3 Archives - Otterbein University Towers

Dishing up a NEW DINING EXPERIENCE for students

What’s ON THE Menu?

With Phase One complete, the modernization of the Campus Center continues. Up next: Phase Two and a new dining experience for Cardinals.

“We’re looking to make big changes to the dining experience – from the dining space to the kitchen layout and program offerings,” said Bill Fox, vice president for student affairs and Otterbein lead on this project. “We are exploring what we can do to make the Campus Center and the dining experience more inviting, more modern, and certainly a more meaningful space for our students and our community to dine, connect, relax, study, and make memories.”

An 18-member committee, which includes student leaders and Otterbein staff as well as external project architects and collaborators, meets regularly to share ideas and concerns, and discuss progress.

Some of the biggest changes on tap include creating a new open-concept dining experience with multiple stations featuring a variety of food options along with a complete overhaul of the dining room. “Whether it’s the memories students make around a big table or a quiet place to study in between classes, we want this space to be a destination for our students and campus,” Fox said.

Fox said the goal is to have a new dining experience ready for full use by January 2025.

Current Dining

Proposed Dining

The Dining Room Experience

Phase Two focuses on 9,500 square feet of the Campus Center to create an open, welcoming university destination to bring Cardinals together.
Fostering connection and community, the space will be flexible in its configurations to ensure a sense of comfort, whether hosting a small group or a full-capacity event.
A re-imagined 1847 Dining Room will offer unique space to accommodate from 12 to 40 people and enhanced event synergy in space that adjoins the Taylor Lounge.

The Flow

As important for efficiencies and reduced lines, the use of food stations will also allow students the chance to see the variety of what’s offered.
A variety of fixtures and furniture will create space that is aesthetically pleasing and warm while also meeting student use of space whether loud and happy meals with friends around a big table or a smaller table for quiet studying.
Grab-and-go features will respond to student preferences and schedules.

Nutrition and Clean Dining Options

Just as modernized space enhances efficiencies, it will reinvigorate the approach to student well-being.
Awareness of food sensitivities translates to amplified attention to food preparation, selection, and quality to mind dietary and allergen considerations as well as cultural sensitivities.

Back of House

The modernization of space will increase energy efficiencies and improve sustainability with improved building systems and new equipment.
The kitchen staff experience will be enhanced to further contribute to an improved student dining experience.

Blaine Bishop ’25, a senator for Student Government and member of its Dining Advisory Board, said he’s excited about the improved nutritional visibility. “A clear listing of ingredients will take out a lot of the guesswork for students,” he said. Bishop said students are also looking forward to the updated facilities. “It’s all going to feel comfortable and more home-like.”

SHOWCASE YOUR OTTERBEIN LEGACY FAMILY

As part of Phase Two, we’re creating a unique opportunity to showcase our Otterbein Legacy Families by giving these multi-generational families an opportunity to make a lasting impact. For more information, please contact Stephanie Clark, senior director of development, at clark35@otterbein.edu or 614.823.1953.

“Every design question, every hope or idea for the new spaces, and every bit of investment is intended to improve the experience of our current and future students.”

–Bill Fox
Vice president for Student Affairs

Portrait Project Illustrates Immigrants’ Stories

Westerville Central High School students with Otterbein student portrait artists at reception held at Otterbein on Jan. 16, 2024.

Otterbein students mingled with immigrant high school students and their families, talking, laughing, and admiring paintings at a reception at the Taylor Lounge in the Campus Center. One high school student introduced her entourage to her teacher, stating, “This is my father, my mother, and my artist,” with a huge smile on her face.

Pablo Chignolli (left) with Louise Captein (right)

When Pablo Chignolli, a Spanish teacher at Westerville Central High School, approached the Otterbein Department of Art and Art History with an idea to recognize cultural diversity at his school, Associate Professor Louise Captein answered the call. Chignolli, a native of Peru, wanted to create a way for WCHS students from across the world to tell their stories in a creative and supportive way.

Captein, a native of the Netherlands, organized a group of 10 Otterbein students who volunteered to paint portraits of these “New American” high school students during their free time. Each Otterbein student was paired with a high schooler to work through a weeks-long process that included multiple sketches, photos, and finally, paintings. While the Otterbein students were painting, the WCHS students were writing their memoirs.

On Jan. 16, the portraits debuted with a month-long interactive exhibition that included QR codes linked to the memoirs and a video about the project. Chignolli compiled the memoirs and art into a book available online, THE ONES AMONG US: Memoirs of Culturally Diverse High School Students in America.

Reflecting on the project, the Otterbein students said they gained more than new art skills from the experience, they gained new insights and perspectives.

“It just reminds you how everyone has a story. Everyone is unique and has their own experiences and they may be completely different from your own. But at heart, we are all still alike — we are all still human and want our voices to be heard.”

— Alina Baer ’25, Art and Journalism and Media Communication double major

“There is not a lot of representation in the media of immigrant people. Being able to see yourself in art is a way to boost self-esteem and confidence. When you see beautiful photographs or paintings of people you want to look for yourself in them.”

— Sarah Farmer ’24, BFA major with a Painting concentration and Art History minor

Faculty Excellence

Tansey is the faculty adviser of the ASBMB student chapter at Otterbein, which won the Outstanding Chapter Award in 2023, 2018, 2014, and 2012 – more times than any other school.

