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Faculty have a discussion during a Bruning Teaching Academy meeting
Bruning Teaching Academy

Bruning Teaching Academy

The Bruning Teaching Academy (BTA) provides a developmental, peer-to-peer approach for continuous improvement and implementation of evidence-based best practices. The program seeks faculty who have demonstrated teaching excellence and considers overall years of teaching experience as well as years at OHIO. Participants come together throughout the academic year to discuss instructional strategies, provide constructive feedback and work toward one common goal — improving teaching.

BTA participants set goals they hope to accomplish each semester, following a backward design model for instruction that emphasizes the importance of planning the desired outcomes before deciding the teaching and assessment methods to use.

Bruning Teaching Academy Goals

  1. Write clear learning goals that are student-centered, use active verbs, and are measurable.
  2. Align learning activities with the learning goals.
  3. Create assessment tools that are aligned with the learning activities and accurately assess achievement of the learning goal.
  4. Employ techniques that encourage student participation in the learning activities and engagement with the learning goals.
  5. Share ideas and garner feedback related to teaching and learning with a network of colleagues across campus.
  6. Observe a colleague teach, review their materials, and provide feedback that would help improve their teaching.

Apply to the 2024-25 Bruning Academy

Applications are to be completed using this Qualtrics link and should include the following:

  1. Letter of application indicating why you would like to be involved in this project and what undergraduate course you teach fall semester that you would like to improve.
  2. Brief statement of teaching philosophy (500 words maximum).
    Syllabus for the undergraduate course you would like to focus on fall semester.
  3. Teaching evaluations for that course when last taught.
  4. Brief email from your department chair indicating they give you permission to participate if selected. We need your department chair’s permission to pay you a stipend.

Please address any questions to Linda Rice. The deadline for applications is Friday, April 12, 2024.  

Current Bruning Leader

2024-25 Faculty

Academy Leader
Linda J. Rice

It’s been exciting to see the CTLA gain prominence in recent years and be part of some of its endeavors from workshops and focus groups to leading the development of the Peer Teaching Observation Program (PTOP) in 2023-2024 and now facilitating the return of the Bruning Teaching Academy.

I’m the James S. Reid/Standard Products Company Distinguished Teaching Professor in the Charles J. Ping Institute for the Teaching of the Humanities, Professor of English, and Director of the Master of Arts in English (MAE) Online program. 

As a teacher of teachers, curriculum development and course design are my passion because they are multifaceted endeavors that involve content mastery, organization, presentation, creativity and pedagogical know-how. I enjoy the challenge of figuring out how to put the various pieces together in a way that resonates well with students and steps instruction so that students can accomplish big tasks without being overwhelmed.

I’ve found that students respond well to and ultimately perform at higher levels when they have routine accountability. Students are savvy and figure out early in the term which professors will hold them accountable for completing course readings and assignments and which ones won’t. Class meetings are always better when students come prepared, and I want to be on the receiving end of that, so I employ multiple means to help ensure students come ready to learn and participate.

It’s also important to provide students with a balance of recognition for what they’ve done well and a continued push to help them achieve at higher levels. Clear and detailed assignments, models and rubrics help students to succeed and support students’ value of consistency and transparency. I aim for my classroom to be like my home and relationships – where we each do our part, accept responsibility, develop trust over time, demonstrate mutual respect, fairness, and kindness, and have fun as we journey together. 

School of Visual Communication
Adonis Durado

As an instructor at the School of Visual Communication, I have dedicated my career to fostering creativity, critical thinking, and technical skills. My teaching philosophy is deeply influenced by mentors who championed clear communication and effective design. They taught me the importance of articulating ideas clearly and using aesthetics with intention, profoundly shaping my approach to education. I strive to not only teach my students theory and facts but also get them excited about learning and discovering new things.

I employ various teaching methods to engage students and enhance their learning. I favor experiential or practice-based learning, which demonstrates the real-world applications of theoretical concepts. This approach not only upholds high academic standards but also prepares students for the challenges of the visual communication field.

I hope that my involvement in the Scholarship of Teaching and Learning (SoTL) deepens my commitment to education. I wish to continue to research innovative teaching strategies and share my findings with the broader academic community. My goal is not only to improve as an educator but also to foster the pedagogical growth of my colleagues.

Joining the Bruning Teaching Academy offers an opportunity to further enhance the educational experience in my courses. I am eager to tailor the course structure to better meet the diverse needs and learning styles of my students, creating an environment that promotes intellectual engagement and supports their development as professionals. Ultimately, my goal is to cultivate a legacy of inspired, lifelong learning that equips our graduates for lasting success.

