��ר�� Towers

Signature Series Scholars Engage Audiences

��ר��Editorial Staff — Thu, 28 Mar 2024 20:45:00 +0000

Otterbein’s Signature Series packed the seats this spring, engaging audiences in discussions on some of the most relevant topics of the day.

The George W. and Mildred K. White Science Lecture Series

What happens when the pharmaceutical drugs we take end up in wastewater? How do “forever chemicals” from consumer products end up in surface water? And what will we do about the emergence of “superbugs” that are resistant to treatment? Renowned environmental chemist Diana Aga answered those questions and more when she visited campus for the George W. and Mildred K. White Science Lecture Series.

Aga is the Henry Woodburn Professor of Chemistry and a State University of New York (SUNY) Distinguished Professor at the University at Buffalo (UB). She also serves as the director of RENEW (Research and Education in eNergy, Environment and Water) Institute at UB.

On Feb. 21, Aga packed the seats at two special talks for STEM students before presenting her public lecture, “Free Drugs,” “Superbugs,” and “Forever Chemicals” in the Environment: Occurrence and Implications, that evening.

Watch the lecture at www.otterbein.edu/sls.

Diana Aga

Lynn Pasquerella

The Kathy A. Krendl Distinguished Lecture Series

On March 19, the Kathy A. Krendl Distinguished Lecture Series welcomed Lynn Pasquerella, president of the American Association of Colleges and Universities (AAC&U), for a lecture about Educating for Democracy. Pasquerella is one of the country’s most prominent public voices and forceful advocates for the value of liberal education, the importance of access to resources and pathways, and the need for career training for jobs and citizen education for justice.

Her most recent book, What We Value: Public Health, Social Justice, and Educating for Democracy, examines urgent issues — moral distress, access to resources, and the conflict over whose voices and lives are privileged — and argues that liberal education is the best preparation for work, citizenship, and life. Pasquerella is a member of the board of directors for the Coalition for the Common Good and a past-president of Mount Holyoke College.

Learn more at www.otterbein.edu/krendl

Vernon L. Pack Lectures

April is Minority Health Month, and to address the important issue of equity in the American healthcare system, ��ר��hosted Brian D. Smedley for the Vernon L. Pack ’50 Distinguished Lecture on April 4.

In addition to his public lecture, Place, Race, and Health: Addressing the Root Causes of Health Inequities, Smedley met with ��ר��students in public health, allied health, nursing, and other health-related majors to discuss what they can do as healthcare professionals to ensure equitable care for their patients.

Smedley is an equity scholar and senior fellow at the Urban Institute, a Washington, D.C.-based think tank, where he conducts research and policy analysis to address structural and institutional forms of racism that impact the health and well-being of people of color.

Learn more at otterbein.edu/pack

Brian D. Smedley

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Building a Foundation for Healing

��ר��Editorial Staff — Thu, 28 Mar 2024 20:45:00 +0000

“Pick up the baton and LEAD this community with courage”

— Shawn Harper

Racial Healing Circles Serve as the Foundational Work to Build Upon Diversity, Equity, Inclusion, and Belonging.

When ��ר��was selected by the American Association for Independent Colleges and Universities in 2020 as the first university in Ohio to host a Truth, Racial Healing and Transformation (TRHT) Campus Center, it challenged its community to begin the difficult work ahead.

Shawn Harper

Since then, the TRHT program has trained facilitators, hosted Racial Healing Circles and other programs, and completed an oral history project. Four student fellows, working with faculty mentors, recorded interviews with alumni of color about their ��ר��experiences. The ��ר�� Alumni of Color Oral History Project embodies the “Truth” component of TRHT in seeking to look honestly at the ways educational institutions have embodied racial hierarchy. The goal of the project was to assemble the fullest, most honest account of Otterbein’s history, because understanding its history is necessary in order to dismantle racial hierarchy and transform the culture of its campus and community.

Last summer, Otterbein’s co-founding partner in the Coalition for the Common Good, Antioch University, was named a TRHT Campus Center. With that addition, Otterbein’s TRHT team saw an opportunity to serve even more people through collaboration. On Jan. 16, 2024, the joint team held a day of coordinated conversations online, reaching 100 participants in Ohio and at Antioch’s campuses in Los Angeles, Santa Barbara, Seattle, and Keene, New Hampshire.

