Friday,
April 9
8:00-1:00 Registration
8:30-12:00 Pre-Conference
Workshops
Bob Diamond,
Syracuse University, Institutional Priorities, Faculty Rewards, and
Implementing Change (a Workshop for Department Chairs and other Campus
Leaders)
This session
will review the characteristics of a quality system, identify key
issues that must be addressed, and introduce through small group activity
a process for documenting scholarly, professional, and creative work.
Bill Cerbin,
UW-La Crosse and PEW Scholar, Carnegie Teaching Academy, Teaching
for Understanding
Instructors
realize that students do not always grasp what we teach. Despite our
and their best efforts, students tend to develop only a superficial
or fragmented understanding of our subjects. Why is this so, and what
can we really do about it? This session examines how and why students
understand or do not understand what we teach, and proposes ways to
teach for understanding.
Nanette Jordahl
and Phillip George, UW-River Falls, Strategies for Success in the
Faculty Advising Model
This workshop
will involve three related components: first, engaging participants
in an interactive exercise on advising students who are just beginning
their college experiences and have not yet decided upon a major or
academic direction ( ACT Model); second, using video presentations
to discuss and identify the scope of advising responsibilities and
strategies for success in this endeavor ( NACADA); and third, proposing
a developmental advising model and discussing its evolution and implementation
(roadblocks and all) on the UW River Falls campus.
1:00-2:30
Keynote
Address -- Pedagogical Amnesia: Is there hope for a cure?
Lee Shulman, President, Carnegie Foundation for the Advancement of
Teaching
Welcome
and Introduction by Katharine C. Lyall, President, UW System
2:45-4:00
Concurrent Sessions
Tim Riordan,
Alverno College, Parker Palmer Video: Viewing and Discussion
In this session,
participants will view a videotaped interview with Parker Palmer in
which he considers the nature of active and collaborative learning
and what we might do as educators to create it. He explores moving
beyond the "tyranny of technique" to teaching that helps
students develop a "capacity for connectedness." After viewing
the interview, participants will discuss the implications of his ideas
for teaching practice.
Linda Carpenter
and Kristin Kleinsteiber, UW-Eau Claire; Bill Gresens, Bonnie Jo Bratina
and Jason Johnston, UW-La Crosse, Undergraduate Research Programs
This session
provides two models of undergraduate research programs. A UW-Eau Claire
faculty member and student will describe Eau Claire’s Center
of Excellence for Faculty and Undergraduate Student Research Collaboration,
including its history, goals, programs and funding sources. In addition,
the benefits of using faculty-student collaborative research as a
teaching tool will be discussed. Mr. Gresens will introduce UW-La
Crosse’s undergraduate research initiative, followed with a discussion
by Dr. Bratina and Jason Johnson on the mentor/student relationship
in undergraduate research.
William Spofford,
Director, Institute for Study Abroad Programs, UW-Platteville; Steve
Kazar, Director, International Education and Programs, UW-Whitewater;
Doug Pearson, On-site Director, Wisconsin in Scotland, UW-Eau Claire;
Ruben Medina, Director, Service Learning Programs in Oaxaca, Mexico,
UW-Madison; George Wang, Director, Study Tour to China and Faculty Seminar
to Beijing, UW-Parkside, Models of Academic Programs Abroad: International
Opportunities for Student Learning
This interactive
session will provide an opportunity to discuss three related topics
with experienced international-program directors: first, the various
models for academic programs abroad, from the traditional study-abroad
experience to programs targeted to meet the academic needs of specific
groups of students; second, the theoretical and philosophical bases
for these models; and third, the various kinds of learning unique
to foreign-study programs that complement and enhance the classroom
experience.
