Workshop at a Glance
Preliminary Schedule
(All activities take place at the
Pyle Center at 702 Langdon Street)

View the full agenda in a Word document.

Wednesday 1/14

7:00-8:00 Continental Breakfast

8:00-8:30 Helen Klebesadel, Welcome

8:45-10:45 Pamela Whitehouse, Women's Studies Online: An Oxymoron?

How can we, and why should we teach Women's Studies courses online? What does feminist pedagogy look like online for undergraduates? This presentation will sketch out a distributed learning environment for Women's Studies courses, and invite participants to consider their own practice in an online teaching environment. What is lost and what is gained in the distributed learning (hybrid) classroom?

Susan Ressler, Women Artists of the American West: a Feminist Model for Distance Learning

How does one create community and integrate feminist pedagogy online? This presentation is a "show and tell" about "Women Artists of the American West," the distance learning course and online resource developed by Susan Ressler at Purdue University. With visuals from the Website and a tour of enhanced course tools, Susan will provide an introduction to her work in distance education, focusing on ways to develop a feminist learning community online.

A. Concurrent Sessions--11:00-12:00

1) Nancy Chick, Practicing What We Teach

Face 2 Face discussion of the online discussion of the pre-workshop readings, which took place January 5th-10th. Please see the D2L course for a description of the process and to read the discussions if you were unable to participate.

2) Scott Reeser, Introduction to D2L

12:00 - 1:00 Lunch

B. Concurrent Sessions--1:00-2:00

1) Laurel Kieffer, Using Internet Resources As A Tool For Teaching Activism

The intent of this session is to demonstrate how to integrate a wide variety of women1s studies topic material from the web into a class to extend class readings, lecture and discussion. Topics routinely include: poverty, domestic violence, sexual assault, reproductive choice and access, sustainable agriculture and development, women in prison, women in the military, and more.

2) Kris McGrew, Learning Innovations: A UW System Resource

This session introduces Learning Innovations, a collaboration of the UW-Extension and UW System. It provides instructional design and development, faculty development, marketing and learner services that support UW campus online programs, and more.

C. Concurrent Sessions--2:15-3:15

1) Anne Crosse, Gender and Housework Survey

Cross-campus exercise on gender and housework using student administered survey and a simple analytic framework using Excel spreadsheets

Marjorie Rhine, Engaging On-line Discussions: Choosing Controversial Readings and Assigning Response Papers

In this session, the presenter will share her experiences teaching an interdisciplinary humanities class on-line at UW-Whitewater. We will explore how the selection of controversial texts (that raise ethical or political debates, for example) fosters dynamic exchanges, and when groups of students are assigned response papers to begin each week's postings, students assume active leadership of the directions the discussions

2) Nerissa Nelson, Integrating Information Literacy into Women's Studies Curriculum in the Hybrid Environment

As courses continue to move to the online environment (hybrid/distance education), librarians are faced with new challenges in several areas. Specifically, these areas include collaborating with faculty in the development of a course, developing library tutorials, and working with information technology or designers of online courses to help in the creation of library links. This session will explore the potential for integrating information literacy into Women's Studies curriculum by looking at successful models from other institutions.

D. Concurrent Sessions--3:30-4:30

1) Susan Ressler, Feminist Pedagogy and New Technologies: From Theory to Practice

This session expands Susan's introduction to "Women Artists of the American West" by focusing on pragmatics in an interactive question and answer format. Depending on the interests of participants, a wide range of issues can be discussed. These include: why and how to modify courseware; empowering students online; creating a supportive learning environment; dealing with the institutional apparatus; obtaining grants for research and start-up time; impediments, obstacles, and how to overcome them, and so forth. Whether teaching a hybrid or wholly online course, this session explores ways to transform technology and utilize these new tools in concert with feminist values. (Note: this session may be taken in conjunction with or independently of Susan's previous presentation.)

2) Presenter TBA, Introduction to D2L

4:30-5:00 Networking and logistics for the rest of the workshop

Thursday 1/15

7:00-8:00 Continental Breakfast

E. Concurrent Sessions--8:00-9:00

1) Alan Aycock, Virtual Wicca and Magickal CATs: Making Discussion Forums Work in your Hybrid Course

Using online discussions effectively is an art: fortunately, it's one that can be readily learned. This workshop offers some very practical suggestions for managing online discussions, including ways to assess their effectiveness as learning tools in a hybrid course. Examples are taken from the presenter1s recent hybrid course on the Anthropology of Religion that used discussion forums to examine a woman-centered ethnography of neoPaganism in the MidWestern US. [Please note: this workshop complements the next workshop, but is not redundant with it. Thus, it may be taken either independently or in conjunction with that workshop.]