Faculty

Faculty Excellence

At Otterbein University, where personal attention and mentorship is key, supportive instructors are preparing the next generation of scientists, teachers, leaders, and professionals to tackle the toughest issues with creativity and critical thinking. Through their own professional journeys, professors are showing students how to ask the right questions, look for the right answers, and work together to generate change — they are inspiring students to explore new ideas and build a better world.

National Fellow Inspires Students to Believe in Themselves

Chemistry Professor John Tansey, director of the Biochemistry and Molecular Biology Program, has been named a fellow of the American Society for Biochemistry and Molecular Biology (ASBMB). His laboratory examines the role the PAT proteins play in lipid storage and disease — and the work is conducted by undergraduates under his guidance.

How would you describe your teaching style?
My teaching style is interactive. I like to ask students a lot of questions that get them to think. Biochemistry can seem like a list of hundreds of things to memorize, but finding patterns and recognizing how life uses and reuses these patterns is essential to success. I also like teaching in the laboratory. I’ve had nearly 50 students conduct longer-term research projects with me and I’m very proud of them and their accomplishments.

How do you inspire your students to achieve their goals?
I think the main thing that students need to know is that while they may have lofty goals, they are attainable if they have a plan and work towards it. Advising students is key. Becoming a scientist, physician, veterinarian, or just about anything in life doesn’t happen overnight. There are many steps along the way. We help scaffold many of those experiences they need for success. It’s also important that people know they have someone in their corner. We believe in our students and their dreams. Sometimes it’s a case of getting them to believe in themselves.

How has your involvement with ASBMB helped you grow professionally?
My involvement in ASBMB has helped me develop a network of educators and scientists that has kept me on top of scientific advancements as well as shifts in teaching philosophy and pedagogy. My network has provided collaborators, but also access to experts who I can rely on if I have a question in the lab or classroom.

What does it mean to you to receive this national recognition?
Becoming a Fellow and being recognized by a society that I have value and respect for means so much to me. I’ve been a member of ASBMB for nearly as long as I’ve been at Otterbein, and I’ve attended meetings of the society and published in their journals going all the way back into graduate school. It’s also meaningful to me to be recognized as a scientist and educator. I’m so thankful to them and to those who nominated me.

How has your involvement with ASBMB helped you grow professionally?
My involvement in ASBMB has helped me develop a network of educators and scientists that has helped me immensely. It has kept me on top of scientific advancements as well as shifts in teaching philosophy and pedagogy. My network has provided collaborators, but also access to experts who I can rely on if I have a question in the lab or classroom. I’ve made lifelong friends through the society.

What do you hope students get from their involvement with ASBMB?
ASBMB is a fantastic organization for students in that it helps provide different opportunities for students depending on their interests. We have a student ASBMB chapter on campus that helps provide professional opportunities, networking, and scientific outreach. The society has scholarships, grants, and awards for students to conduct research, travel to meetings, and organize scientific outreach opportunities in their communities. Over 80 Otterbein students have attended the national meeting of ASBMB and have won awards for their research and outreach. ASBMB has a student honor society, Chi Omega Lambda, and Otterbein routinely has several students inducted each year. Otterbein has been awarded the national chapter of the year four times, more than any other school!

How would you describe your teaching style?
My teaching style is interactive. I like to ask students a lot of questions that get them to think. I’m not a fan of simply recalling facts. Biochemistry can seem like a list of hundreds of things to memorize, but finding patterns and recognizing how life uses and reuses these patterns is essential to success. I also like teaching in the laboratory. I’ve had nearly 50 students conduct longer-term research projects with me and I’m very proud of them and their accomplishments.

What inspires you to teach?
I really enjoy teaching. I had a lot of great, influential teachers growing up and they really helped shape my thinking and how I view science. I also had a few classes where I didn’t have the best experiences. I try to make sure everyone has a meaningful experience in my class and can use what they have learned in their life.

What is the benefit of teaching and learning at a small university like Otterbein?
I think the value of teaching and learning at Otterbein comes from the interactions and access you have with people. Students and faculty work closely together and know each other. I don’t think you can have those experiences at larger institutions with thousands of students. At Otterbein, it’s more a case of one-on-one mentoring. This happens both in the classroom and lab.

Esports and Women’s Wrestling Gearing Up for Fall

Two programs announced last summer have been hard at work recruiting students and preparing for competition starting fall 2024.

Nevin Horne, the inaugural director of Esports, said interest has been strong among current and prospective students. “I have had students who have recently been admitted into Otterbein already reach out to me to find out how they can be involved in the program and tell me what they want to do,” he said.

Additionally, more than two dozen current students expressed interest on the social media platform Discord, the first week it was available. Horne’s goal is to have 30 students signed up by the fall.

Chris Kline, Otterbein’s first head women’s wrestling coach, has seen a lot of interest for the first collegiate program in central Ohio and expects a strong team of recruits next fall. “We have been able to bring in over 25% of the high school senior women wrestlers in the state of Ohio for campus visits,” he said. “Otterbein hosted our first women’s wrestling prospect camp on campus in January and had 37 wrestlers attend.”