College of Business
Moumita Gyomlai

I am an Assistant Professor of Marketing in the College of Business (CoB). My interest in pedagogy translates to my commitment towards achieving excellence both in my classes and in my research. I strive to connect the dots from academia to practice for students and deliver impactful topics that are relevant to them. In all my interactions with students, I believe in two aspects of my teaching approach (1) hands-on learning-by-doing methods, and (2) timely feedback. At the Undergraduate Level, I am currently teaching Introduction to Marketing (MKT 2400) as a part of the CoB’s signature Integrated Business Cluster (IBC) experience. I am also involved with the Center for Consumer Research and Analytics (CRA) and I teach an Independent Research course (MKT 4940) wherein CRA students work on marketing research projects with a company. Additionally, I love advising Honors Tutorial College students as their faculty mentor for semester-long tutorials, and as a thesis advisor. I feel fortunate that these courses provide me an opportunity to connect with my students who are typically in their Freshman or Sophomore years. I love to see their journey as they progress through OU. At the Graduate Level, I am involved with Executive Education Program for Sogeti & CapGemini participants from The Netherlands. As a part of my research, I have explored a variety of topics in pedagogy ranging from sales education to success mindsets to the use of ChatGPT, and published in journals like Marketing Education Review, Journal of Higher Education Theory and Practice and Research in Higher Education Journal

Social and Public Health
Seonghee Hong

As an educator, my core philosophy centers on creating an inclusive classroom community. Building trusting relationships and connecting learning to real-world experiences are paramount. I am passionate about fostering an environment where every student feels valued, respected, and comfortable sharing their unique perspective. From day one, I establish that all viewpoints should be understood as individual experiences to be explored with empathy, not judgment.

In my teaching, I enact equity and anti-racist pedagogies to ensure all students can fully engage. I intentionally incorporate inclusive materials like case studies representing diverse backgrounds and identities. This allows us to have rich discussions that broaden perspectives as we analyze real-world applications of course concepts. My role is facilitating these critical dialogues in a spirit of curiosity and open-mindedness.

Ultimately, I strive to be the kind of teacher who empowers students to apply their learning in practical ways that prepare them for the people from diverse backgrounds they'll encounter. Especially for those pursuing human services careers, I challenge them to grapple with complex issues facing children and families. I aim to ignite their passion for serving others with culturally-responsive, ethical practice.

I am constantly seeking to grow through collaborative relationships with colleagues and teaching development programs to improve my teaching to learn how to implement evidence-based strategies while receiving valuable feedback from colleagues. I am deeply committed to creating an equitable, engaged, and transformative learning experience for all students.

Nursing
Terri Hood-Brown

Hello! My name is Terri Hood-Brown, and I am deeply committed to educating the next generation of nurses. With 20 years of experience in nursing and 14 years in teaching, I bring a wealth of practical knowledge and passion to the classroom.

I hold a Ph.D. in Higher Education, a MSN in Nursing, and my career has included roles in management and education on Labor and Delivery and Postpartum units, and bedside staff on Medical/Surgical and Kidney Transplant units. My teaching philosophy is rooted in the belief that nursing education goes beyond textbooks – it is about empowering students with the skills, compassion, and critical thinking abilities needed to excel in the field.

In my classes, I strive to create a supportive and collaborative learning environment where students can actively engage with the material. Whether it is through simulation exercises, case studies, or group discussions, I aim to provide practical experiences that prepare students for real-world challenges in healthcare.

I am also dedicated to staying current with advancements in nursing practice and education, continuously seeking opportunities for professional development and collaboration with colleagues.

Outside of teaching, I am passionate about local coalitions related to community health, particularly human trafficking and suicide prevention. Other areas of interest are Appalachian women and spirituality in healthcare, which often inform and enrich my approach to nursing education.

I am thrilled to be part of shaping the future of nursing and look forward to inspiring and empowering the next generation of healthcare professionals.

Teacher Education
Yeji Kim

As a teacher, I see myself as a facilitator of knowledge, fostering an inclusive and supportive learning environment where every student can thrive. My pedagogical approach is deeply rooted in active learning and asset-based approaches, such as inquiry-based learning and collaborative problem-solving, as I believe they empower students to become critical thinkers and lifelong learners. I am also passionate about incorporating technology into the classroom to enhance student engagement and provide personalized learning experiences.

One of the most influential figures in my teaching journey was my undergraduate college professor. He exemplified boundless love and support for his students, coupled with a genuine passion for education. During my college years, when I encountered challenges, he took the time to listen to my concerns and actively sought ways to assist me. Through his unwavering patience and encouragement, I managed to navigate through those difficult times and eventually pursue a career as a professor myself. His unwavering dedication to his students and teaching, combined with his enthusiasm, inspired me to become a teacher who not only imparts knowledge but also listens to and supports students' voices and life concerns.

With the support of the Scholarship of Teaching and Learning (SoTL), I would like to develop into a teacher who endeavors to establish meaningful connections with my students and empower them to achieve their highest potential at OU.

