UW-Richland
Richland Center, WI
June 3-6, 2002
Sponsored by the Office
of Professional & Instructional Development, Faculty College
provides an annual opportunity for UW System faculty and academic staff
to unite in concentrated study and discussion aimed at improving undergraduate
teaching and learning. Some 100 participants attend three days of intensive,
interdisciplinary seminars on topics related to teaching and learning.
Each participant registers for two of the four seminars offered. The
experience of the College enhances collegial interchange on teaching,
contributing to a systemwide network of faculty and academic staff committed
to educational excellence.
Application information is available from the Vice Chancellor's office
at each UW institution.
2002 PROGRAM
Teaching as Intellectual Work
Dan BernsteinTeaching for Deeper Understanding
William CerbinWriting to Enhance Learning and Critical Thinking Across the Disciplines
Sharon J. HamiltonTeaching and Learning in the Diverse Classroom
Mathew L. Ouellett
TEACHING
AS INTELLECTUAL WORK
Dan Bernstein
As higher education reconsiders the balance among various missions served
by colleges and universities, there is more discussion about how teaching
can be a form of scholarship. While some teaching is largely routine coverage
of the basic ideas and materials in a specialized field of study, other
teachers engage in serious intellectual work that aims at helping students
achieve a rich understanding of the area.
This seminar explores how faculty members can treat any regular teaching assignment as an invitation to engage in serious inquiry into the development of student understanding. The components of the intellectual work in teaching are broken down using the general framework presented in Scholarship Assesed (by Glassick, Huber, & Maeroff). Participants will focus on a course of their own choosing, examining it as an inquiry into student understanding. Teachers will frame the goals, practices, and results of their teaching, and then examine how well the results reflect the intellectual goals stated for the course. As a final step, teachers will identify implications of this analysis for future teaching practices. Participants in this seminar should have with them some examples of assignments that are used in a particular course, including several graded pieces of student work (if available) that represent a range of understanding. The final product would include a plan to modify the analyzed course so that it provides richer opportunities for students to demonstrate understanding and achievement of the course goals by a broader range of students.
Dan Bernstein is Professor
of Psychology at the University of Nebraska - Lincoln, where he has taught
for 29 years and is a member of the UNL Academy of Distinguished Teachers.
He was a Carnegie Scholar in the Carnegie Academy for the Scholarship
of Teaching and Learning, a program that provides extra time to develop
a line of inquiry into the teaching of a particular course (the analysis
can be seen at http://www.unl.edu/peerrev/bernstein/).
He is also coordinator of a program in Peer Review of Teaching that began
at UNL in 1995 with support from the U.S. Department of Education (FIPSE).
Additional funding from the Hewlett Foundation gave opportunities to explore
assessment of general liberal education using peer reviewed course portfolios,
and current funding from the Pew Charitable Trusts supports the exchange
of peer reviewed course portfolios among five universities. A good introduction
to the project can be gained by visiting the preoject web site (http://www.unl.edu/peerrev)
and following links to conference or introductory materials. Dan has given
many workshops and presentations on representing the intellectual work
in teaching through collaboration with colleagues.
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