2004 Summer Institute

June 21– June 25, 2004

Pyle Center, Madison, WI

Summer Institute is designed to provide a forum and a frame in which the Wisconsin Teaching Scholars may begin to conceptualize and work on their course redesign in terms of the scholarship of teaching and learning. The Scholarship of Teaching and Learning (SOT&L) means understanding, explaining and valuing teaching and attention to student learning as scholarly, intellectual work. Advancing this perspective requires an academic culture that encourages the following principles:

Systematic inquiry into teaching and learning issues;
Critical reflection on strategies, techniques, possibilities;
Application of results of reflection to practice;
Assessment of results;
Public communication/dissemination of reflection and results;
Self-reflection;
Peer Review;
Demonstrable “products” including publication, student work, measures of student learning, course portfolios, etc.

Summer Institute is structured so that the mornings will be spent engaging the eight principles of the SOT&L listed above, and the afternoons will be spent in both individual and collaborative work on Scholar projects. Some of the Scholars will have the opportunity to present their nascent projects; all of the Scholars will have the opportunity to engage in and practice peer review.

The Wisconsin Teaching Scholars Program has three over-arching goals:

1) to provide Scholars with the opportunity to develop their individual projects;

2) to enable Scholars to make themselves available as resources and to collaborate with others; and

3) to advance the scholarship of teaching and learning.

Each of these goals will be put into practice throughout Summer Institute.

Monday, June 21

8:30 - 10:15 Asking Questions/Gathering Data

(joint meeting with the Wisconsin Teaching Fellows)

**Bass, Scholarship of Teaching: What’s the Problem?

**Hutchings, Introduction to Opening Lines

10:30-12:00 Moving forward with our questions: whole group discussion of current formulations of questions

1:30-3:30 Designing systematic inquiry: small group work by “interest” clusters to

begin to design a research plan framed by SoTL question

3:30 - Free time to work on projects, etc.

6:30 Dinner at Donna and George’s

Tuesday, June 22

8:30-10:00 How can we gather evidence about student learning?

Discussion of methods

10:30-12:00 What do we know about learning?

**Bransford, “How People Learn” (Chapter One)

1:30-3:30 Getting good answers to good questions about student learning.

Small group work on evidence

Or work individually

Or some combination, as appropriate

Dinner on your own

Wednesday, June 23

8:30-10:00 What does SoTL work look like?

Presentations by 3-4 Center Scholars and past WTS

(Helena, Nancy Chick, Donna Perkins, Cindy Kernahan)

10:30-12:00 Presentations and discussion continued

1:30-3:30 Concurrent Sessions:

Small group work on project design

Bransford, Chap 6 discussion

Dinner on your own

Thursday, June 24

8:30-10:00 How can we assess student learning?

Shulman taxonomy

10:30-12:00 Designing your course.

Discussion of Lee Shulman’s article, Course Anatomy: The

Dissection and Analysis of Knowledge Through Teaching

1:30-3:30 Project work and small group peer review

6:00 Pizza Party at Lisa Kornetsky’s house

Friday, June 25

8:30-9:30 Public communication and dissemination of results and products

Group discussion of Shulman, Taking Learning Seriously

Linking your work to campus and system initiatives

9:30-10:30 Summary discussion: What makes your work SoTL work? How

does your project differ from the traditional teaching improvement

project? What are the big questions about student learning that we’ve made some progress on?

11:00-12:00 Beyond Summer Institute: communication, meetings, projects,

expectations, and recommendations for the coming year.

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