Focusing on Teaching and Learning:
Marking 20 Years of the
Wisconsin Teaching Fellows/Scholars Program

 

Pyle Center, UW-Madison

April 8-9, 2005

 

Agenda with Abstracts

 

Friday, April 8

 

10:00-12:00     Registration                                                                              Main Lobby

 

12:00-1:00       Luncheon                                                                                 Main Dining Room

Seating by WTF/WTS class clusters

 

1:00-2:30         Keynote Address                                                                     Room 325-326

                        Individual Inquiry, Collaborative Investigation, and

Collective Scholarship

Richard Gale, Senior Scholar

The Carnegie Foundation for the Advancement of Teaching

Richard Gale's PowerPoint Presentation and Handout
Conference Agenda with Abstracts (38 kb pdf file)

 

2:45-4:00         Concurrent Sessions

 

                        Informal Networking Room available                            Room 220

throughout both days of the conference

 

                        Follow-up discussion with Richard Gale                            Room 112

                        This session provides participants with an opportunity to discuss

                        unanswered questions, ongoing concerns, great ideas, and opportunities

                        for further work.

 

                        Finding Their Voices: Meaningful Student                                    Room 309

                        Engagement in Skillful Reading, Writing, Thinking and Reflection

E. Nicole Meyer, UW-Green Bay; Mary Hoeft, UW-Colleges;
Tony Ciccone, UW-Milwaukee; James Hamilton, UW-Platteville;
DeWitt Clinton, UW-Whitewater

How can faculty identify that skillful reading has occurred?  How can
faculty aid students in producing skillful writing?  Both questions necessitate another, which is: How can faculty engage and reward skillful reading and skillful writing?  The Wisconsin Teaching Scholars involved wish to examine these questions from different perspectives in order to propose solutions to such universal questions which challenge and excite many teaching scholars.  This panel will be interactive in nature and participants should come prepared to apply the innovative methodologies used by the presenters.

 

                        Exploring Student Learning on Diversity:              Vandeberg Auditorium 121

A Collection of Efforts to “Unpack” the Student Experience of Diversity

Maria Stalzer Wyant Cuzzo, UW-Superior; La Vonne Cornell-Swanson,
UW-Eau Claire; Deb Hoskins, UW-La Crosse; Jonathan Shailor, UW-Parkside

                                    The panel will present four different scholarly projects on understanding

                                    student learning of diversity issues.  Topics include course reconstruction to

                                    facilitate diversity experiences; diversity circles as a method and approach to

                                    promoting cultural competency; ah-ha, pause and resistance moments in

                                    student learning experiences of diversity; and student attitudinal profiles as

                                    insight into student change.  Then the panel will provide a facilitated

                                    discussion with the participants about student learning of diversity

                                    opportunities and challenges, and how to access the student’s perspective

                                    of learning through scholarly research and study.

 

                        Using Hands-on Activities to                                                Room  325-326

                        Involve Students in Learning

                        Dean D. VonDras, UW-Green Bay; Simei Tong, UW-Eau Claire;

Tricia Davis, UW-River Falls

                                    This session discusses assessment research that illuminates the benefit

                                    of activities to promote student learning.  Different classroom activities

                                    that allow physical and intellectual exploration as well as application of

                                    student knowledge and their usefulness in promoting deep understanding

                                    will be discussed.

 

Beyond Content:  Ethical Attitudinal, and                         Room 213

Reflective Learning in the College Classroom

Holly Hassel, UW-Colleges; Pete Burkholder, UW-Stout;
Denise Clark, UW-Oshkosh

                                    This session will discuss the results of our ongoing scholarly investigations

                                    into teaching as 2004-2005 OPID Teaching Fellows.  Specifically, each of

                                    our projects is concerned with the ways and what students learn—beyond

                                    “the material”—in our respective classes.

 

4:00-4:15         Break                                                               Foyer in front of Room 325-326

 

4:15-5:30         Concurrent Sessions

 

                        Changing Racial Attitudes and Understanding:                 Room 309

The Psychology of Racism

                        Cyndi Kernahan and Tricia Davis, UW-River Falls

                                    What happens to students as they learn about a controversial social issue?

                                    How do their attitudes change? Why? These were our questions as we

                                    examined students taking a course in the psychology of racism. To answer

                                    these questions we assessed psychology of racism students using both

                                    quantitative and qualitative measures at the beginning and end of a semester

                                    (the quantitative data was also compared to a control group). Results

                                    revealed an increased understanding of the scope of racism and more

                                    acknowledgment of racism generally. Qualitative analyses also showed how

                                    the student’s changed their assessment of themselves and of everyday

                                    occurrences of racism.

