AGENDA WITH ABSTRACTS

 

Making Teaching and Learning Visible:  Integrating Scholarly Inquiry
into Campus and System Culture

 

Office of Professional and Instructional Development

UW System Leadership Site for the Scholarship of Teaching & Learning

 

Concourse Hotel

1 West Dayton Street

Madison, Wisconsin

 

April 13-14, 2004

 

Tuesday, April 13

 

8:30-2:30         Registration                                                                  Madison Ballroom Foyer

 

1:00-2:30         Opening Plenary                                                           Madison Ballroom

                        Progress on the Scholarship of Teaching and Learning: A National Perspective

 - Barbara Cambridge, Vice President, AAHE

 - Pat Hutchings, Vice President, Carnegie Foundation

 

2:30-2:45         Break                                                                           Madison Ballroom Foyer

 

2:45-4:00         Concurrent Sessions

A-1      Faculty Development Strategies                                           Madison Ballroom

            Barbara Cambridge, Vice President, AAHE

Engaging faculty colleagues in scholarly teaching and the scholarship of teaching and learning involves addressing what they care about and want to know.  This session features strategies that have worked at campuses across the country to stimulate faculty interest in and practice of scholarly approaches to teaching and learning.

 

A-2      Involving Students in SoTL Projects                                    Conference Room 4

            Jude Rathburn, UW-Milwaukee and Linda Carpenter, UW-Eau Claire

We will discuss projects on two different campuses of the University of Wisconsin (UW-Milwaukee and UW-Eau Claire) that involve using research partnerships between students and faculty to examine SoTL questions in a variety of disciplines.  We will share our experiences, as well as discuss the problems and resolutions that have emerged on these two campuses, as well as suggestions for future work in this area.  This session is appropriate for anyone who has done SoTL work (or is considering pursuing SoTL work) and would like to involve students as partners in the process of scholarly inquiry into learning.

 

A-3      Turning Teaching Improvement into the Scholarship of      Teaching and Learning

                                                                                                            University Room AB

            Bill Cerbin, UW-La Crosse

What are some of the key differences between typical teaching improvement efforts and the scholarship of teaching and learning? How can teachers turn some of their teaching improvement activities into the scholarship of teaching and learning? This session explores connections between teaching improvement activities and the scholarship of teaching and learning.  By focusing on specific questions about student learning and gathering evidence of student performance, work that starts out as informal teaching improvement can become scholarly inquiry into teaching and learning.  The primary audience is instructors who have little experience in the scholarship of teaching and learning.  A secondary audience is SoTL leaders who want to involve greater numbers of instructors in SoTL on their campuses.

 

A-4      Strategies for Working with Faculty Seminars                    Conference Room 3

            Fergus Hughes, UW-Green Bay; Tony Ciccone, UW-Milwaukee;

            Greg Valde, UW-Whitewater; and Marshall Toman, UW-River Falls

One of the most effective means of promoting faculty development is to facilitate small group discussions of teaching issues, challenges, and concerns.  Presenters at this session have initiated and currently direct faculty development seminars on their campuses.  They will discuss the development of their programs and some of the experiences of the participants.  They will describe what has worked and what hasn't worked for them, some of the reasons why, and will offer suggestions for the development of such programs at other campuses.

 

A-5      Promotion and Tenure Issues – Creating a New Campus Definition of     Scholarship

                                                                                                            University Room CD

Doug Johnson, UW-River Falls; Antonia Schleicher, UW-Madison;

Frances Kavenik, UW-Parkside; and E. Andrew Kapp, UW-Whitewater

This session will feature a panel discussion on issues related to gaining campus recognition of the Scholarship of Teaching and Learning as valued contributions toward tenure and promotion decisions.  Administrative and faculty perspectives from four UW campuses will be presented.  Issues to be considered will include the influences of campus-wide culture, individual departments, faculty governance and college and university administration on how SoTL is viewed.  This session is intended for faculty and administrators interested either in engaging in SoTL work or promoting the value of SoTL on their campuses.  Session participants will be encouraged to share their experiences and concerns and to ask questions.

 

4:15-5:15         Examples of Work in Progress

The seven panels listed below are composed of 2003-2004 Wisconsin Teaching Fellows and Wisconsin Teaching Scholars.  The Teaching Fellows Program is designed for outstanding untenured teachers who have between two and six years of full-time college teaching experience.  The program allows faculty and teaching academic staff from all disciplines the opportunity to devote part of an academic year to intensive discussion and inquiry into teaching and learning.  The Teaching Scholars Program is designed for outstanding faculty and teaching academic staff who have over ten years of teaching experience.  Focusing on the Scholarship of Teaching, it gives participants the opportunity at mid-career to contemplate the nature of their own teaching and their students’ learning.

