Wisconsin Teaching Scholars
2003 Summer Institute

June 22 – June 27, 2003
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.

Sunday, June 23

Sunday, June 22

5-6:30 Introductory Meeting

6:30 Dinner on your own (in groups) at area restaurants

Monday, June 23

8:30 - 10:00 What is systematic inquiry into student learning?
Discussion of Pat Hutchings’ Introduction to Opening Lines
Discussion and examination of Scholars’ questions

10:30-12:00 Continued discussion of systematic inquiry
Discussion of R. Bass article, The Scholarship of Teaching:
What’s the Problem?

2:00-4:00 Designing systematic inquiry: small group work by disciplinary clusters to
begin to design a research plan framed by SoTL question

6:30 Dinner at Donna and George’s

Tuesday, June 24

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?
Discussion of Bransford, Chapter One

2:00-4:00 Getting good answers to good questions about student learning.
Small group work

Dinner on your own

Wednesday, June 25

8:30-10:00 What does SoTL work look like?
Presentations by 3-4 Center Scholars and past WTS

10:30-12:00 Presentations and discussion continued

2:00-4:00 Concurrent Sessions:
Small group work on project design
Discussion of Bransford, Chapter 6

Dinner on your own

Thursday, June 26

8:30-10:00 How can we assess student learning?
Presentation and discussion with Bill Cerbin

10:30-12:00 Designing your course.
Discussion of Lee Shulman’s article, Course Anatomy: The
Dissection and Analysis of Knowledge Through Teaching

2:00-4:00 Project work and small group peer review

6:00 Pizza Party at Lisa Kornetsky’s house

Friday, June 27

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

11:00-12:00 Beyond Summer Institute: communication, meetings, projects,
expectations, and recommendations for the coming year.


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