Text-only 

Advancing the Practice of Teaching through Scholarship

Office of Professional & Instructional Development
Pyle Center, UW-Madison
March 30-31, 2001


AGENDA AT A GLANCE

Friday, March 30

 

8:30-1:00

9-11:30

Registration, Pyle Center

Pre-Conference workshops, Pyle Center:

v "Teaching and Scholarship Online: What are the Copyright Implications?"
Glenda Morgan and Chris Ashley, UWSA
(View an abstract of this presentation)

v "Making Introductory Science Courses More Like Real Science"
Ruth Chabay, Carnegie Mellon University
(View an abstract of this presentation)

v
"Reconnecting Academic Advising to Student Learning: A New Understanding of Advising"
Carole Holmes, UW-Stevens Point

(View an abstract of this presentation.)

11:30-1:00

1:00-2:30

Lunch (on your own)

Keynote Address, State Historical Society:
"From Seat of the Pants to the Shoulders of Giants: Advancing the Practice and Profession of Teaching,"
Pat Hutchings, Carnegie Foundation for the Advancement of Teaching

Introduction and Welcome by Katharine C. Lyall, President, UW System

3:00-4:15

Concurrent Sessions, Pyle Center

v" Insights and Practice from the Scholarship of Teaching"
Ten Carnegie Scholars will present their SoTL projects in 5 concurrent sessions:

Elizabeth Barkley and Bill Cerbin (View the abstract.)

Dan Bernstein and Lendol Calder (View the abstract.)

Stephen Chew and Dennis Jacobs (View the abstract.)

Brian Coppola and Cynthia Fukami (View the abstract.)

Mona Phillips and John Webster (View the abstract.)


4:30-5:45

5:45-7:00

7:00


Concurrent Sessions Repeated
(see above)

Reception

Dinner (on your own)

Saturday, March 31

 

7:30- 8:30

8:30-9:45

Continental Breakfast, Pyle Center

Plenary Session, Pyle Center
"The Institutional Context for the Scholarship of Teaching and Learning "

Moderator: Lendol Calder, Augustana College
Panelists: Tony Ciccone, UW-Milwaukee; Cynthia Fukami, University of Denver; Dennis Jacobs, University of Notre Dame.
(View a description of this session.)


10:00-11:30


Round-Table Discussions
(View a description of this session.)

Topics to be addressed:
vCarnegie Campus Conversations Program (Pat Hutchings, Tony Ciccone)
vHumanities (Elizabeth Barkley, Lendol Calder, John Webster)
vNatural Science (Brian Coppola, Dennis Jacobs)
v Social Science (Bill Cerbin, Stephen Chew, Mona Phillips)
vProfessional Schools (Cynthia Fukami)
vPeer Evaluation of Teaching (Daniel Bernstein)


    11:30-1:30


Brunch
"Lessons Learned"

Closing panel with all 9 guest speakers

 
OPID logo, black with red
The Office of Professional & Instructional Development is a part of the University of Wisconsin System, Office of Academic Affairs. This page can be reached at http://www.uwsa.edu/opid/conf/slc4.htm. It was last updated on 3/22/01.
   
   

"Teaching and Scholarship Online: What are the Copyright Implications?"


Glenda Morgan and Chris Ashley, UWSA



As more faculty begin to use technology in their teaching, or start using digital resources for their research, the need for guidance about the copyright rules that apply becomes more and more urgent. Many faculty are unsure about whether and to what extent some of the old assumptions about classroom copying and fair use apply in a digital environment. In this workshop our goal is to address and help faculty to overcome this uncertainty. We will introduce faculty members to the basic elements of copyright and give them a set of conceptual tools that they can use to make judgements about whether particular uses are fair or not. In addition, we will provide them with resources about how to obtain permission to use materials when necessary, and how to overcome some of the common obstacles that people face in doing so.

Return to the agenda
   

"Making Introductory Science Courses More Like Real Science"


Ruth Chabay, Carnegie Mellon University



The real world is complex, messy, and intriguing. Much of the excitement of science stems from the process of trying to understand complex physical systems. This process involves constructing idealized and simplified models, making appropriate approximations and assumptions, estimating physical quantities, and testing the models to see how well they predict the observed behavior of real systems.

None of this excitement is present in traditional introductory science courses, in which students work many repetitive, sanitized, unrealistic problems. The students themselves never engage in the process of building and testing models. Most students emerge from the introductory course with the belief that everything they have done is exact, though unrelated to the real world.

In this workshop, I will discuss a different approach to the introductory university physics course, in which students themselves are engaged in the process of modeling physical systems. Participants in the workshop will engage in some of the activities done by students. We will also look at students' written reflections on the course, to gain some appreciation of students' perspectives.

Return to the agenda

   

"Reconnecting Academic Advising to Student Learning: A New Understanding of

Advising"


Carole Holmes, UW-Stevens Point

While faculty members are at the center of advising in our institutions, many are reluctant to participate in workshops and conferences about academic advising. Is this true for you? Do you suffer "long-term alienation" from your colleagues in student affairs? Are you confused by the jargon of the advising profession? Somewhat mystified by the term "developmental academic advising"? If so, come prepared to engage in a lively interaction designed to examine more useful alternatives to a partially-useful theory and to explore some new thinking about concepts for interconnecting learning, liberal learning, and academic advising. Plan to share your ideas and thoughts about academic advising practices that emphasize student learning. Dissenting views welcomed.



