Faculty College

Sponsored by
the Undergraduate Teaching Improvement Council

University of Wisconsin Center-Marinette County
May 29-June 1, 1997

Introduction

Sponsored by the Undergraduate Teaching Improvement Council, 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.


Keynote Speaker - Stephen Brookfield

The Other Side of the Mirror: How Experiencing Learning Reframes Our Teaching

In addition to the four seminars, the 1997 Faculty College program includes a keynote address by Stephen Brookfield. Since beginning his teaching career in 1970, Stephen has worked in England, Canada, Australia and the United States, teaching adults in a variety of college settings. He has written and edited eight books on adult learning, teaching and critical thinking and has thrice won the World Award for Literature in Adult Education. Brookfield currently serves on the editorial boards of educational journals in Britain and Australia, as well as in the United States. After ten years as a Professor of Higher and Adult Education at Columbia University, he now holds the title of Distinguished Professor at the University of St. Thomas in St. Paul, Minnesota. Among his most recent books are The Skillful Teacher and Becoming a Critically Reflective Teacher.

1997 Seminar Descriptions

Active Learning Strategies:
How to Devise, Implement, and Think about Them


Diane Gillespie

Active learning is an effective strategy in many contemporary classroom settings. This workshop explores how to design and carry out such methods as case study, “fish bowl” debates, reader-response writing groups, and “forum theatre.” Participants will examine various types of strategies from more open-ended, constructionist strategies to ones where students discover pre-determined patterns or sequences of facts. Each participant will create an active learning strategy for his/her classroom.

Active learning alters teachers' classroom orientations and their vision of teaching. The last part of the workshop will engage participants in reflective practices designed to make teaching "active" when student learning is.

Diane Gillespie is a professor in the Goodrich Scholarship program at the University of Nebraska at Omaha, where she teaches multicultural courses in the social sciences to sophmore students. She teaches qualitative research to graduate students at the University of Nebraska at Lincoln. Her research includes articles on reflective teaching practices and a book entitled The Mind's We: Contextualism in Cognitive Psychology. She has won seven awards for her teaching, including the 1992 Nebraska Case Professor of the Year, and conducted numerous workshops on active learning and reflective teaching practice at universities and national conferences.


Designing our Courses
with Student Learning in Mind

Tim Riordan

This seminar will assist participants in designing courses that specifically and systematically address what and how students learn. Participants will engage in a process that includes identifying course goals that integrate the knowledge and abilities students should learn. Using these goals as a foundation, participants will then specify criteria that can be used to judge student performance, create assignments and learning experiences that assist students to develop appropriate levels of understanding and ability, explore ways of giving effective and efficient feedback to students to improve their learning, and develop assessments that thoughtfully measure student learning.

As part of the process, participants will also discuss how they can more imaginatively and productively think about their disciplines as frameworks for student learning. In addition, they will consider the implications of this kind of approach for their scholarship and for the evaluation of teaching. Participants should bring with them a syllabus for a particular course or have a course in mind that they are interested in creating or revising.

Tim Riordan is a professor of philosophy at Alverno College in Milwaukee, an institution that has received prominent national recognition for its student-centered teaching and its institution-wide evaluation practices. Professor Riordan has been actively involved in faculty development at Alverno, particularly in relation to the scholarship of teaching. He has also served as the Coordinator of the Faculty Development Network for the Wisconsin Association of Independent Colleges and Universities (WAICU). He has given workshops on teaching and scholarship at institutions across the country, and has worked closely with the the UW System’s Undergraduate Teaching Improvement Council. He has also been active in national initiatives such as the Peer Evaluation Project, sponsored by the Council of Graduate Schools and the Association of American Colleges and Universities.


Designing Problem-Based Materials
for use Across the Curriculum

William J. Stepien

Problem-based learning (PBL) is a system for organizing portions of a curriculum around teacher designed ill-structured problems that help students acquire new knowledge and experience in solving authentic, real-world problems. Too often, traditional coverage of the curriculum leaves students with overly simplistic models of complex issues and little opportunity to develop higher order reasoning skills. They learn to use "bumper sticker thinking" when confronted with challenging problems. PBL offers a true apprenticeship in critical thinking and ethical decision making.