“We held an all-day TRHT event in honor of the seventh National Day of Racial Healing that incorporated a number of faculty, staff and students participating in Racial Healing Circles from both ��ר��and Antioch,” said Otterbein’s Chief Diversity Officer Frank Dobson Jr., Ph.D. “That was a great 2024 starting point for more TRHT-related programming in collaboration with Antioch.”

Racial Healing Circles are discussions that allow participants to work toward equity and inclusion. The Coalition held Racial Healing Circles from morning to evening, scheduled to accommodate everyone who wished to participate regardless of their location.

“This experience allows community members to listen for understanding. In addition, healing circles — a form of restorative practice — serve as a safe space where individuals can freely express their emotions, fostering connection, empathy, and understanding among participants,” said Dobson.

“Racial Healing Circles serve as the foundational work to build upon Diversity, Equity, Inclusion, and Belonging,” added Lemuel Watson, Ed.D., Antioch’s senior associate vice chancellor for academic affairs and vice provost for community engagement.

Selethia Benn, Ed.S.

Selethia Benn, Ed.S., director of Otterbein’s Office of Social Justice and Activism, has worked extensively to plan programming around issues of TRHT, including Otterbein’s annual Martin Luther King Jr. Convocation.

This year’s convocation featured Shawn Harper, a former NFL offensive lineman and motivational speaker. Harper invites individuals to find their own purpose as they fulfill a calling to serve others.

“My encouragement for you today is to pick up the baton … and lead this community with courage,” Harper told the campus community, holding up a baton to emphasize the importance of his sentiment. “I will not go with the flow. I will fight injustices and be a superhero. The darker the night, the brighter the light.”

Harper’s passion for helping others is a reflection of King’s legacy.

The 2024 Pack Scholar-in-Residence, Brian Smedley, also has connections to upcoming TRHT programming. April is National Minority Health Month, which coincides with the visit of Smedley, an equity scholar and senior fellow at the Urban Institute in Washington, D.C. He has studied unconscious bias and stereotyping among healthcare providers in the U.S., which lead to lower quality of care for patients of color.

��ר��is continuing to explore these and other issues of social injustice independently and collaboratively with Antioch University through Otterbein’s TRHT programs and initiatives, continuing the University’s rich history of confronting issues of equity dating back to its earliest days.

Watson said he is encouraged by ��ר��and Antioch University’s shared commitment to education for a more just society — including building and preserving democracy. “College campuses serve as the ideal setting for students to develop skills and connect with others from diverse backgrounds. Through active listening and understanding, students can create meaningful relationships and foster a sense of community that promotes healing and growth.”

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Dishing up a NEW DINING EXPERIENCE for students

��ר��Editorial Staff — Thu, 28 Mar 2024 20:42:00 +0000

�³󲹳�’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 ��ר��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 ��ר��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 ��ר��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

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Teaching Awards

��ר��Editorial Staff — Thu, 28 Mar 2024 20:40:00 +0000

TEACHING AWARDS

Each year, ��ר��honors outstanding teachers for their impact on their students, colleagues, and the University. These dynamic and dedicated full- and part-time faculty contribute so much to the ��ר��community both in and outside the classroom. They help students find their calling and grow as young professionals; celebrate their colleagues’ achievements; and show their support for the staff who are often working behind-the-scenes.

Teacher of the Year – David Sheridan

“One thing I want my students to take from my classes is to be inquisitive and always keep learning. I always learn something new every time I teach a course.”

David Sheridan

Associate Professor of Biology

“Sheridan made his animal systems physiology class especially interesting and engaging by using a variety of teaching methods to discuss a normal and diseased state. He described asthma, gave a demonstration, and then had students simulate the experience by providing small straws to breathe through. It was obvious that he held the interest of all students in the classroom.”

– from nomination

How would you describe your teaching style?
Fast paced, energetic, mostly flipped-classroom model. Students do the readings and take a pre-quiz prior to discussing the material in class. It allows us to tackle the difficult subject matter in class with mini-lectures and then follow up applications like a case study.