 

Individuals from both of these groups are currently in the midst of a scholarly investigation into student learning.  These are works in progress and presenters have been asked to briefly describe their project and goals from this mid-way point.  We have divided the Fellows and Scholars somewhat randomly, allowing you the opportunity to hear a minimum of two different projects from different disciplines.


B-1      Examples of Work in Progress                                             University Room AB

            Combining Art and Geography to Enhance Student Understanding in Both          Disciplines

            Cathy Helgeland, UW-Manitowoc and Diane Bywaters, UW-Stevens Point

Moderator:  Donna Silver, OPID

 

B-2      Examples of Work in Progress                                             Madison Ballroom

            Monopoly®:  Playing to Learn, Ingrid Ulstad, UW-Eau Claire

            Using Guided Inquiry Worksheets During Introductory Physics Lectures

            Brad Hinaus, UW-Stevens Point

            Problem Solving Bottlenecks Using GIS Software, Charlie Rader, UW-River Falls

                Moderator:  Marty Loy

 

B-3      Examples of Work in Progress                                             University Room CD

            Music Arranging: What Can/Can't be Taught, and How to Teach It?

            George Ferencz, UW-Whitewater

            Using a Contract to Enhance Group Performance

            Barbara Mihm, UW-Stevens Point

            Moderator:  Tony Ciccone, UW-Milwaukee

 

B-4      Examples of Work in Progress                                             Conference Room 1

            Developing Students’ Understanding of Professional Identity in an
            Electronic Portfolio
, Boon Murray, UW-La Crosse

            Can Critical Thinking Be Taught? Jerry Kapus, UW-Stout

            Exploring Extemporaneous Delivery, Robin Roberts, UW-Marshfield

            Moderator:  Jane Ewens, UW-Waukesha

 

B-5      Examples of Work in Progress                                             Conference Room 2

            The New Quant Project: Units & Projects in Quantitative Analysis

            Bob Eierman, UW-Eau Claire

            The ACTFL Proficiency Guidelines and the Teaching of a German Conversation

            and Conversation Course at UW-Platteville, Patrick Hagen, UW-Platteville

            Making Student Thinking Visible Through Group Exams

            Theresa Castor, UW-Parkside

                Moderator:  Lisa Kornetsky, OPID

 

B-6      Examples of Work in Progress                                             Conference Room 3

            Does Topic Importance Affect Motivation To Learn? Donna Perkins, UW-Platteville

            College Motivation to Learn and the Influence on the Classroom Environment

            and Learning Outcomes, Andrew Kapp, UW-Whitewater

            The Comma Project, Miles Maguire, UW-Oshkosh

                Moderator:  Doug Johnson, UW-River Falls

 

B-7      Examples of Work in Progress                                             Conference Room 4

            Teaching Ethics by Using Dialogical Interviews, Andrew Fiala, UW-Green Bay

            Establishing, Maintaining and Improving Student Internships with Industry,

            Richard Stewart, UW-Superior

            Comparing the Effectiveness of Active vs. Passive Learning in an Introductory

            Ecology Course, Jasmine Saros, UW-La Crosse

            Moderator:  Kay Taube, UW-Extension

 

5:15-6:15         Poster Session for OPID Funded Institutional Initiatives

                        and Reception with Cash Bar                                    Capitol Ballroom


6:15                 a.  Conference Participants: Dinner on your own

b.  2003-04 Wisconsin Teaching Fellows Dinner           Solitaire Room

                        c.  Advisory Board Dinner                                            Senate Room A

 

Wednesday, April 14th

 

7:00- 9:00        Registration                                                                  Capitol Foyer

 

7:00-8:00         Continental Breakfast                                                    Capitol Ballroom

 

8:00-9:15         Concurrent Sessions

C-1      Ethical Issues in the Scholarship of Teaching and Learning

                                                                                                            Senate Room A

            Pat Hutchings, Carnegie Foundation Vice President

This interactive session will focus on ethical issues that arise when classrooms become sites for scholarly inquiry into the complex dynamic of teaching and learning.  We will look at brief case studies that raise issues about ethical responsibilities to students and to colleagues.  Participants will learn about national trends and developments related to these issues and have a chance to compare perspectives with UW colleagues.  The intended audience for this session is faculty and staff who participate in or provide leadership for the scholarship of teaching and learning.