Learn more at: otterbeincardinals.com

Provost Named to Columbus Women’s Commission

Wendy Sherman Heckler, provost and senior vice president

Provost and Senior Vice President Wendy Sherman Heckler has been named to the Columbus Women’s Commission by Mayor Andrew J. Ginther and First Lady Shannon Ginther. The Commission, first seated in January 2017, works to dismantle barriers and reduce gender- and race-based inequities to improve the economic position of women in our community.

“The Columbus Women’s Commission plays a vital role in advancing the strength and well-being of women across the city, from promoting pay equity to advocating for fair and just housing protections,” said First Lady Ginther. “Each of our new commissioners brings diverse experiences and expertise to the table, enabling us to continue serving the women of Columbus in 2024 and beyond.”

The Columbus Women’s Commission focuses on three areas that are key to women’s economic security in our community: gender equity in the workplace, affordable housing and evictions, and financial empowerment.

Global Scholars Continue Studies at Otterbein

Beginning in the fall of 2024, high school students who complete the Global Scholars Diploma program through the Columbus Council on World Affairs are eligible for a renewable $19,000 scholarship from Otterbein.

Approximately 2,000 students from more than 20 school districts and private academies participate in the program, which develops globally competent students by building the awareness and skills needed to take action on global issues and to become responsible citizens of the world. Throughout the three-year program, high school students communicate and collaborate face-to-face with global community partners, businesses, civic leaders, and people of varying cultural backgrounds.

The Global Scholars Diploma is a not-for-profit, experiential learning-based program provided by the Columbus Council on World Affairs with the help of community partners, members, and sponsors. With the Global Scholars Diploma Scholarship, Otterbein not only recognizes the educational promise of students who participate in the program, but also makes it possible for students to attend a university and become part of a community that shares the values of the program.

FAQs for the Common Good

The Coalition is truly something new.

A national system, unbound by geography, increasing access to a life-changing education.

Since Otterbein announced the creation of the Coalition for the Common Good (CCG) in August 2023, we have heard many positive comments, especially from the central Ohio business community, and a few questions and concerns. We’ve pulled together some of the most common questions to answer here. Before I jump into the Q&A, however, I want to address a few of the really wild rumors that we have heard as well.

It is important to understand that the CCG leadership isn’t reaping benefits through the creation of the system. All the CCG leaders, drawn from the leadership teams of Otterbein and Antioch Universities, serve as volunteers. No one is paid a salary or a bonus or any renumeration for their role in the CCG. Also, no faculty or staff positions have been eliminated as a result of the Coalition and no academic programs are being discontinued. The Coalition for the Common Good has been created to generate enrollment growth for both co-founding institutions and for future members. Now let’s get to the questions.

Why is Otterbein doing this?
Higher education is at a crossroads. The public is losing confidence in higher education, both due to concerns about rising costs and a national media that thinks the 100 most competitive universities accurately represent higher ed in America. The pool of traditional age (18- to 22-year-old) students is rapidly declining, but the number of colleges is not; Ohio has 194 approved higher education institutions. The solution to not having enough traditional age undergraduates is to focus on adult and graduate learners, however Otterbein is structured to best serve traditional undergraduates. Enrollment growth becomes possible through our work with Antioch and the Coalition.

The Coalition is truly something new. A national system, unbound by geography. The first system to align around a cause, increasing access to a life-changing education. The CCG will allow Otterbein to expand our excellent Graduate Nursing and Health and Sport Science programs to learners in California, Washington, and on the East Coast. It brings new academic programs to central Ohio, like Antioch’s Clinical Mental Health Counseling program that helps to meet the growing need for qualified counselors in Ohio and provides additional mental health resources to our undergraduate students.

Another benefit presented by the CCG is the opportunity to use the resources and faculty expertise of two universities to meet the workforce development needs of central Ohio employers. The CCG can directly assess the needs of employers and respond with certificates and stackable credentials, undergraduate degree completion and advanced degree opportunities that can be offered in modalities that meet the needs of both the employer and their employees.

Additionally, all Otterbein alumni, faculty and staff receive a 15% discount on tuition when they enroll in an Antioch University graduate program.

Why did you select Antioch University as your partner?
Antioch University helped develop the “university without walls” model of graduate and adult learner education, with expertise in offering classes as low-residency, in person, or online. With campuses in California, Washington, Ohio, and New Hampshire, Antioch has a national footprint. Because of the complimentary nature of our curriculum – only the Master of Business Administration and Master of Education are offered by both schools — the CCG immediately offers enrollment growth opportunities as we bring existing programs to new markets.

It has been amazing to watch how the Otterbein and Antioch faculty have come together to plan for these growth opportunities. The faculty have shown deep appreciation of the expertise that their new colleagues are bringing to the work we do. The enthusiasm has been incredible to see.

Why is Otterbein getting rid of our graduate programs?
By moving our graduate programs to the Coalition to be operated by Antioch University, Otterbein will be able to focus on the thing we do best: providing a life-changing education to traditional-age undergraduate students. As mentioned above, this move allows Otterbein’s highly regarded graduate programs to serve students across the country rather than just in central Ohio. It is a mistake to think of these program transfers as “getting rid of’ our graduate programs. The curriculum for Otterbein programs will remain the curriculum after the programs transfer. Otterbein faculty are likely to continue to teach in the programs after they transition, and in fact several Otterbein faculty members are joining Antioch University to run the programs once they transfer.