What inspires you to teach?
Most of my students are going into nursing, medicine, veterinary medicine, physical therapy, dentistry, etc. I remember taking anatomy and physiology and was fascinated by it. I hope I am helping them start their journey into their future careers that are heavily rooted in anatomy and physiology with that same fascination and base knowledge.

What do you hope your students take from your classes?
An appreciation for the body and its processes, be it human or animal, and the fact that we are all similar, but the uniqueness of each person or species is amazing.

Why are you passionate about the subjects you teach?
Anatomy and physiology are at the crossroads of so many disciplines — biology, chemistry, physics — and we can see these structures and functions and processes in our own bodies.

What is your favorite class to teach?
All of them, but mostly whichever one I am currently teaching. I always learn something new every time I teach a course.

What do you think students get from ��ר��faculty that they can’t get anywhere else?
Access.

What is one lesson you want students to carry with them not related to the subject matter?
Be inquisitive and always keep learning.

New Teacher of the Year – Bennett Grooms

“When I teach a course, I view it as an opportunity to connect with future peers and colleagues. My teaching style is very discussion- and application-based. I focus on providing students opportunities to take what they have learned and use that knowledge in real-world scenarios tied to their career interests. I want my class to be a space of mutual learning, where I ask questions and have conversations to guide students into new areas of thought.”

Bennett Grooms

Assistant Professor of Biology

“Dr. Grooms is most likely one of the best things to have happened to the Zoo and Conservation program just because he is so passionate about what he is teaching. His attitude and devotion to animal work is contagious and makes me want to be a better student.”

– from student course evaluation

How would you describe your teaching style?
When I teach a course, I view it as an opportunity to connect with future peers and colleagues who will be joining the field shortly. Under that mindset, my teaching style is very discussion and application based, and I work to go beyond just “learning the material.” Instead, I focus on providing students opportunities to take what they have learned and use that knowledge in real-world scenarios tied to their career interests. Additionally, I prioritize discussion and tying material to previous experiences. I never want a class to be just me talking “to” students, rather, I want my class to be a space of mutual learning, where I ask questions and have conversations to guide students into new areas of thought.

What inspires you to teach?
Mostly it’s the passion and enthusiasm I see from the students. I’m very fortunate to work in a field where there are so many opportunities for students to pursue individual interests. Having a student share about their favorite animal to work with or about their internship experiences is so enjoyable to hear. Similarly, hearing the aspirations these students have for helping wildlife and conservation, and witnessing their immense talent while working in class makes teaching a truly enjoyable experience that I look forward to doing every day.

What do you hope your studentS take from your classes?
One of my primary goals for students who take my classes is help them understand that success is so much more than just a grade or title. I believe success is progressive movement towards a worthy goal, and I try to emphasize to my students how worthy of an endeavor it is for them to think about what they want to do with their lives and trying their best to achieve those goals. If students leave my classes more confident in their knowledge of the world, as well as feeling more confident in themselves, then I consider that a very successful class.

Why are you passionate about the subjects you teach?
I truly love working in conservation, and think it is critical to the health of our planet to connect people to wildlife and nature. I come from a family that is wildlife-oriented and spent much of my time growing up visiting zoos, state parks, and going camping. There is so much diversity in the animals and plants we share this planet with, and I find it fascinating to work with students in understanding how those animals behave, and what we can do to best conserve them. It’s a very rewarding experience to come full circle with my passion for wildlife conservation, and now be on the side of engaging students in this material and work.

What is your favorite class to teach?
My Animal Behavior (BIO3050) course; it’s so much fun between the in-class discusses, lab experiences, and film project that I have students do. I’m constantly thinking of topics and field experiences for the course.

What do you think students get from ��ר��faculty that they can’t get anywhere else?
Compared to other universities, I would say ��ר��students receive an awesome benefit of becoming part of a professional community almost immediately in their program. Considering my department alone, we have students as early as their freshman year working with faculty to take care of aquariums and animals, conduct research, collect field data, and present their own research at conferences. Faculty also see students regularly through organizations, events, and research projects, which makes it feel like we are building connections vs. just pushing students out into the workforce.