Economics
Bethany Lemont

As a teacher, I aim to provide my students with a solid understanding of economic principles and foster their critical thinking skills. I want my students to explore questions they might encounter in their own lives and use the framework of economic decision-making to relate the class content to their own interests and passions in life. I tailor my classes such that they are approachable for students of diverse backgrounds and experiences with economics. I encourage students to think about tradeoffs associated with potential policies while also supporting students in the development of their own economic arguments in favor of their preferred solutions to many pressing public health issues. I remind students that in economics, there is not usually one clearly superior policy solution, but rather the goal is to use the economic way of thinking to articulate the tradeoffs and relative strengths and weaknesses of different options. Overall, my mission as a teacher is to empower students to critically analyze health-related markets and to advocate for solutions to issues important to themselves using sound economic reasoning.

My teaching philosophy is heavily influenced by many of my prior teachers who encouraged me to creatively apply economics to my own interests. I seek to carry this same supportive attitude into my classroom and interactions with my students.

Communication Sciences & Disorders
Becky Munhall

Teaching American Sign Language (ASL) is a passion I developed from childhood. It all began with two significant influences: Sesame Street and my grandmother, Mimi. In the early 1970s, Sesame Street featured Linda Bove, a Deaf actress. Her expressive use of hands, body, and facial expressions fascinated me, sparking my interest in ASL. Later, my grandmother, who taught elementary students in the Columbus Public School system, further inspired me. Whenever our schedules aligned, I accompanied her to school as her "helper." Her exceptional teaching skills and deep compassion for her students left a lasting impression on me. She demonstrated genuine care for each student, evident in her daily interactions with them. All these years later, I'm still inspired by my Mimi's teachings in my classroom. Her lessons guide me as I educate and connect with my students, fostering growth and empathy.

In addition to my grandmother, I am continually inspired by the passion and advocacy of Deaf educators and colleagues who have dedicated their lives to promoting ASL as a vibrant and expressive language. I draw upon their teachings as well as my own experiences within the Deaf community as a sign language interpreter to inspire my students through experiential learning opportunities promoting language use in real-world interactions.

Finally, I strive to empower my students to embrace diversity, and become advocates for accessibility and inclusivity in their communities. Through education, I believe we can bridge the gap between Deaf and hearing worlds and create a more inclusive society for all.

Marketing
Sarah Rist

With education and lifelong learning always being a high priority to me, it has been a pleasure to put my passion into practice since pivoting to a teaching career in 2018. As an Associate Professor of Instruction, I am honored to help others through teaching, researching, engaging in service, and providing mentorship and academic guidance to learners as they navigate their collegiate journey and future life paths. My research interests center around marketing, consumer behavior, positivity, and innovative practices in pedagogical contexts as they relate to student well-being. To build community and engage students as partners and active learners, I am intentional about creating a culture of warmth and inclusion to engage, challenge, and empower learners to collaborate and think critically and creatively. I am passionate about helping others grow, discern credible facts, synthesize knowledge, apply skills, challenge theories and concepts, and openly express viewpoints with enthusiasm, professionalism, and supportive evidence. To provide experiential learning opportunities that simulate the workplace, I immerse learners in real-world projects, challenging them to act as professionals in their respective roles as they “learn and do” through hands-on work that they complete for real business clients. This provides experience and skill set development that students can apply to their future careers. To inspire growth, I encourage learners to do their best every day, be reflective, continuously refine and improve their academic and professional skills, and to add value in all that they do inside and outside of the classroom.

Sociology and Anthropology
Tamanna Shah

I am an Assistant Professor of Instruction in the Department of Sociology and Anthropology. I hold a Ph.D. in Sociology from the University of Utah. My teaching approach is rooted in the belief that learning should be an engaging, interactive process where students feel valued, inspired, and challenged. I employ a blend of traditional and innovative pedagogies, including collaborative learning and flipped classrooms, to accommodate diverse learning styles and encourage critical thinking. My courses equip students with the methodological skills and techniques needed for empirical inquiry, cultivating critical thinkers by providing both a critical sociological framework and the necessary skills and resources to apply this framework effectively. My teaching philosophy has been significantly shaped by my mentors, particularly Professors Megan Reynolds and Marcel Paret at the University of Utah, who exemplified the balance between rigor and compassion in the classroom. Their dedication to student growth and innovative teaching methods have inspired me to continually evolve my own methods and strategies. In my classes, I strive to create an environment that fosters mutual respect and a passion for learning. I believe in building strong relationships with my students, which allows me to tailor my teaching to their unique needs and aspirations. I am also an active participant in the Scholarship of Teaching and Learning (SoTL).