Antioch is investing in a new Graduate School of Nursing and Health Professions in order to offer these programs. They are also undergoing review by the Ohio Department of Higher Education and our accreditor, the Higher Learning Commission, as well as any specialized accreditation required to offer these programs. The academic rigor of the existing programs will be maintained once they are transferred to Antioch. The alumni of our graduate programs will soon be able to call new alumni of these programs across the nation “friends.”

Why is there so much emphasis on social justice?
Unfortunately, the term “social justice” has taken on a politicized meaning — lionized on one side and demonized by the other — that impacts how people respond. The Coalition for the Common Good is committed to education for a more just society. We believe in the power of education to change lives, to improve our communities, and to defend and protect our democracy. It is important, however, for our community to understand Otterbein’s past as an insight to our future. Founded by abolitionists in 1847, Otterbein has always put doing what is right over doing what is popular.

Truth be told, when Otterbein, at our founding, enrolled women in the same academic program as men and hired women faculty, that was a radical, innovative idea. When we enrolled African American students before the Civil War, that was a radical, innovative idea. When we enrolled students from Sierra Leone in 1896, that was a radical, innovative idea. When Otterbein enrolled Japanese American students from internment camps during World War II, that was a radical, innovative idea. When Otterbein created its Integrative Studies general education program in 1968, that was a radical, innovative idea. In the late 1960s and early ’70s, when Otterbein adopted a shared governance model with a University Senate comprised of students, faculty, and staff and made students voting members of the Board of Trustees, that was a radical, innovative idea. And the founding of the Coalition for the Common Good, a national system of private, non-profit universities, with a shared graduate and adult learner program is a radical, innovative idea. History has ultimately endorsed all these radical, innovative ideas and we believe that time will prove the CCG is the right thing to do as well.

What is the business model? How does Otterbein benefit?
Imagine the financial security of Otterbein as a four-legged stool, in which each leg bears some of the responsibility for creating long-term stability. The CCG has four legs that support our financial stability.

Traditional undergraduate enrollment – The costs and revenues associated with our traditional undergraduate enrollments are not shared. The CCG provides a number of benefits to Otterbein undergraduate students such as Graduate Early Admission Pathways that will strengthen our undergraduate enrollments.
Graduate/Adult programs – This is the centerpiece of the Coalition and is expected to be a major driver of expanded enrollment and revenue growth that will be shared among the affiliate members.
Strategic Initiatives and Business Partners – The Coalition for the Common Good can provide the necessary infrastructure, course design, and modalities to meet the needs of employers in each member’s community, delivering stackable credentials, certificates, adult degree completion and graduate degrees.
Support Services Organization (SSO) – The Coalition has created an SSO that will allow the identification of efficiencies in non-academic areas.

What is the difference between Antioch University and Antioch College?
While Antioch University and Antioch College have a shared history, they are very different institutions. Antioch University is one of the nation’s leading providers of low-residency and online graduate and adult learner programs with campuses in Los Angeles, Santa Barbara, Seattle, Keene, NH, and Yellow Springs, OH. The University has adult degree-completion programs, but does not serve traditional age undergraduates. It offers an array of master’s and doctorate programs in areas like Clinical Mental Health Counseling, Leadership and Change, Education, Non-profit Management and Business Administration. Antioch College has a separate, historic campus in Yellow Springs, and licenses the use of the name “Antioch” from the University.

How do Otterbein undergraduates benefit from the Coalition?
The Coalition provides Otterbein undergraduates with many exciting new opportunities. We have developed five Graduate Early Admission Pathways (GEAPS) for Otterbein undergraduates to Antioch graduate programs. The GEAPS allow an Otterbein undergrad to take three (3) graduate classes their senior year, at no extra cost, and students then apply those nine (9) credits to both their Otterbein undergraduate degree and their Antioch graduate degree, reducing the time and cost to earn their master’s degree. Five additional GEAPS are under review this semester.

Approved Graduate Early Admission Pathways:

Art Therapy
Clinical Mental Health Counseling
Human Services Administration
MBA
Non-profit Management
Athletic Training
Exercise and Health Sciences
Healthcare Administration
Individualized Studies in the Humanities
Individualized Studies in the Social Sciences
Athletic Training
Exercise and Health Sciences
Healthcare Administration
Individualized Studies in the Humanities
Individualized Studies in the Social Sciences

GEAPS in development:
We are also building special “Study Away” programs that will allow Otterbein students to take courses at one of Antioch’s campuses as part of their undergraduate course of study. These immersive experiences will range in length from several days up to an entire semester.

Prospective undergraduate students tell us they find the idea of the Coalition to be very exciting and that it increases the likelihood of their choosing to enroll. In a survey of high school seniors conducted in October 2021, 83% reported that an alliance like the CCG would increase their interest in a member school; 44% reported that it would “significantly” increase their interest. Students identified increased career and alumni networks, the opportunity to take courses at member institutions and accelerated pathways to a graduate degree as the most important benefits they seek, all of which the CCG now provides.

What happens if things do not work out?
Otterbein reserves the right to withdraw from the Coalition after three years, but we do not see that happening. We are already seeing positive outcomes of the Coalition, especially the work we are doing with local employers to meet their workforce development needs. All new initiatives need time to fully develop, and the CCG is no different, but the early outcomes are all positive.