What is one lesson you want students to carry with them not related to the subject matter?
That their self-worth goes far beyond their grades or academic performance. I hope students will remember that everyone is worthy of feeling confident in themselves without judgement or comparisons, and that everyone has something worthwhile to share and learn.

Excellence in Part-Time Teaching – Amy Karns

“Teaching is more than the simple transfer of knowledge from one individual or group to the next. As a classroom leader, it’s my job to create a learning environment in which students belong — feeling valued and respected. A sense of classroom community is crucial to form a safe learning environment where students may consider other perspectives with growth, empathy, and kindness.”

Amy Karns

Psychology Instructor

“I would advise any student, psychology or not, to take this course because it really solidified my understanding of the topic of development, and it was a very fun and interactive course!”

– from student course evaluation

How would you describe your teaching style?
My teaching style is student-focused and highly interactive. I believe learning happens through various methods, including lecture, discussion, problem-solving, and real-life situational labs. I strive to engage the class while giving many opportunities to learn from one another.

What inspires you to teach?
I am motivated by the shared experiences in the classroom integrating course content to real-life application. I enjoy helping students problem-solve, think critically, and challenge their own perspectives while encouraging them to try something new or step out of their comfort zone. I hope my love and excitement for the field of psychology encourages personal growth and lifelong learning as it relates to their personal career goals.

What do you hope your students take from your classes?
I hope that students leave my class feeling accomplished in their knowledge of how human behavior and mental processes affect their lives each day. I hope they look back and remember how fun the process of learning can be even if it requires them to think past the traditional way of college teaching.

Why are you passionate about the subjects you teach?
There is a common myth that psychology only encompasses the diagnosis and treatment of mental health disorders. I love teaching how human behavior and mental processes are relevant in day-to-day interactions through relationships, motivation, emotion, attention, and our abilities (intelligence).

What is your favorite class to teach?
This is tough as I enjoy different classes for various reasons. My favorite is probably introduction to psychology for many of the reasons listed above. I get excited to debunk many of the myths associated with the field of psychology — especially with students who take psychology to check off a requirement.

What do you think students get from ��ר��faculty that they can’t get anywhere else?
We care about the whole student. ��ר��is a family. Faculty and employees care about each other and the well-being of students.

What is one lesson you want students to carry with them not related to the subject matter?
You do not have to be perfect to be successful.

Exemplary Teaching Award, United Methodist Church General Board of Higher Education – Cynthia Laurie-Rose

“I’m inspired by seeing the satisfaction on students’ faces when they have worked through a complex set of ideas, and they suddenly show understanding. I can see the students gain confidence in that moment and I know that they will begin to trust their ability to understand concepts or complete tasks that they may have previously felt were too difficult.”

Cynthia Laurie-Rose

Professor of Psychology

“It is staggering how dedicated she is to this high-impact practice of experiential learning. She does this work because research is essential for our students who wish to pursue graduate study, and Cindy wants to support them in that endeavor.”

– from nomination

How would you describe your teaching style?
My teaching style is a hybrid of the traditional classroom lecture with a healthy mix of activities that illustrate the concepts I am teaching. When appropriate, I include independent research activities within the class. In an Honors course I teach, I ask students to conduct independent research using archival data; in my last seminar course on working dogs, the class conducted a study with college-aged participants and therapy dogs from Pet Partners.

What inspires you to teach?
I’m inspired by seeing the satisfaction on students’ faces when they have worked through a complex set of ideas, and they suddenly show understanding. I can see the students gain confidence in that moment and I know that they will begin to trust their ability to understand concepts or complete tasks that they may have previously felt were too difficult.

What do you hope your students take from your classes?
The excitement and fun of learning.

Why are you passionate about the subjects you teach?
I teach courses in experimental psychology. I enjoy showing students that research methods and core experimental courses such as physiological psychology and perception have relevance outside the classroom. As an example, I teach a unit on dyslexia in my physiological course, exploring its basic neurological underpinnings. I then introduce students to the surprising controversy of using dyslexia as a diagnosis in public schools. Owing to the tireless effort of grassroot parent organizations lobbying states to recognize the science, we end this unit discussing the new “dyslexia laws” requiring schools to use dyslexia as a specific diagnosis.