2) Mary Delgado, New Metaphors for Women's Studies in an Electronic Age

Best Practices for applying gendered concepts and feminist ideas to online teaching.

F. Concurrent Sessions--9:15-10:15

1) Alan Aycock, Women Shop; Men Drop! Creating Learning Activities that Integrate Online and F2F Critical Analysis of TV Ads in Hybrid Courses

One of the most important aspects of designing good teaching and learning activities in a hybrid course is how to integrate online work with the F2F classroom. This workshop uses a hands-on approach to illustrate some key 'best practices' in creating and managing learning activities that make hybrid instruction more effective. The exercise involves small group analysis of gender and race in TV ads, based on the presenter's recent Anthropology course on Ads in American Culture. [Please note: this workshop complements but does not repeat the information in the previous workshop. It may be taken either independently or in conjunction with that workshop.]

9:15-11:15

2) Rosemary Lehman and Penny Ralston-Berg, Distance Learning Technologies: Challenges and Strategies

A demonstration of a variety of distance learning technologies, with
discussion of their challenges and interactive strategies as they relate to Women's Studies. Technologies include those used for hybrid (part face-to-face, part distance) and completely distance courses, and range from simple to complex. A smorgasbord of technology and practical use! [This two-hour workshop is repeated again at 2:30 PM]

G. Concurrent Sessions--10:15-11:15

1) Phyllis Holman Weisbard and Pamela O'Donnell, Online International WS Tutorials

The presenters will share valuable new tutorial created for the Women's Studies Librarian of the University of Wisconsin System web site. The tutorials expand library research skills and explore international women's issues. Available tutorials include 'Evaluation of Web sites,' 'Using a metasites,' 'Using Genderwatch,' and 'Finding Articles from Contemporary Women's Issues Within Lexis-Nexis'

2) Glenda Morgan and Pat Fellows, Uses of Technology on UW System Campuses: A Study

Tammy Kempfert, TTT as a Resource
An overview of the UW System publication 'Teaching with Technology Today' as a resource

11:30-12:15 Ressler and Whitehouse, Feminist Pedagogies and the Political & Practical Issues that Surround Using Digital Technologies

As we have seen, online discussion (both synchronous and asynchronous) and computer mediated communication seems quite amenable to feminist pedagogy. However, many scholars argue there is a "hidden curriculum" in online learning that reinforces gender, class and racial stereotypes. What is "hiding in plain sight" as new technologies are integrated into the curriculum?

Women have been conspicuously absent as the architects and designers of new technologies, and computer science has been a "men's club" according to researchers Andee Rubin, Nicola Yelland and Sherry Turkle. Rubin and Yelland have argued that women researchers in computer sciences are "Ghosts in the Machine" whose voices are only beginning to be heard. Turkle argued we must move toward a new notion of "epistemological pluralism" about computing "where male mastery is not the only kind of mastery." What are the implications for Women's Studies end users and educators?

12:30 - 1:30 Lunch

1:30-2:30 Marilyn Lombardi, Embodying Feminist Pedagogy within Online Learning Environments

This session focuses on current web tools for supporting a collaborative feminist pedagogy. [Please note an additional concurrent session at 1:00 Friday that will explore emerging educational technologies emerging through multi-institutional efforts].

H. Concurrent Sessions

2:30-3:30 1) David Jones, Teaching Cultural History through Feminist Pedagogy: Perspectives from African American Studies

2:30-4:30 2) Rosemary Lehman and Penny Ralston-Berg, Distance Learning Technologies: Challenges and Strategies

A demonstration of a variety of distance learning technologies, with discussion of their challenges and interactive strategies as they relate to Women's studies. Technologies include those used for hybrid (part face-to-face, part distance) and completely distance courses, and range from simple to complex. A smorgasbord of technology and practical use! [Repeat of 9:15 session, also 2 hours long]

3:30-4:30 3) Susannah Sandrin, Thinking Outside the Box - Applying Feminist Pedagogy to Science, Engineering and Math Instruction