Rather than being worried about failure, the CCG is looking to expand. A number of universities and colleges have reached out to the Coalition to learn more. We are building towards the day when the Coalition has three, four, or even more members.

What does the future hold for Otterbein?
Otterbein ranks in the top 20 in the U.S. News and World Report’s Best Colleges rankings for Midwest Regional Universities, along with recognition for our excellence in undergraduate teaching and as one of the region’s most innovative universities. We will continue to build on those strengths to provide our students with an affordable, life-changing education. We continue to believe that our ability to educate students that other universities don’t think belong in college (just like we believed in educating women in 1847) is the right thing to do. Non-profit universities are expected, as part of our non-profit status, to support the common good. The Coalition allows us to do that on a much broader scale.

Jefferson Blackburn-Smith is the Executive Vice President for Strategic Initiatives, Otterbein University, and Vice President for Communications, Coalition for the Common Good. He has developed and implemented new partnerships with Central Ohio school districts and community colleges to create new opportunities to underserved populations to earn a higher education degree.

Faculty Sabbaticals

Sabbaticals can be a powerful tool in a professor’s toolbox. These semester-long leaves from campus are far from a vacation; they are a chance for professors to focus on research and creative work, develop new courses or programs, and acquire additional professional credentials and skills. When professors return from sabbaticals, they bring fresh ideas and concepts to share with their students.

Patricia Frick, Professor, Department of English

Frick’s spring 2021 sabbatical focused on 19th-century British women’s travel writings, particularly the travel chronicles of the proto-feminist and polymath, Maria Graham (1785-1842).

“I presented five scholarly papers on various aspects of Maria Graham’s travel journals at national and international conferences (virtually). I also created a new course for the English Department on Women’s travel writing entitled “Wanderlust,” which debuted in Spring 2023.”

“Another very exciting but unexpected outcome of my sabbatical was an interdisciplinary project that I co-curated with Janice Glowski, director of the Frank Museum of Art and galleries. The project, Lands Real and Imagined, invited five contemporary women artists from each of the countries represented in Graham’s journals to respond to her writings through original works of art. My sabbatical research project and the exhibition made their debut in Otterbein’s Fisher Gallery in spring 2022. Then, to commemorate the 200-year anniversary of Graham’s arrival in Chile, we were invited to take the project to Chile in June 2023, where the exhibition was presented, along with gallery talks and my research, at three distinguished museums in Valparaiso: the Museo Baburizza, the Museo del Grabado, and the Art Collective Casaplan. Building on this success, we have been invited to India in December 2024 to share the exhibition in several locations throughout India.”

“I think sabbaticals help our students understand the excitement underlying good research and why faculty love what we do. When we can share our passion for learning with them, it really makes a classroom sing! I feel so fortunate to have had the opportunity to “travel” with Maria Graham during the pandemic.”

See more at https://otterbein.libguides.com/doors21.

What was the focus of your sabbatical?
Because of the pandemic, the primary focus of my sabbatical became 19th-century British women’s travel writings, including their letters, diaries, and published journals. In particular, my research was inspired by the travel chronicles of the proto-feminist and polymath, Maria Graham (1785-1842). Graham stood out among her peers for several reasons. First, she was an interdisciplinary thinker and writer, who demonstrated within her travel memoirs a command of subjects normally associated with male domains of knowledge, for example history, geology, botany, politics, and naval trading routes. She also was an accomplished artist, whose engravings enhanced her verbal descriptions of the lands, peoples, and places she visited. But perhaps her most impressive accomplishment was the publication of her four travel journals of India, Italy, Brazil, and Chile, as well as a comprehensive history of Spain. Such a rich and successful publication history was most unusual for any woman of her time. And her journals of South America were among the first female-authored narratives of that unexplored continent.

What inspired the idea?
I love to travel, and women’s travel writings have always raised intriguing questions for me. Throughout history, why have women traveled? As they experienced new worlds and cultures, what drew their attention and how did their “gaze” differ from that of male travelers? What challenges did women face in the publication and reception of their travel journals and what narrative strategies did they devise to navigate these challenges? Are women’s travel writings now different from the narratives of women like Maria Graham or do we see any common threads?

What resulted from your sabbatical?
My sabbatical research resulted in several positive outcomes. I presented five scholarly papers on various aspects of Maria Graham’s travel journals at national and international conferences (virtually). I also created a new course for the English Department on Women’s Travel Writing entitled “Wanderlust,” which debuted in Spring 2023 and will be offered again in Spring 2024.

Another very exciting but unexpected outcome of my sabbatical was an interdisciplinary project that I co-curated with Art Historian Janice Glowski, director of the Frank Museum of Art and Otterbein’s galleries and collections. The project, Lands Real and Imagined, invited five contemporary women artists from each of the countries represented in Graham’s journals to respond to her writings through original works of art. In doing so, they generated new conversations about Graham, identified important intersections between travel and gender, and revealed the transformative power of travel itself.