The seminar will provide an introduction to the roots and elements of problem-based learning, demonstrations of instructional problems, and coaching in the development of a problem for each participant's classroom.

William J. Stepien has been a teacher, curriculum specialist, writer, and staff development trainer for thirty years. His authorship includes social studies textbooks, software in economic education, and scholarly articles on teaching methods and their impact on learning.

In 1985, Stepien joined the Illinois Governor's Task Force to restructure mathematics and science education for the state. He helped design the Illinois Mathematics and Science Academy (IMSA), a public residential high school for gifted and talented from across the state, founding and directing the Center for Problem-Based Learning during the ten years he was at IMSA. In 1994, Bill established the Consortium for Problem-Based Learning in the Center for Governmental Studies at Northern Illinois University to give more attention to the adaptation of PBL to k-college classrooms. The Consortium works with 3,000 teacher affiliates in the United States, Asia, and Africa.


Creating an Active Classroom
through Writing in the Disciplines

Charles Schuster

Writing Across the Curriculum (WAC) is an educational reform movement operating from the fundamental assumption that writing is one of the primary ways we learn. This workshop will invite participants to discover a variety of ways writing can create dynamic classrooms in which students both learn by doing and participate as active learners. It will address both practical and conceptual questions, including: How can I include more writing when I lack time now to cover my subject area? How do I handle the grading load? What about in-class versus out-of-class writing? Why should I assign more writing--isn’t this the English Department’s job?

Although a variety of practical suggestions will be presented, this workshop is organized around the premise that faculty must find their own best ways to incorporate writing in their disciplines. We will, therefore, work frequently in small groups where we can develop and share specific strategies and solutions. By the end of the workshop, you will be ready to start trying WAC out in your courses next fall.

Charles Schuster is Professor of English and Director of the Writing-Across-the-Curriculum program at the University of Wisconsin-Milwaukee, where he also coordinates the Writing Center and is developing a Peer Mentoring program. He has just completed a two-year term as President of the Council of Writing Program Administrators, and has led day-long and week-long workshops for faculty designed around collaboration, problem solving, and interactive community building. Schuster is co-editor of Speculations: Perspectives on Culture, Identity, and Values, and is winner of the Conference on College Composition and Communication Outstanding Book of the Year Award for co-editing The Politics of Writing Instruction: Postsecondary. He is a widely published editor and author of numerous textbook series, articles, and reviews on the theory and practice of writing, literature, and culture.


1997 Faculty College Schedule

Thursday, May 29
2:00 - 4:30 Wisconsin Teaching Fellows Meeting
4:00 - 5:00 Registration
5:00 - 7:00 Reception and Dinner
7:30 - 9:00 Keynote Address and Discussion

Friday, May 30
7:30 - 8:15 Chinese Exercises
7:30 - 9:00 Breakfast
9:15 - 11:45 Morning Seminars
12:00 - l:15 Lunch
1:30 - 4:00 Afternoon Seminars
4:00 - 5:00 Free Time
5:00 - 7:00 Reception and Dinner
7:30 - 9:00 Folow-up Q&A with Stephen Brookfield

Saturday, May 31
7:30 - 8:15 Chinese Exercises
7:30 - 9:00 Breakfast
9:15 - 11:45 Morning Seminars
12:00 - l:15 Lunch
1:30 - 4:00 Afternoon Seminars
4:00 - 5:00 Free Time
5:00 - 7:00 Reception and Dinner
7:30 - 9:00 Evening Program

Sunday, June 1
7:30 - 8:15 Chinese Exercises
7:30 - 9:00 Breakfast
9:15 - 10:45 Morning Seminars
11:00 -12:30 Afternoon Seminars
12:30 - l:30 Lunch and Closing Session


The Office of Professional & Instructional Development, formerly the Undergraduate Teaching Improvement Council, is part of the Office of Academic Affairs, University of Wisconsin System.

This page can be reached at: http://www.uwsa.edu/opid/conf/fc97.htm.

Last updated: January 11, 2007 .