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Faculty
College
Sponsored by the Undergraduate Teaching Improvement Council
(now OPID)
University of Wisconsin Center-Marinette County
May 24-May 27, 1999
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.
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1999
PRELIMINARY SCHEDULE
- Monday,
May 24
Wisconsin Teaching Fellows Meeting 2:00 - 4:30
Registration 4:00 - 5:00
Reception and Dinner 5:00 - 7:00
Keynote Address and Discussion 7:30 - 9:00
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- Tuesday,
May 25
Chinese Exercises 7:30 - 8:15
Breakfast 7:30 - 9:00
Morning Seminars 9:15 - 11:45
Lunch 12:00 - 1:15
Afternoon Seminars 1:30 - 4:00
Free Time 4:00 - 5:00
Reception and Dinner 5:00 - 7:00
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- Wednesday,
May 26
Chinese Exercises 7:30 - 8:15
Breakfast 7:30 - 9:00
Morning Seminars 9:15 - 11:45
Lunch 12:00 - 1:15
Afternoon Seminars 1:30 - 4:00
Free Time 4:00 - 5:00
Reception and Dinner 5:00 - 7:00
Evening Program 7:30 - 9:00
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- Thursday,
May 27
Chinese Exercises 7:30 - 8:15
Breakfast 7:30 - 9:00
Morning Seminars 9:15 - 10:45
Afternoon Seminars 11:00 - 12:30
Lunch and Closing Session 12:30 - 1:30
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KEYNOTE
SPEAKER
Stu
Robertshaw, Dr. Humor
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How
to Prevent Humor Impairment in Higher Education
In addition
to the four seminars, the 1999 Faculty College program includes a
keynote address by Stu Robertshaw, a.k.a. "Dr. Humor."
Dr. Stuart
Robertshaw is Professor Emeritus of Psychology and Education at the
University of Wisconsin-La Crosse, as well as a practicing attorney.
He is the founder, Chairman of the Board of Directors, and Chief Executive
Officer of The National Association for the Humor Impaired. He is
known throughout the nation as "Dr. Humor," and has been
featured in over 144 newspapers and magazines from around the country,
among them The New York Times, the L.A. Times, and Family Circle.
He began his research into humor in 1987, and has authored two books
devoted to the subject, Dear Dr. Humor and Each New Day Above Ground
is a Great Day. In his battle to combat what he considers one of modern
society’s greatest afflictions, terminal seriousness, he has
spoken to a wide variety of groups on humor, including the FBI, the
CIA, and over 600 educational, medical, business and religious organizations
in 28 states.
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Teaching and Learning in the
Diverse Classroom
Mathew L. Ouellett
This highly interactive
workshop focuses on how to more effectively address issues related
to teaching and learning in the diverse classroom. Through a series
of brief writing assignments, experiential learning exercises, case
studies and small group discussions, participants will work across
four key arenas of diversity in the college classroom: teacher self-awareness,
student diversity, pedagogy, and course content. The incorporation
of individual teaching development project exercises will also encourage
faculty to apply these concepts in practical ways to enhance the inclusive
nature of the teaching and learning environment in their own classroom.
Participants should bring a syllabus for a course for which they are
considering the integration of diversity-related teaching improvement
goals and strategies.
Mathew L. Oullett
is Associate Director of the Center for Teaching at the University
of Massachusetts Amherst, where he works with faculty and teaching
assistants on developing skills for teaching and learning in the diverse
classroom. He also serves as Adjunct Professor of Social Work at the
Smith College School of Social Work, teaching classes on the implications
of racism for clinical social work practice in the United States.
He presents faculty development workshops related to diversity issues
both regionally and nationally. His research interests and publications
focus on issues of multicultural organizational development in education
settings and social justice and equity issues related to teaching
and teacher training. Most recently, he is co-author (with Mary Deane
Sorcinelli) of the chapter, "T.A. Training: Strategies for Responding
to Diversity in the Classroom," in The Professional Development
of Graduate Teaching Assistants.
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Teaching in Three Dimensions: Cases Across the Curriculum
John
Boehrer
Case
teaching grounds academic instruction in the concrete reality of practical
experience, engaging students in highly interactive class discussion
of specific events and challenging instructors to manage a dynamic,
and often exhilarating, process. It is adaptable to varied settings
and effective at making theory accessible and developing higher order
thinking and communication skills.
This workshop will introduce participants to cases through class discussion,
small group planning, and practical exercises in discussion leading.
By discussing cases about teaching situations, we will get a chance
to explore the teaching issues embedded in the cases, and an opportunity
to experience and reflect on learning from and leading case discussion.