What is your favorite class to teach?
I love to teach perception. Perception is a topic students know very little about coming into the class. It is interesting that humans do not routinely reflect on how or why we see or hear the world the way we do. I enjoy introducing topics that are brand new to them and help them make connections between what they see and hear and the science behind those experiences. Students enjoy the many fun demonstrations in this class, including optical illusions.

What do you think students get from ��ר��faculty that they can’t get anywhere else?
Owing to our small classes, a community often emerges from our close work together. That sense of community persists long after the semester is over. We will see many of these students in other classes we teach, and some will work alongside us in our labs. We build long-lasting relationships with our students well beyond graduation. We continue to serve as mentors to our students and continue to help them in their professional endeavors.

What is one lesson you want students to carry with them not related to the subject matter?
In my classes, I emphasize the relationship between science and authority — whether that authority is religious, political, or societal. I want students to understand that science can be trusted and that they must become informed consumers of science and engaged citizens.

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Portrait Project Illustrates Immigrants’ Stories

��ר��Editorial Staff — Thu, 28 Mar 2024 20:30:00 +0000

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

��ר��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 ��ר��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 ��ר��students who volunteered to paint portraits of these “New American” high school students during their free time. Each ��ר��student was paired with a high schooler to work through a weeks-long process that included multiple sketches, photos, and finally, paintings. While the ��ר��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 ��ר��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

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Faculty Excellence

��ר��Editorial Staff — Thu, 28 Mar 2024 20:30:00 +0000

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 ��ר��, 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 ��ר��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 ��ר��routinely has several students inducted each year. ��ר��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 ��ר��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.

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Esports and Women’s Wrestling Gearing Up for Fall

��ר��Editorial Staff — Thu, 28 Mar 2024 20:20:00 +0000

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 ��ר��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. “��ר��hosted our first women’s wrestling prospect camp on campus in January and had 37 wrestlers attend.”

Learn more at:

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Investing in Their Future

��ר��Editorial Staff — Thu, 28 Mar 2024 20:20:00 +0000

Scholars and Scholarships are a bright pairing for these seniors from the Class of 2024.

These scholars have bright futures. Each admits to feeling a little overwhelmed right now, but mainly, they’re just excited about the future. They’ll tell you their hopes to better their communities and to make a difference in their professions. Each will also explain how the support of donors helped them discover their passions at ��ר��and how that has made all the difference.

Congratulations to the Class of 2024!

Olive Schnittker, whose pronouns are they/them, was set on medical school until they fell in love with organic chemistry. Their love of research followed during the summer between their sophomore and junior year. “If I wouldn’t have had the chance to do research, I wouldn’t have been able to discover what I want to do with the rest of my life.” Schnittker knows research is the focus of their future. “I’m extremely grateful for our donors, their support, and the awards that made it possible for me to do research.” They are the first member in their immediate family to earn a bachelor’s degree and an advanced degree in the sciences.

OLIVE SCHNITTKER ’24, Chemistry and Biochemistry/ Molecular Biology

Schnittker has already been accepted to four graduate school programs. They are deciding between a master’s degree or doctorate degree pathway with long-term plans to join research and development industry work in medicinal or pharmaceutical chemistry.

OLIVE SCHNITTKER ’24, Chemistry and Biochemistry/ Molecular Biology

Did you Know?

Individual endowed
scholarships = $2.6 million

��ר��works to match students with scholarships that support individual educational goals.

“My work with the New Student Transition Team ignited a spark in me to help introduce others to the potential they may not see in themselves.” Angel Proehl said she’ll miss the relationships she established here. “They saw something in me. It meant a lot to know the staff had faith in me.” An advocate herself, Proehl also works to make sure more students know about Otterbein’s Opportunity Scholarship.

ANGEL PROEHL ’24, Criminology and Justice Studies and Psychology

Proehl will begin work on a master’s degree in Social Work at Slippery Rock University in Pennsylvania. She plans to spend her career advocating for children in foster care and adoption services.

Lily Cowie says her ��ר��professors were spectacular. “They make me want to keep on learning.” She plans to work in a research position while she decides which graduate psychology program to pursue. Cowie also said were it not for all the scholarship support, she likely wouldn’t be here. “Thanks to our donors, I had an incredible experience.”