 

C-2      General Education: SoTL Laboratory for Liberal Arts Education

                                                                                                            Conference Room 1

Rebecca Karoff, UW System; Emily Johnson, UW-La Crosse;
and Susan Haller, UW-Parkside

This session will move through a set of questions with participants that take a close look at general education as an essential component of the liberal arts core we provide students.  Can we identify general education as a kind of laboratory for the scholarship of teaching and learning; one which will ascertain whether the kind of liberal learning with which we seek to educate our students is, in fact, the education that they are receiving?  How can we develop general education outcomes that will match the kinds of educational experiences we provide our students?  How can we design educational experiences that will lead students to the outcomes, so that they are practicing and demonstrating their learning?  How can we assess those experiences and hence student learning?

 

C-3      Discussion Regarding the Role of the Cluster/Future of the SoTL Initiative

                                                                                                            Conference Room 2

Barbara Cambridge, Vice President, AAHE; Lisa Kornetsky, Director OPID; and Renee Meyers, Coordinator, UW System Leadership Site for the Scholarship of Teaching and Learning

The UW System is now a Cluster Leader in the AAHE/Carnegie Campus Academy Program for the Scholarship of Teaching and Learning.  Our SoTL initiative is growing and evolving.  This session will be an informal discussion on our role as a Cluster Leader in this national program.  At the same time, it will provide an opportunity for participants to engage in some strategic planning regarding the broader initiative.  We will ask questions such as: How can we better link to other important initiatives and priorities at institutions and across the System? Where should we concentrate our limited resources? How can the principles and practices of the scholarship of teaching and learning become part of our teaching/learning culture?

 

C-4      Lesson Study as Scholarly Inquiry into Student Learning

                                                                                                            Senate Room B

Bill Cerbin and Bryan Kopp, UW-La Crosse

At UW-La Crosse, instructors in Biology, Economics, English and Psychology are using a teaching improvement process called “lesson study” to investigate student learning in their classes.  In lesson study, instructors collectively design, teach, observe, assess and revise a single class lesson that addresses an important learning goal.  We will discuss lesson study as a way to do scholarly inquiry into student learning, describe the research lessons developed by the instructors, and talk about how to start a lesson study group.  This session is for instructors at all levels of previous experience with the scholarship of teaching and learning.

 

9:15-9:30         Break

 

9:30-11:00       Concurrent Sessions: Examples of SoTL in the Disciplines

This session focuses on SoTL projects by broad discipline areas.  These examples are from completed or nearly completed projects.  Each presenter will take time to describe their project question, project design and results to date.  In addition this session will allow participants and panelists time to discuss how the research methodologies, language, or methods appropriate to the discipline are reflected in these projects, and how participants might think about designing their own inquiry into student learning.

 

D-1      Humanities                                                                             Conference Room 1

            Moderator:  Jane Ewens, UW-Waukesha

Kathryn Olson, UW-Milwaukee

Active Learning and Practice at the Master’s Level in Communication

This paper examines the potential of active learning and multiple, low-risk application trials to promote understanding and professional skills in a Master’s level “Introduction to the Communication Discipline” Proseminar.  Contemporary learning theories suggest that students will be better able to “think with,” rather than just “think about,” concepts if particular pedagogical strategies are employed.  This project tests that assertion by comparing the learning outcomes and understanding of students in a one-credit version of the Communication Proseminar to those in a three-credit version; the three-credit version made explicit, repeated use of the pedagogical strategies in question, instead of covering substantially more “Communication content.”

 

Terry Beck, UW-La Crosse

Focusing the Classroom Research Question

Description:  When I was a Wisconsin Teaching Scholar, I researched the question, "Will learning to create concept maps enhance student performance in my composition classes?"  I learned a great deal from the project, and it certainly helped some students.  But the results of the inquiry were quite mixed.  Since then, I've asked much more pointed questions.

 

D-2      Fine Arts                                                                                 Conference Room 3

            Moderator:  Lisa Kornetsky, Director OPID

David Hastings, UW-Stevens Point

Does Our Audience Get It?  SoTL Principles and Teaching Music
How do we assess understanding in our students? Based on a 2002-03 Wisconsin Scholar project, this session will present, through musical performance and discussion, different ways for us as teachers to pay attention to our students.

 

Lisa Kornetsky, Director OPID

How Does the Process of Critiquing the Work of Peers Translate into the Creative Process?