Participants should bring syllabi for courses in which they might
use cases, and expect to carry away a grasp of the case method's essence,
an appreciation of its possibilities and demands, and a sense of how
to begin integrating it into their teaching.
John Boehrer is Director of Teaching Development at Harvard
University's John F. Kennedy School of Government. From 1989-1995,
he was Director of the Pew Faculty Fellowship in International Affairs,
a program established to strengthen American education in international
affairs through the introduction of the case method. He has worked
with faculty and graduate students on developing their classroom presentation
and discussion leading skills since 1979, and was formerly Associate
Director of the Harvard-Danforth (now Bok) Center for Teaching and
Learning. His publications include "Teaching with Cases: Learning
to Question," in The Changing Face of College Teaching;
and "Crossing the Rubicon: Twenty-four Faculty Transform Their
Teaching," in Change: The Magazine of Higher Learning.
He recently co-edited The New International Studies Classroom:Active
Teaching, Active Learning, forthcoming from Lynne Rienner Publishers.
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Computers as Environments for Writing Across the Curriculum
Efforts: Problems and Potential
Cynthia
L. Selfe
Increasingly,
collegiate faculty are being asked to encourage the use of computers
and networks as environments for student writing within a variety
of disciplines. Few faculty, however, have had the opportunity to
explore the complex issues that surround such technology use, especially
in relation to the teaching of important literacy skills like writing
and reading. This workshop locates discussions of—and decisions
about—technology within existing and changing systems of educational
goals, teaching practices, social formations, cultural values, and
political issues.
Questions
to be addressed include: To what extent do computers alter our conception,
practice, and teaching of literacy? How are existing cultural/educational/political
values built into computers and to what extent do they shape our uses
of these machines? What are some of the promising trends of computer
use currently being identified and practiced by classroom teachers?
This workshop focuses on literacy practices, the teaching of literacy,
and the practice of literacy; technology comes in a distant, but interesting,
second place. Participants need have no previous experience with computers.
Cynthia
Selfe is Professor of Composition and Communication and Chair
of the Humanities Department at Michigan Technological University.
Selfe is the current Chair of the Conference on College Composition
and Communication. In addition, she has chaired several committees
of the National Council of Teachers of English. She has also been
a member of the Committee on Computers and Emerging Technologies for
the Modern Language Association (MLA). Selfe was the first woman and
the first English teacher ever to receive the EDUCOM Medal Award for
innovative computer use in higher education. She has authored and
co-authored numerous books, book chapters, essays, and articles on
literacy, writing, and computers.
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Fostering Critical Thinking and Mature Valuing Across
the Curriculum
Craig Nelson
- Critical
thinking is prerequisite to many goals of liberal education. This seminar
will briefly examine three major approaches to teaching critical thinking:
mental schemata, reacculturation, and intellectual development. Using
the schemes in Perry’s Forms of Intellectual and Ethical Development
and in Women’s Ways of Knowing by Belenky et al, participants will
focus on intellectual development and examine various modes of thinking
and the transitions between them. The seminar will seek ways to support
the transitions toward more powerful modes of thinking. Participants
will consider how these ideas might apply in their own classrooms.
Among the
questions to be considered are: How can you tell whether students
have mastered critical thinking by the end of your course? What aspects
of what you teach make critical thinking necessary? How do experts
in your field select better "products" (ideas, applications,
poems, etc.) from the vast array of inferior ones? What counts as
evidence? How do values enter into the choices made in your field?
How does this field reflect your own values (and what are some of
your conflicts)? How can you help your students assume more sophisticated
voices than those they bring spontaneously to class? How can you reveal
your own intellectual history and values?
Craig Nelson is
Professor of Biology and Public and Environmental Affairs at Indiana
University, where he teaches undergraduate and graduate courses in
evolution and ecology, as well as interdisciplinary courses. He is
a consulting editor for College Teaching and the Journal
on Excellence in College Teaching, and the recipient of five university-wide
awards for distinguished teaching from IU and of similar awards from
Vanderbilt and Northwestern. He has conducted numerous workshops on
teaching critical thinking at universities and national conferences.
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of Page /Return to OPID Home
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/fc99.htm.
Last updated:
June 19, 2002
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Introduction
1999 Preliminary Schedule
Monday, May 24
Tuesday, May 25
Wednesday, May 26
Thursday, May 27
Keynote Speaker:
Stu
Robertshaw, Dr. Humor
Seminars:
Teaching and Learning in the Diverse Classroom
Mathew L. Ouellett
Computers
as Environments for Writing Across the Curriculum Efforts: Problems and
Potential
Cynthia L. Selfe
Fostering Critical Thinking and Mature Valuing Across the Curriculum
Craig Nelson
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