Science is important to everyone, and we encounter scientific principles everyday. Yet students often have a hard time relating abstract scientific theories to their life in 'traditional' science courses. Many instructors are incorporating feminist pedagogies into their courses in an effort to increase retention of students (particularly women and ethnic minorities) with great success. Some of these strategies will be discussed, along with a snapshot of the current demographics of the scientific community.
[This session overlaps the last half of session H2]

4) Pamela Whitehouse, Tapped In 2, a Graphical MUVE for Educators

Although the words "gender" or "feminist" are seldom heard, TI2 is a Multi-User Virtual Environment mainly populated by women and supported by women, and even partially designed by women. The goals of this online professional development environment are to support ongoing professional development for educators, support education reform and provide support for institutions wishing to establish an online presence. [This session overlaps the last half of session H2]

4:30-5:00 Networking and Announcements

7:00 PM Special Optional Event: Susan Ressler's book signing for "Women Artists if the American West" at Canterbury Books, 315 West Gorham at State Street, 608/258-8899, 800/838-3850

Friday 1/16

7:00-8:00 Continental Breakfast

I. Concurrent Sessions--8:00-9:00

1) Hal S. Bertilson, Web assignments and Discussions in Psychology of Women

An example of using the web to give daily writing/discussion assignments, extra credit, and other opportunities will be illustrated and discussed. Theory (Walwoord & Anderson, 1998; UW Faculty College, 1998) behind focused course objectives and writing/discussion assignments will be discussed. Concerns about class discussion management will be stated. How to encourage infrequent speakers to discuss more? How to encourage dominant speakers to give more opportunity to infrequent speakers? Males in the classroom can pose problems. What are successful ways to ensure that all women in the class have an opportunity to be heard. An interactive process will be used to elicit observations and discussion by the audience.

2) Fran Garb, What if we Want to do the Whole Program!?

Delivery of a certificate program or a major using distance and/or hybrid web-enhanced technology requires an extra step or two. In this session we will have a look at the planning and approval process and at the flexible funding options. If participants are interested, we might also chat about how institutions could do this together.

3) Pamela Whitehouse, Learning by Design: Implications for Design of Online Learning Environments

The presenter will share her research on how people learn, and how that might connect to professional development for teachers interested in designing more effective learning environments. She will include findings from research on distributed learning environments that have been published as a chapter 'Designing and Studying Learning Experiences That Use Multiple Interactive Media To Bridge Distance and Time' (Chris Dede, Pamela Whitehouse, and Tara Brown L'Bahy) in Distance Education and Distributed Learning; edited by Charalambos Vrasidas and Gene V. Glass.

9:00-12:00 Lisa, Kornetsky, Bill Cerbin, Renee Myers, Tony Ciccone, The Scholarship of Teaching and Learning: Advancing the Practice of Teaching through Scholarly Inquiry into Student Learning

In this 3 hour workshop we will focus on the UW System Initiative on the Scholarship of Teaching and Learning (SotL), giving participants an opportunity to understand and explore the principles and methods of this pedagogical research and to begin making connections between SoTL, feminist pedagogy and teaching with technology.

We will begin by defining what we mean by the scholarship of teaching and learning. We will then take the time to talk about, and explore ways in which we can formulate good questions, gather meaningful evidence, and reflect on our practice. We will end the session with information on the UW System Leadership Site in order to support continued work in this area.

The goal of the scholarship of teaching and learning is to help us better understand how students learn and to improve our teaching methods to encourage deeper understanding. The ultimate goal is to share our individual experience with student learning in order to build practitioner knowledge across disciplines and institutions. In addition, we believe that SoTL is a natural way to validate feminist pedagogy and to make sure that its principles are consistent with what we can expect in a hybrid environment.

12:00-1:00 Lunch

J. Concurrent Sessions--1:00-2:00

1) Marilyn Lombardi, On the Horizon

This session introduces new educational technologies being developed through multi-institutional efforts

2) Deb Hoskins, Gender, Race, Power, and Privilege: A Simulation Game

This session explores how students engaged a simulation game designed as the sole "text" for a course on gender, race, class, and sexual orientation. Casting students as characters who find themselves in complex situations invested students in the effort to understand the lives of people unlike themselves, useful in a very homogeneous campus and community. We'll examine how students worked in both the face-to-face and online environments. But most of our dialogue will explore how such formats can be developed to give students the opportunity to experiment with solving such complex social problems as racism, sexism, classism, and homophobia. I'll bring my ideas; I'd like to hear yours.

2:15-2:45 Wrap up and Closing Exercise-What Next?