In the Performing and Creative Arts, we often use public critique--both oral and written--to assess students’ work.  We assume that learning how to assess the performance of one’s peers helps the artist in her own creative work.  On what evidence, however, do we make this assumption and how would we systematically investigate it?  This is a project proposal with the possibility of group involvement.

 

D-3      Science                                                                                   Conference Room 2

            Moderator:  Cathy Helgeland, UW-Manitowoc

Cary Komoto, UW-Baron County

It's Summer Because We're Closer to the Sun: Common Misconceptions in Physical Geography

Members of the University of Wisconsin Colleges Department of Geography and Geology are currently undertaking a study to identify some common misconceptions in physical geography and to determine the best ways to address them to enhance student learning.  First we undertook a review of relevant literature (mostly in other earth science disciplines).  Next we collected data from students through interviews and analyzed our results.  Recently three members of the team presented the preliminary results at an international geography conference.  Our project will continue with development of teaching methods and approaches that will address these misconceptions to increase learning.

 

Steven Wright, UW-Stevens Point

Data-Driven Classroom – The Next Generation

My project focuses on developing aspects of students’ critical thinking skills and a deep understanding of chemistry concepts.  I’m attempting to use a data-driven/societal issues approach to help students “think with” chemistry concepts.  I present students with data to help them construct chemistry concepts and students use those concepts to make decisions about societal issues/applications.  I try to encourage students to base their conclusions and decisions on acceptable theories and/or good data.

 

D-4      Science                                                                                   Senate Room A

            Moderator: Bob Eierman, UW-Eau Claire

Deborah Hanmer, UW-La Crosse

Problem Solving Modules for Large Biology Lectures

We developed several in-class modules where students use data to construct models.  We used both formative and summative assessments of student learning during the evolution module.  Our results show significant gain in student understanding of ancestry and phylogenic trees.

 

Paul Roebber, UW-Milwaukee

Bridging the Gap Between Theory and Applications: An Inquiry into

Atmospheric Science Teaching

An exploration of the role of mismatches between student learning styles and that which is implicit in curricular design was conducted with the objective of identifying methods for improving student learning and retention.  A number of issues are identified and related to existing studies in the refereed literature.  Methods for addressing these limitations within atmospheric science curricula will be presented.

 

D-5      Social Sciences                                                                       Senate Room B

            Moderator:  Fergus Hughes, UW-Green Bay

Regan Gurung, UW-Green Bay

Evidence-Based Pedagogy

 Introductory psychology textbooks feature many pedagogical aids to enhance student learning.  How much do students actually use these aids?  Furthermore, does their use correlate with standard measures of learning (i.e., exam scores)?  I will report on my assessment of how aids are used, if they relate to exam scores, and on ways to maximize their usefulness.

 

Richard Paxton, UW-Oshkosh

Revising Assessment

In this project, an attempt was made to revise a major section of an Educational Psychology course.  Specifically, a block of classes covering Assessment was revamped from the original format (primarily lecture) to a more constructivist approach, featuring problem-solving exercises, group projects and classroom demonstrations.

 

D-6      Interdisciplinary Courses                                                      Conference Room 5

                Moderator:  Connie Schroeder, UW-Milwaukee

Nancy Chick, UW-Baron County

Using Fishbowls to Increase Student Learning Through Class Discussions

Discussions in my classes were abrupt, superficial, forced, and teacher-centered.  My research questions included how to make class discussions more student-centered and less focused on merely responding to my prompts; how to help students listen to other students' perspectives; and how to encourage students to discuss academic topics through their own questions and perspectives, making meaning of course content in their own ways.  I focused on using fishbowls, a discussion technique that can be applied across disciplines, putting the student voice at the center, literally and figuratively.

 

Pat Goldsmith, UW-Parkside

Learning to Understand Diversity: Getting Students Past Common (Non)Sense.

This SoTL project used problem based learning and writing to learn to a) identify students' common misconceptions about diversity issues and b) make students active creators of accurate conceptions of diversity issues.  Students' knowledge was measured with a pretest, post test, and follow-up six months after taking the class.  Results showed they learned during the semester and retained most of these gains six months later.

 

11:00-1:00       Lunch and Closing Session                                            University Room

                        Where Do We Go From Here?  Sustaining and Expanding Our Work

 - Pat Hutchings, Vice President, Carnegie Foundation

 - Barbara Cambridge Vice President, AAHE

 

1:00-2:30         2003-04 Wisconsin Teaching Scholars Meeting            Conference Room 1