 

                        Lessons Learned Over Time                                                  Room 325-326

                        Helen Rosenberg, Wendy Leeds-Hurwitz, Laura Gellott,

Frances M. Kavenik, and Pamala Handrow, UW-Parkside

                                    As members of different departments who were Wisconsin Teaching

                                    Fellows/Scholars at different times, each of us had specific goals for

                                    ourselves with regard to improving our teaching.  Panel members will talk

                                    about their “teaching place” when becoming WTF/Scholars and how the

                                    program impacted their teaching styles.  In addition, we will examine

                                    changes over time in the format of the WTF program from our own

                                    experiences, as well as how the program aided us in developing a teaching

                                    style that incorporates interaction with students, a focus on process, and how

                                    our teaching to date facilitates UW-System goals of assessing learning

                                    competencies and outcomes for students.

 

Mapping Complex Crossroads:                                 Vandeberg Auditorium 121
Where Feminist Pedagogy, SoTL and “Intersectionality” Meet

                        Helen Bannan, UW-Oshkosh; Deb Hoskins, UW-La Crosse;

Helen Klebesadel, UW-System; E. Nicole Meyer, UW-Green Bay;

Deb Pattee, UW-Eau Claire; Ronna Popkin, UW-Madison

Women's Studies faculty convened at the SoTL in the Disciplines meeting

selected "intersectionality"—interacting systems of oppression that shape

individual experiences in culturally-constructed ways—as the concept our

students consistently struggle to grasp. Adapting “lesson study” method-ology as a “concept study,” two of us are teaching this idea in Spring 2005 in an “Introduction to Women's Studies” at the UW Castle in Scotland and in an upper division course at UW Oshkosh, “Gendered Lives.”  Students in these courses are discussing a series of related questions online, and our research team is observing and analyzing the students' developing ideas.  This will be an informal progress report of our ongoing work, inviting audience interaction.

 

                        Radical Course Revision:                                                      Room 213

The Promise of Backwards Design  FACETS PROJECT

                        Leslie Owen Wilson, Susan Hughes Gingrasso, Martin Loy and

Craig Wendorf, UW-Stevens Point

                        In an Information Age, effective teaching hinges on being able to create

                                    course designs that can be reconfigured and recreated quickly. With the

                                    rapid proliferation of knowledge, it becomes imperative that educators

                                    first envision their learners at the end of their contact, and then design

                                    instruction based on that vision. This creation of viable end-visions of

                                    learners allows one to determine realistic expectations for mastery at both

                                    rudimentary and enduring levels. Participants will examine techniques for

                                    creating realistic end-visions of learners, and explore specific questions

                                    and ways to look at concepts to help sort and arrange content more easily.

 

6:00-7:00         Reception                                                                                 Alumni Lounge

 

Saturday, April 9

 

7:30-8:00         Continental Breakfast                                        Foyer in front of Room 325-326

 

8:00-8:45         Concurrent Sessions

 

                        Making a Connection:  Assessment of Learning Styles      Room 325-326

                        Wayne Weber and Esther Ofulue, UW-Platteville

                                    A problem exists in that objective measures to assess student learning

for an entire course, in relation to the achievement of defined learning

objectives and outcomes, are limited. Another major problem is that

objective measures to assess learning in relation to different learning styles

are also quite limited. The major goal of the current project was to develop

a system that addresses these problems. The system developed was

originally piloted in two courses, Cell Biology and Genetics, and has since

expanded to include other courses from other campuses. The background,

methodology and current results of this project will be presented.

 

One Project Plus Two Disciplines Equals A Better                        Room 309

Community

                        Lisa Riedle and Rea Kirk, UW-Platteville

                                    At this interactive workshop, participants will learn approaches to service

                                    learning, from engineering and special education, demonstrating that service

                                    learning can work with any age, any community, any discipline.  Participants

                                    will develop an individualized plan of action to incorporate service learning

                                    into one of their courses.

 

                        A New Approach to Teaching Twentieth-Century              Room 111

World History

                        Sue Patrick, UW-Colleges

                                    In Fall 2003 I revised my HIS 127, The World in the Twentieth Century

                                    course.  I wished to achieve more effectively my primary learning goal of

                                    having students understand that the present is rooted in the past.  That meant

                                    that they would have to see that things occur today because of what had

                                    happened before, drawing on an ability to draw connections through time. 

                                    My presentation will report on the results from Fall 2003 and Fall 2004.

 

                        Beginnings and Endings:                                                     Room 213

Entering and Exiting a Major Program

                        Rhonda Sprague, UW-Stevens Point; Pamala Handrow, UW-Whitewater;

Shaun Lynch, UW-Superior

                                    Students entering and exiting major programs face different (but related)

                                    challenges. This panel will showcase the projects of three 2004-2005

                                    Teaching Fellows. Rhonda Sprague’s project explores the utility of an

                                    “orientation to the major” course for helping students determine their

                                    future/career goals. Pamala Handrow’s and Shaun Lynch’s projects look

                                    at the process for developing and outcomes earned in a capstone course.

                                    Panelists will discuss the possible relationship between the two areas,

                                    focusing upon how to connect the initial and final elements of a program.