English
Spencer Smith

With nearly a decade of post-secondary teaching experience, I use my previous time teaching high school to inform the student-centered practices in my classrooms. I try to structure my classrooms so that students can engage in lots of meaning-making either individually or with their classmates. I find that cultivating opportunities for me to engage one-on-one with students increases learning and helps me build community with my students.

My interest in building experiences that work for students has led me to do some work in the Scholarship of Teaching and Learning. I used a digital-badge grading system in my composition courses for a couple of semesters in which students earned badges for displaying different competencies. This practice was inspired by composition pedagogues I met at the 2016 Computers and Writing Conference. I have written about my students’ experiences with this alternative grading system. Although I have not used digital badges in some time, I am currently investigating un-grading with colleagues in the English department.

Using non-traditional assessment systems allows me to help my students to think reflectively about the learning process. Similarly, I like to think of my teaching style as one of introducing my students to questions that I find perplexing or difficult myself. I am greatly excited, for instance, when students in my Crossing Cultures with Texts class tell me that they love and find meaning in the novels we read but they never would have read them on their own.

School of Accountancy
Frances Ann Stott

I am an Associate Professor in the School of Accountancy and a Certified Public Accountant with over 15 years of teaching experience and 30 years of professional accounting experience. I use my professional experiences to guide and direct my teaching to help students better understand the subject matter. I believe that accounting is very much an applied discipline and real-life stories provide context. I am also the Coordinator of our Principles of Accounting courses at OHIO and in that role, I develop the content for the course and publish the course workbook used in class. My current research is directed towards case studies that can be used in class and the use of Artificial Intelligence (specifically ChatGPT) in tax education.

I have served on several workshop and conference program committees for teaching and learning. This service includes serving as the Teaching, Learning, and Curriculum Section Co-Chair for the past two years and now as the Education Committee Co-Chair for the American Accounting Association (the largest Association of Accounting Academics). I also serve on the Teaching and Learning CIT (Continuous Improvement Team) in the College of Business and have co-lead teaching-related discussions for the College. I have also served as a CPE Instructor for the Mega-Tax Conference through the Ohio Society of CPAs (our state-level professional association).

My dedication to education extends beyond the classroom where I serve as the Co-Advisor for the OHIO Chapter of Beta Alpha Psi (the international honor society for Accounting students) and this past year I was recognized as an Outstanding Faculty Advisor at the National level for this organization. 

Bruning Teaching Academy Alumni

  • Emilia Alonso-Sameno
  • Stan Alost
  • Cynthia Anderson
  • Mick Andzulis
  • Rebecca Barlag
  • Joann Benigno
  • Roger Braun
  • Jenny Chabot
  • Brian Collins
  • Tawna Cooksey-James
  • Gary Coombs
  • Matthew Cornish
  • Cory Cronin
  • Tom Dancer
  • Geoff Dabelko
  • Travis Davidson
  • Craig Davis
  • Alexei Davydov
  • Shelly Delaney
  • Haley Duschinski
  • Glenn Dutcher
  • Ryan Fogt
  • Jessica Ford
  • Alexa Fox
  • Raymond Frost
  • Theda Gibbs
  • Sam Girton
  • Sinan Gokkaya
  • Daniel Harper
  • Lisa Harrison
  • Lynn Harter
  • Michael Hess
  • Jennifer Hines
  • Angela Hosek
  • Deanna House
  • Jana Houser
  • Akil Houston
  • Jennifer Howell
  • Mary Kate Hurley
  • Bayyinah Jeffries
  • Sarah E. Jones
  • Joan Jurich
  • Yeong-Hyum Kim
  • Youngsun Kim
  • Ian Klein
  • Michael Kopish
  • Greg Kremer
  • Zaki Kuruppalil
  • Chao-Yang Lee
  • Amy Lynch
  • Lori Marchese
  • Vic Matta
  • Jaclyn Maxwell
  • Lauren McMills
  • Shawnee C. Meek
  • Hans Meyer
  • Deborah Murray
  • Charlie Morgan
  • Julia Paxton
  • Tom Padron
  • Harold Perkins
  • Brittany Peterson
  • James Petrik
  • Michael Pfahl
  • Andrew Pueschel
  • Talinn Phillips
  • Chorong Oh
  • Herta Rodina
  • Mark Rowe
  • Jeff Russell
  • Nukhet Sandal
  • Kristin Schuller
  • Ryan Shepherd
  • Tom Smucker
  • Benjamin Sperry
  • Jennifer Shadik
  • Thom Stevenson
  • Michelle Surerus
  • Barry Tadlock
  • Soichi Tanda
  • Elizabeth Thompson
  • Deborah Thorne
  • Stephanie Tikkanen
  • Art Trese
  • Thomas Vander Ven
  • Edna Wangui
  • Nilesh J. Washing
  • Julie White
  • Aaron Wilson
  • Min Lun (Alan) Wu
  • Brian Wymbs
  • Linda Zionkowski