My sabbatical research project and the exhibition made their debut in Otterbein’s Fisher Gallery in spring 2022. Then, to commemorate the 200-year anniversary of Graham’s arrival in Chile, we were invited to take the project to Chile in June 2023, where the exhibition was presented, along with gallery talks and my research, at three distinguished museums in Valparaiso: the Museo Baburizza, the Museo del Grabado, and the Art Collective Casaplan. Building on this success, we have been invited to India in December 2024 to share the exhibition and to participate in a scholarly colloquium on Maria Graham and travel writing through Artshila, a center for sharing immersive, educational experiences in art and literature in several locations throughout India.

Why are faculty sabbaticals important for the students’ educational experience?
I think sabbaticals help our students understand the excitement underlying good research and why faculty love what we do. When we can share our passion for learning with them, it really makes a classroom sing! I feel so fortunate to have had the opportunity to “travel” with Maria Graham during the pandemic. Her courage, curiosity, and interest in other lands inspired me during this very difficult time and expanded my sense of what a woman can achieve.

Grace McDaniel, Assistant Professor, Department of Education

McDaniel’s spring 2022 sabbatical focused on research and scholarly activities aimed at implementing a culturally responsive teaching framework in teacher education. As part of her work, she developed and co-facilitated educators of color teacher candidate networks across the state of Ohio.

“I was able to pull from my research findings to create prompts, activities, and readings to facilitate the Teachers of Color Statewide Network. Otterbein education candidates of color have an opportunity to engage with other students, administrators, and educators across the state of Ohio.”

“There is a direct correlation between my revised syllabus and how I have incorporated culturally responsive approaches that meet the needs of my diverse students. Revising course readings, addressing cultural needs, supporting student stories, and allowing space for healing are just a few of the approaches that have been highlighted in my courses.”

What was the focus of your sabbatical?
Stories, Perspectives, and Representation: Implementing a Culturally Responsive Teaching Framework in Teacher Education

What inspired the idea?
In Education, we focus on culturally responsive teaching practices for students in PreK-12th grade. Current initiatives in Education have called for an increase in diverse teachers in the classroom. Teacher Education has responded by offering many pathways to teaching for future educators, specifically addressing diversity.

What work did you do while on sabbatical?
During my sabbatical I was able to engage in research and scholarly activities:

Read current research on culturally responsive practices and teacher education.
Reviewed best practices and Culturally Responsive Teaching Rubrics.
Conducted interviews with teacher education faculty from diverse backgrounds and disciplines at Otterbein, OSU, and Texas A&M).
Developed and co-facilitated educators of color teacher candidate networks across the state of Ohio.
Interviewed practicing teachers and school administrators, including Otterbein alumni.

What resulted from your sabbatical? Did your sabbatical lead to anything unexpected or exciting?
I identified some themes from my research:

Faculty who are well-versed, experienced, and engaged in culturally responsive teaching continue to grapple making culturally responsive teaching transparent in their courses/syllabi when it comes to being responsive to teacher educators.
Faculty are engaged in culturally responsive teaching work.
Students continue to feel isolated and lack representation in their coursework.
Addressing racial trauma, the healing process (student stories) is central to our work AND the success of future educators of color.

As a result of my research, I am developing a Culturally Responsive Teaching Professional Learning Community for teacher education faculty. We will take a look at:

Session 1: Who are our teacher education candidates of color?
Session 2: Article Discussion – If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover.
Session 3: Syllabus revisions and a review of the “revised” Culturally Responsive Teaching Rubric for Teacher Education.

Why are faculty sabbaticals important for the students’ educational experience?
It is imperative that faculty have an opportunity to deeply engage in research and scholarly activities. Sabbaticals also afford faculty the opportunity to rejuvenate and reflect on their work resulting in a fresh perspective that benefits students.

How did your sabbatical work benefit students?
Through the Teachers of Color Statewide Network, we are able to address the needs of educators in a culturally responsive virtual learning environment. I was able to pull from my research findings to create prompts, activities, and readings to facilitate the network. Otterbein education candidates of color have an opportunity to engage with other students/administrators and educators across the state of Ohio. There is a direct correlation between my revised syllabus and how I have incorporated culturally responsive approaches that meet the needs of my diverse students. Revising course readings, addressing cultural needs, supporting student stories, and allowing space for healing are just a few of the approaches that have been highlighted in my courses.

Michael Hoggarth, Professor, Department of Biology and Earth Science

For his fall 2023 sabbatical, Hoggarth researched ecology and life history of freshwater mussels and water resource integrity (water quality, aquatic habitat quality, and biodiversity).

I have been re-sampling mussel communities in Ohio’s Scenic Rivers that were originally sampled 30-40 years ago by myself and colleagues. Over the past several years, my students and I have sampled the mussel communities of the Little Miami River and the Olentangy River. The Stillwater River and Greenville Creek were only systematically sampled once before (over 25 years prior) by my colleague who had recently passed away, and I wanted to honor his initial survey and see if the dismal report he gave remained. The mussel fauna in both Greenville Creek and the Stillwater River is amazing today with increased number of individuals, expanding biodiversity, and the occurrence of rare species. A paper describing the remarkable comeback has been submitted and is in review.

Over the years I have used what I gained from my sabbaticals to inform my own teaching and to provide examples of a point I was trying to make in lecture or lab. I have included numerous students as research assistants working with me on projects that were either part of the sabbatical or resulted from work done on a sabbatical. Some of these students were co-authors on papers and/or abstracts given at scientific conferences. All of them gained experiences they would never have gotten from a textbook. And I am just one faculty member who does this at Otterbein. It is an enriching experience for the faculty and for our entire community.

