Nanking! Nanking! in Germany and Red Silk Dance, a piano concerto commissioned by the Boston Symphony. His music has been widely performed in America, Europe and Asia.

Sheng will perform with the OSU Chamber Orchestra, the ProMusica String Quartet and several guest artists at 8 p.m. Nov. 12 in Weigel Auditorium. For tickets, call 292-2870. For more information, visit http://www.arts.ohio-state.edu/.