Lee Shulman,
Carnegie Foundation, Bill Cerbin, UW-La Crosse and PEW Scholar with
the Carnegie Teaching Academy, The Carnegie Teaching Academy Program
The Carnegie
Foundation for the Advancement of Teaching has undertaken a five-year
program to promote the scholarship of teaching. The Carnegie Teaching
Academy Program consists of three parts: 1) The Pew Scholars National
Fellowship Program; 2) The Teaching Academy Campus Program; and 3)
Work with the Scholarly Societies. This session will be an opportunity
to learn more about and discuss the Carnegie Teaching Academy Program.
Pam Maykut,
Viterbo College, and Student Presenters, The Reflective Learner
Research on
the epistemological development of college students suggests that
we pay closer attention to this area of intellectual development.
Students’ beliefs about the origin, nature, and limits of knowledge
are associated with their perceptions of their role as a learner,
and the role of instructors and peers in the teaching-learning process.
Work in the classroom suggests that students’ self-knowledge
and approach to learning can be challenged and enhanced by learning
about and reflecting in depth on their own epistemological development.
Aaron Brower,
UW-Madison, Scott Seyforth, UW-Madison, and Student Presenters, Residential
Models of Learning Communities
Residential
learning communities combine the use of residence halls with academic
and social programming specifically designed to enhance the experience
of undergraduates. Of the six that exist at UW-Madison, the Bradley
Learning Community and the Chadbourne Residential College are the
largest and most ambitious, and will be the focus of this presentation.
Staff and students will talk about their experiences and will talk
about what has worked and not worked well, and what challenges remain
in our future.
Martha Mealy,
Learning Innovations Center, Web-Based Course Design-Part I
In this two-part
session, participants will be introduced to a development process
for building web-based courses and will discuss some important issues
to consider in course design. Participants will also be asked to practice
some of these development steps such as writing learning outcomes,
related learning activities for collaborative groups, and grading
criteria for evaluating student performance.
4:15-5:30
Christine Kovach,
Marquette University, Lecture Is Not a Dirty Word
This session
is designed for faculty in content driven courses/disciplines who
want to "cover the material" while encouraging increased
student involvement in learning. Processes for becoming an effective
lecturer and approaches for incorporating collaborative learning activities
into traditional lectures will be presented; in addition, participants
will begin designing new learning strategies for their classes by
taking part in a range of collaborative learning activities.
Roseann Mason,
Anne Statham, Dirk Baldwin, and Edward Stein, UW-Parkside; Brian Schultz,
Nan Jordahl, Leah Palmer, UW-River Falls, Community-Based and Service
Learning Programs
Presenters
will discuss several initiatives within the UW System, including:
the Community Outreach Partnership Center at UW-Parkside, which supports
two low-income neighborhoods in the areas of education, empowerment,
economic development, and neighborhood revitalization; a database
application developed by students at UW-Parkside to track several
Kenosha area charitable organizations; and at UW-River Falls, the
Honor’s Program, freshman orientation, the Volunteer Handbook,
and Service Learning.
Stephen Snyder,
UW-Stout, Jennifer Decker, UW-River Falls, Mary Koestner, UW-Eau Claire,
Lewis Manglos, UW-Stout, Clinton Mead, UW-Platteville, Camille Zanoni,
UW-Madison, It Makes A Difference! Student Learning Experiences
on Study Abroad Programs
How does the
study abroad learning experience change Wisconsin students who participate
in such programs? Five students from different UW campuses will share
aspects of their learning experiences abroad and will reflect on how
these experiences have influenced their personal, academic and career
development. The panel is sponsored by the UW System Council on International
Education.
Sherrie Nicol,
UW-Platteville, Rebecca Karoff, UTIC, Making the Case for Diversity
This session
will look at two case studies to explore some of the climate issues
surrounding diversity as it impacts teaching and learning, both in
and out of the classroom. One case is drawn from actual campus events,
and will look at the various responses—faculty, student, administrative--to
a very visible outbreak of racism by a student group. The other case
presents a potentially explosive situation between a faculty member
and a student, foregrounding the ways in which race is confronted
and acknowledged, but also suppressed or elided as an issue, both
in the classroom and in our other roles as faculty members. While
the session will be structured around the two case studies, participants
will be encouraged to discuss alternate solutions, similar cases,
and other concerns.