What was the focus of your sabbatical?
My research has been centered on the ecology and life history of freshwater mussels and water resource integrity (what some might call water quality, but also includes aquatic habitat quality, and biodiversity). Also, as part of the context for my answer, I have been re-sampling mussel communities in Ohio’s Scenic Rivers that were originally sampled 30-40 years ago by myself and colleagues: over the past several years, my students and I have sampled the mussel communities of the Little Miami River, the Olentangy River, and while on sabbatical this past fall, the Stillwater River. The next two years we will complete a study of the mussels of the Darby Creek system. As one might imagine, I have gained a great deal of insight into the status and ecology of the freshwater mussels of Ohio. In 2009 two colleagues at OSU and I wrote the book, The Freshwater Mussels of Ohio.

My sabbatical this past fall had the dual focus of writing A Naturalists Guide to the Freshwater Mussels of Ohio (Ohio Biological Survey) and completing a survey of the mussels of the Stillwater River and Greenville Creek. A paper describing the remarkable comeback of the mussel community of these two Ohio Scenic Rivers has been submitted and is in review.

What inspired the idea?
To be honest, the plan for the sabbatical was to write the book, which will be the fourth in the series. However, Ohio Biological Survey (OBS) is currently trying to finalize the current book in the series, A Naturalist’s Guide to the Odonates (dragonflies and damselflies) of Ohio, and did not have time to work with me on the mussel book. I have completed all but the species accounts and have had positive feedback from OBS. As soon as they finalize the Odonate book we will begin the mussel book to hopefully have it available by March 2025. The inspiration for the book was two-fold: 1) I was asked to write it by the Ohio Department of Natural Resources, Division of Wildlife, who is funding the series, and 2) I have the expertise and experience to write the book.

The mussel survey of the Stillwater River and Greenville Creek was the next stream that ODNR-Division of Natural Areas and Preserves, Scenic Rivers Program wanted me to study and as it was only systematically sampled once before (over 25 years prior) by my colleague and co-author of The Freshwater Mussels of Ohio, who had recently passed away, I wanted to honor his initial survey and see if the dismal report he gave of the mussel fauna of the system remained. As noted above, the mussel fauna in both Greenville Creek and the Stillwater River is amazing today with increased number of individuals, expanding biodiversity, and the occurrence of rare species.

What work did you do while on sabbatical?
Essentially I spent quite a number of hours sitting in my study at home and my office at the OSU Museum of Biological Diversity, Mollusk Division writing and 20 days or so canoeing down the Stillwater or gaining access to the river and creek at bridges and parks to survey the mussels. After completion of the fieldwork, I completed the report of the study and submitted it to Scenic Rivers and wrote the paper.

What resulted from your sabbatical? Did your sabbatical lead to anything unexpected or exciting?
I would say the surprising thing that came from my sabbatical was the documentation of the recovery of an animal fauna to a river: generally, we find the opposite.

Why are faculty sabbaticals important for the students’ educational experience?
A few students get the opportunity to work with me in the field, do independent research projects with me and colleagues from ODNR, OSU, and others, and get paid. All of the work I do for ODNR, U.S. Fish and Wildlife Service, etc., is grant-supported with stipends for students. All students, however, benefit from the new insights gained from the research faculty do and their passion for their work.

Is there anything you’d like to add?
This past sabbatical is my last; I will be retiring in May 2025. Over the years I have used what I gained from my sabbaticals to inform my own teaching and to provide examples of a point I was trying to make in lecture or lab. I have included numerous students as research assistants working with me on projects that were either part of the sabbatical or resulted from work done on a sabbatical. Some of these students were co-authors on papers and/or abstracts given at scientific conferences. All of them gained experiences they would never have gotten from a textbook. And I am just one faculty member who does this at Otterbein. It is an enriching experience for the faculty and for our entire community.

Michael Hudoba, Associate Professor and Chair, Department of Engineering, Computer Science, and Physics

In fall 2023, Hudoba began the development of a prep course for the Fundamentals of Engineering (FE) exam to be offered over summer to Engineering graduates in central Ohio. The FE exam is the first step engineering graduates can take towards earning their Professional Engineer license.

There are no longer any in-person prep courses for the FE exam offered locally. There are a lot of online options available, but the pandemic taught us that many students prefer the in-person learning experience. I thought this would be a great benefit for our Engineering students interested in taking the exam and help expand the reach and grow the reputation of Otterbein Engineering.

One unexpected outcome was that it gave me an opportunity to re-examine the content of my Otterbein Engineering courses. The FE exam is basically a collection of the expected knowledge of an engineering graduate. Studying those expectations has afforded me the opportunity to adjust my classes — adding content in some areas, removing in others.

What was the focus of your sabbatical?
Development of a Fundamentals of Engineering (FE) exam prep course offered over summer to engineering graduates in the central-Ohio area. The FE exam is the first step engineering graduates can take towards earning their Professional Engineer license.

What inspired the idea?
Once we earned accreditation for our Engineering programs, our graduates became eligible to take the FE exam. One of my old professors at Ohio State shared with me that there are no longer any in-person prep courses for the FE exam offered locally. There are a lot of online options available, but the pandemic taught us that many students prefer the in-person learning experience. I thought this would be a great benefit for our Engineering students interested in taking the exam and help expand the reach and grow the reputation of Otterbein Engineering.