LILY COWIE ’24, Psychology and Women’s, Gender and Sexuality Studies

In addition to her studies, Cowie is a trained and certified OhioHealth Sexual Assault Response Network of Central Ohio (SARNCO) advocate and Coordinated Community Response Team member. She proudly served as the president of the Psi-Chi Honor Society and as co-president of Tri-Iota Honor Society.

“The experiences I’ve had really make you think how science rotates the world in a new direction. It’s enlightening to be around people who share the same goals.” Last year, Mason Nolan was inducted into the national honor society of the American Society of Biochemistry and Molecular Biology. This year, he’s in medical school. “I want to thank donors for giving us experiences, professional opportunities, and the chance to see things we ordinarily wouldn’t be able to see.”

MASON NOLAN ’24, Biochemistry and Molecular Biology

As part of the Early Assurance Program, Nolan will be finishing his first year of medical school at Ohio University’s College of Osteopathic Medicine around the same time he graduates from Otterbein. His 3+4 pathway is giving him an amazing experience and an early start on medical school.

“There is nothing better than the smile of an athlete after their first game back following an injury,” Conner Ruff said. “It’s very gratifying.” Ruff’s proud of the work he’s done on his clinical rotations in area high schools and with Otterbein’s trainers. “I want to thank the donors for giving me the opportunity to do what I love. Without their support, I wouldn’t be here.”

CONNER RUFF ’24, Athletic Training

Ruff will continue his studies at ��ר��to complete his master’s degree in Athletic Training. He hopes to return to his hometown to support his school’s athletic trainer who he regards as a vital role model.

The gift that continues ..

“Fourteen years ago, my family and I came to the United States as refugees from Nepal where we were living in refugee camps. All we had were some clothes and photographs. It feels unreal that I went from no hopes of finishing college to now having graduated with two majors. Today I am in my dream job. Donors don’t know how impactful they can be. Not only have they given me a life, they’ve given my family a life.”

BHAWANA KHATIWADA ’23, Computer Science and Communication

Khatiwada graduated a year early. She is an IT programmer analyst at Denison University in her dream job. She says without Otterbein’s support she wouldn’t be where she is today.

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Provost Named to Columbus Women’s Commission

��ר��Editorial Staff — Thu, 28 Mar 2024 20:15:00 +0000

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.

The post Provost Named to Columbus Women’s Commission appeared first on ��ר�� Towers.

Global Scholars Continue Studies at Otterbein

��ר��Editorial Staff — Thu, 28 Mar 2024 20:10:00 +0000

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, ��ר��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.

The post Global Scholars Continue Studies at Otterbein appeared first on ��ר�� Towers.

��������ר�� Towers

Signature Series Scholars Engage Audiences

The George W. and Mildred K. White Science Lecture Series

The Kathy A. Krendl Distinguished Lecture Series

Vernon L. Pack Lectures

Building a Foundation for Healing

“Pick up the baton and LEAD this community with courage”

— Shawn Harper

When ��������ר��was selected by the American Association for Independent Colleges and Universities in 2020 as the first university in Ohio to host a Truth, Racial Healing and Transformation (TRHT) Campus Center, it challenged its community to begin the difficult work ahead.

Dishing up a NEW DINING EXPERIENCE for students

�³󲹳�’s ON THE Menu?

“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.”

Teaching Awards

TEACHING AWARDS

Teacher of the Year – David Sheridan

New Teacher of the Year – Bennett Grooms

Excellence in Part-Time Teaching – Amy Karns

Exemplary Teaching Award, United Methodist Church General Board of Higher Education – Cynthia Laurie-Rose

Portrait Project Illustrates Immigrants’ Stories

Faculty Excellence

Faculty

Faculty Excellence

National Fellow Inspires Students to Believe in Themselves

Esports and Women’s Wrestling Gearing Up for Fall

Investing in Their Future

The gift that continues ..

Provost Named to Columbus Women’s Commission

Global Scholars Continue Studies at Otterbein

��ר�� Towers

When ��ר��was selected by the American Association for Independent Colleges and Universities in 2020 as the first university in Ohio to host a Truth, Racial Healing and Transformation (TRHT) Campus Center, it challenged its community to begin the difficult work ahead.