Return to the agenda
 
Elizabeth Barkley, Foothill College, and Bill Cerbin, UW-La Crosse

Elizabeth Barkley's Carnegie Project is a multimedia electronic course portfolio titled "From Catastrophe to Celebration: An Analysis of a Curricular Transformation." The portfolio, housed in the gallery of the Carnegie Foundation's Knowledge Media Lab, documents the re-visioning of the content, pedagogy, method of delivery, and assessment of a general education music course. In this session, Professor Barkley will demonstrate this electronic portfolio, describe the process she undertook to create the portfolio, and offer her insights on the benefits and detriments of electronic portfolios as a tool for documenting the scholarship of teaching and learning.

Bill Cerbin will summarize his Carnegie Project, "The Development of Student Understanding in a Problem-Based Learning Course," by describing the problems investigated, the nature of the classroom research and the findings, and issues related to this work as scholarship and not just improvement of instruction.

Return to the agenda
 
Dan Bernstein, University of Nebraska-Lincoln, and Lendol Calder, Augustana College

Dan Bernstein's work has focused on improving his students' contextual intellectual skills and their depth of understanding in his undergraduate psychology course. Over the past several years he has introduced a variety of modifications into his course, including fundamentally changing the nature of examinations, out-of-class web-based exercises, problem-based assessment of student performance, and other strategies designed to deepen student interactions with complex material and topics. In this session, he will discuss these strategies and the results from three successive course offerings, which suggest that a deeper understanding of the material did occur and that on-line interventions are effective in improving student performance.

All history courses want to teach "historical thinking." But achieving this goal is very difficult in survey courses, especially when the dominant model for survey course design encourages teachers to "cover" subjects by means of lectures and textbooks. What happens when a history survey teacher abandons "coverage," declares independence from textbooks, and pares down lectures in order to "uncover' for students the thinking habits that make history a discipline in the first place? Professor Calder will describe his new model for teaching U.S. history survey, and summarize the results of his research on its effectiveness for helping novice students understand what it means to think like historians.

Return to the agenda
 

Stephen Chew, Samford University, and Dennis Jacobs, University of Notre Dame

This session will explore how one develops and executes a project in the scholarship of teaching and learning. Dennis Jacobs will describe his comprehensive study of how cooperative learning activities impact students in a large lecture course.

Stephen Chew will discuss how he has identified common yet tenacious misconceptions in student learning and attempted to correct them. While the examples are from chemistry and psychology, the goal is to share principles that apply across disciplines. Participants will then explore how they can utilize quantitative and/or qualitative assessment methods to investigate student learning in their own courses.

Return to the agenda

 
Brian Coppola, University of Michigan, and Cynthia Fukami, University of Denver

The next step of progress in higher education will occur when we can count on the faculty to arrive on the campus ready to design, implement, and assess our educational programs as readily as they are able to do with research programs. Dr. Coppola will describe his CSIE (Chemical Sciences at the Interface of Education) program, which has demonstrated that undergraduate education can be impacted directly by undergraduate, graduate, and post-doctoral student collaborators working with faculty on teaching projects.

Professor Fukami will present the work from her project as a Carnegie Scholar, "Collaborative Learning in an MBA Program: Practicing What We Preach with Teamwork." Based on the literature on collaborative learning, and the literature on effective teamwork, she re-engineered the team project assignment on "High Performance Management," an interdisciplinary team-taught course in her institution's MBA core. Analysis indicated that the re-engineered team project resulted in increased team effectiveness, both from the students' and the teaching team's perspectives. The re-engineered assignment is now being used in all sections of this course with continuing positive results.

Return to the agenda
 

Mona Phillips, Spelman College, and John Webster, University of Washington

Mona Phillips' work arose out of an inquiry into how her sociology students understand and engage in the process of theorizing, and has evolved toward a focus on the "emotional dimension of learning," which she refers to as "joy." In this session, she will describe what her Carnegie Project has meant to her and her students as they have "slowed down" and made their own teaching and learning an 'object of scholarship." This process of "going meta" (Lee Shulman) about the teaching and learning process has allowed for deeper inquiry into how it might be possible to Black women students to truly connect to an area of study (sociological theory) in which the ideas of/about women and people of color are sometimes described (if at all) as "alternative." Students have been able to converse with and create a living, breathing sociology they could claim as their own. Professor Phillips' practice has also resulted in a deeper understanding of the transformative power of the classroom to help instructor and students move from inside the classroom and the discipline, towards activism in the larger world outside.

John Webster has increasingly been interested in teaching as the identification and exploration of the mysterious ways his students do and do not learn. This project explores two such mysteries, what he terms "The Exactness Problem" and "The Long Haul Problem," as they arose in a recent intensive writing class. Each illustrates particular teaching and learning issues in the discipline of English studies, but has implications as well for any teacher interested in understanding better what students learn, and don't learn, in college classrooms.

Return to the agenda

 
"The Institutional Context for the Scholarship of Teaching and Learning"
Moderator: Lendol Calder, Augustana College
Panelists: Tony Ciccone, University of Wisconsin-Milwaukee; Cynthia Fukami, University of Denver; Dennis Jacobs, University of Notre Dame

In this session, the moderator will survey the panelists-interview-style-as to the conditions on their campuses that make it possible for a "garden of scholarship" to grow. Topics covered will include, institutional contexts, both favorable and unfavorable; obstacles; support systems; success stories; institutional and extra-institutional resources.

Return to the agenda
 

Round-Table Discussions

In this session, conference participants will have the opportunity to engage the Carnegie Scholars in more individualized problem-posing, brainstorming, and discussion of what the Scholarship of Teaching and Learning might look like on their campuses, and in their disciplines.

Return to the agenda

The Office of Professional Development is part of the Office of Academic Affairs, University of Wisconsin System.

This page can be reached at: http://www.uwsa.edu/opid/conf/slc3.htm.

Last updated: June 19, 2002