What work did you do while on sabbatical?
My work was two-fold: Going through other company study preps (online courses, self-paced textbooks, etc.) to learn how the material was taught by a variety of different groups, as well as to develop and prepare the content for my own course. I am still working on my sabbatical spring semester 2024. The Otterbein MBA Program’s capstone course is helping to develop a business plan for the course I will plan to offer, called FEasy.

What resulted from your sabbatical? Did your sabbatical lead to anything unexpected or exciting?
I have created an FE exam prep course that I hope to offer as early as this summer to both Otterbein and non-Otterbein engineering graduates. One unexpected outcome was that it gave me an opportunity to reexamine the content of my Otterbein Engineering courses. The FE exam is basically a collection of the expected knowledge of an engineering graduate. Studying those expectations has afforded me the opportunity to adjust my classes, adding content in some areas, removing in others, etc., based on the expectations of the exam.

Why are faculty sabbaticals important for the students’ educational experience?
Many faculty members commit their sabbatical time to research in their field of expertise, which is slightly different from the goal of my sabbatical. However, I think that sabbaticals provide the opportunity for faculty to stay involved and up to date in their areas, whether it is teaching- or research-focused, keeping their knowledge and classroom content fresh and relevant. Sabbaticals can provide insight and ideas on new ways to teach a subject, new knowledge in a subject area, etc.

How did/will your sabbatical work benefit students?
I will be able to offer an in-person prep course for Engineering students interested in taking the FE exam after graduation. I also hope that non-Otterbein engineering students will take the course, which will hopefully expand our reach and improve the reputation of our excellent Engineering Program.

Mrs. Cochran is going on an adventure!

Otterbein’s portrait of our early 20th century benefactress Sarah B. Cochran left the Courtright Memorial Library on Feb. 12, 2024, to go on display at the Heinz History Center in Pittsburgh. It is on loan for an exhibition celebrating women’s history in western Pennsylvania.

Sarah was the wife of Philip G. Cochran, the Pennsylvania coke and coal magnet who attended Otterbein for two years, from 1869-71. After his passing in 1899, she ran his businesses and became a major philanthropist whose good works include the endowment of the Cochran Memorial Hall at Otterbein, dedicated in 1906. The exhibit, A Woman’s Place: How Women Shaped Pittsburgh, runs through Oct. 6.

Learn more about this exhibit here.

Photo of the painting in its packing crate courtesy of Stephen Grinch ’98, archivist, Otterbein University.

Cardinals Connect on the West Coast

Left to Right: Mark Hower, provost and CEO, Antioch University Los Angeles; John Comerford, president, Otterbein University, and president, Coalition for the Common Good; Tylina Burdell ’18; Erica Holmes, associate program chair and director of the Psychological Trauma Studies specialization, Master of Arts in Clinical Psychology program, Antioch University Los Angeles; Alphonso Graves; Marcus Fowler, director of alumni and family programs, Otterbein University; Michael Echols ’80; Sandy Lee, COO, Antioch University Los Angeles.

Alumni and friends in the Los Angeles area gathered in early March to network and hear an update from President Comerford at the Antioch University LA campus. Next stop: Seattle in June 2024.

Visit our events page to let us know you’re interested in joining us in Seattle at www.otterbein.edu/alumni!

Get Involved and Help Students!

Are you looking for a new way to get involved with Otterbein? Consider joining one of these auxiliary groups!

The Otterbein “O” Club has supported Otterbein University’s athletic program by contributing to capital campaigns and special projects since 1955.
Learn more at: www.otterbeinoclub.com

The Westerville Otterbein Women’s Club was founded in 1921 to raise funds for Otterbein and its students. It runs the Thrift Shop on campus at 177 W. Park St.
Learn more at: www.otterbein.edu/thrift-shop

Founded in 1996, the Friends of Courtright Memorial Library supports the library and its students and patrons through events and fundraising.
Learn more at: www.otterbein.libguides.com/friends

CARDINAL SURVEY:
Share Your Thoughts

To better serve our alumni, families, and community, the Otterbein Office of Engagement is conducting a 2024 Cardinal Survey.

The survey is open to all Otterbein community members and contains questions about your Otterbein experiences, your feelings about the University, and more. The survey will be open through early May.

You can share your feedback at: www.otterbein.edu/alumni/cardinalsurvey.

Alumni Memories

As part of Otterbein’s 175th anniversary in 2022, nearly 1,000 alumni shared their most cherished memories about their time on campus.

“Many of my relatives went to Otterbein because it was a family school for us. The whole school had a sense of connectedness among students. The authenticity of the people, their openness to learning, and conversation made an impression on me. Otterbein was a basis for moving forward, learning, and keeping that learning continuous.”

– Lewis E. Frees ’58

“I chose Otterbein when I was a courier for FedEx. North Westerville was my delivery route. I used to say to myself, ‘If I ever go back to college, that’s where I want to go.’ After 19 years, I had an opportunity to return to college. I chose Otterbein and never looked back. While I was a student at Otterbein, I earned a fellowship to attend Ohio State University for free, and I got my master’s there.”

– Donna J. Williams ’99