 

                        Learning from Learning Community                       Vandeberg Auditorium 121

Research on Intellectual Development

                        Jane Oitzinger and Daniel Kallgren, UW-Colleges

                                    We will present the preliminary results of our ongoing, longitudinal study

                                    of student intellectual development in team-taught, interdisciplinary learning

                                    communities and single-discipline courses.  Then we will lead a discussion

                                    on questions this research raises, such as “Should student intellectual

                                    development be a primary concern in general education courses, or should

                                    faculty be more concerned about covering disciplinary material?”

 

                        Active Learning and Practice at the Master’s Level in       Room 112

Communication

                        Kathryn M. Olson, UW-Milwaukee

                                    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.”

 

                        Japanese Lesson Study in the College Classroom               Room 325-326

                        Bill Cerbin, UW-La Crosse

                                    Japanese elementary teachers participate in a process called lesson study

                                    in which they collectively design, teach, observe, and revise a single

                                    “Research Lesson.” The “lesson” is a manageable unit of analysis in

                                    which teachers can modify teaching practices without undertaking major

                                    course revisions. Intrigued by its potential, UWL started to explore lesson

                                    study in 2003. Currently, 60 UW-La Crosse instructors from 13 depart-

                                    ments are engaged in Lesson Study (http://www.uwlax.edu/sotl/lsp).  This

                                    session explores how lesson study “works” and its effect on teaching and

                                    learning. We will examine examples from several disciplines and discuss

                                    how you can start to do lesson study in your own classes.

 

                        A Model for Motivating SoTL Momentum                           Room 309

                        Lori Carrell, UW-Oshkosh

                                    In this interactive workshop, participants will experience the process

used on the UW Oshkosh campus to motivate faculty involvement in the

Scholarship of Teaching and Learning with the use of a “Teaching

Challenges” survey.  From an identification of their own specific classroom

conundrums, participants (and faculty on any campus using such an

approach) will be able to gain a personal understanding of the usefulness of

research on teaching and learning, and from that identified “need” construct

a SoTL research plan.  This “personal connection” process addresses the

affective component of altering campus climates to be more positive toward SoTL work.

 

                        Teaching Cultural Diversity                                     Vandeberg Auditorium 121

                        Sharon Scherwitz and Eric Kraemer, UW-La Crosse

                                    Teaching typically involves presenting conflicting points of view, either

                                    diverging perspectives within a culture or different cultural perspectives. 

                                    The Wisconsin Teaching Fellows program has long acquainted its partici-

                                    Pants with developmental models of student intellectual development

                                    [Perry, Belenky et al.] to help teachers better evaluate student develop-

                                    ment.  For teaching serious cultural diversity, however, acquaintance with

                                    these models should be supplemented with an understanding of recent

                                    theoretical work in intercultural development [Bennett] and recent philo-

                                    sophical insights about diversity.  Only such an enriched understanding

                                    will make it possible for teachers to help students develop into inter-

                                    cultural learners. We present examples from our teaching experiences

                                    including Introductory Philosophy, Multicultural Philosophy and Medical

Ethics courses.

 

The Somethingness of Learning Plans:                               Room 213

Self-Directed Learning

                        Kat Lui, UW-Stout

                                    The most important factor influencing learning is ascertaining what the

                                    learner already knows. Based on self-directed learning premises learning

                                    plans are one means of identifying previous knowledge. Additionally they

                                    serve as a guide to assist student learning throughout the semester. During

                                    the 2004 Spring and Fall Semesters, 75 undergraduate students utilized

                                    learning plans in two sections of “Training Systems in Business & Industry”.

                                    This session is intended for instructors who are curious about self-directed

                                    learning. Participants will gain insight into the use of Learning Plans in

                                    undergraduate courses. They will engage in dialogue about best pedagogical

                                    practices regarding self-directed learning.

 

10:10-11:25     Closing Plenary Session

 

Twenty Years Later:  Reflections on Higher Education     Room 325-326

and Professional Development with Past and Current

Program Directors

                        Bill Cerbin, Professor of Psychology and Assistant to the Provost, UW-La Crosse;

Tony Ciccone, Director, Center for Instructional and Professional Development,

UW-Milwaukee; Jane Ewens, Director, Wisconsin Teaching Fellows Program,

UW-Waukesha; Peter Hoff, Past President, University of Maine; Susan Kahn,

Director, Office of Institutional Effectiveness, Indiana University-Purdue

University Indianapolis; and Lisa Kornetsky, Director, Office of Professional

and Instructional Development, UW System

            Past and current OPID and WTF/WTS Directors will use their own career

paths to reflect on several of the major changes in professional develop-

ment and higher education over the past 20 years.

 

11:30-1:00       Lunch and Round Table discussions                                          Main Dining Room

 

1:00-2:30         End-of-Year Meeting for

                        2004-05 Wisconsin Teaching Fellows and Scholars

                                    Fellows                                                                        Room 220

                                    Scholars                                                                       Room 112

 

 

 

 

 

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