Jen Szydlik,
and Charles Hill, and Student Presenters, UW-Oshkosh; Michael Murphy,
UW-Green Bay; Jane Oitzinger, UW-Marinette Non-Residential Models
of Learning Communities
This three-pronged
session will provide an overview of learning communities at UW institutions
that include: a linked course learning community model at UW-Oshkosh
designed to support community among students, connections across disciplines,
and collaboration among faculty; UW-Green Bay’s "Connect"
Program, in which first-year students are enrolled in a cluster of
four courses to introduce students to new friends, campus life, and
resources; and four learning community models at UW-Marinette, three
of which have been implemented, and one of which is being planned
for the Spring 2000.
Sandy Scott
Duex, UW-Whitewater, Who Are Our Students?
Sandy Scott
Duex, Assistant Director of Residence Life for Residential Education
at UW-Whitewater, and a panel of students will lead a session, sponsored
by the UW Advisory Committee on Academic Advising, which addresses
current research about the interests, values, and aspirations of today’s
students.
Martha Mealy,
Learning Innovations Center, Web-Based Course Design-Part II
(continued; see description above)
Tim Riordan,
Alverno College, Designing the Syllabus with Student Learning in
Mind
In this session,
participants will consider the process of articulating student learning
outcomes and the implications that has for designing a course. Participants
will reflect on what they want their students to understand, how they
want them to be able to think, and what they want them to be able
to do as a result of study in their courses. They will also review
examples of in-class experiences, assignments, and assessments that
are aimed at helping students achieve identified learning outcomes.
5:30 Reception
Saturday,
April 10
8:00-8:30 Continental
Breakfast
8:30-11:00 Concurrent
Workshops
Greg Valde,
UW-Whitewater, Making Connections Between Values and Teaching: The
Madness Behind Our Methods
This session
will explore the relationship between our educational values, and
our approaches to teaching and learning. Five philosophies of education
will be examined in order to consider "competing" priorities.
It is hoped that our discussion will illuminate conflict among departments
and faculty, between faculty and students, and perhaps with oneself
– and to make the choices of "how to" more clearly
connect to our visions of "why."
Bob Diamond,
Syracuse University, Style, Leadership, and Change
Different
individuals have significantly different styles of work, styles that
often change under stress. In this workshop for academic leaders,
participants will learn, using the Style Profile for Communications
at Work Inventory, about their distinct styles of work under both
calm and stressful conditions. Major institutional improvement, however,
does not occur unless individuals can work together toward common
goals -- participants will discuss how it is possible to work effectively
with those whose approach to change might be far different than their
own.
Jonathan Shailor,
UW-Parkside; Lisa Kornetsky, UTIC; and UW-Parkside Students Joe Swikert,
Deanne Dobson, Kelly Ostergaard, Ryan Gottsacker, and Chastity Washington,
Creating a Context for Diversity
In this session,
participants will experience several scenarios, based upon actual
experiences, in which instructors and students cope with difficult
classroom issues stemming from cultural differences. A social action
student theatre troupe from UW-Parkside will perform the scenarios
along with faculty facilitators. Participants will then have an opportunity
to discuss the situations with the actors in "character,"
offering suggestions as to how these situations might be more satisfactorily
or alternatively concluded. The goal of this session is to examine
how we create a context for discussions about diversity in the classroom
safely and appropriately, while allowing for conflict and disagreement.
11:30 Brunch
and Closing Session
Bob
Diamond, Syracuse University, and UW System Campus Teams
Bob Diamond
will lead an interactive session with campus teams on what the next
steps for action might be, as we seek to move beyond the more theoretical
discussions of how to improve student learning, to actually doing
it.
11:30 Brunch and Closing
Session for the Wisconsin Teaching Fellows
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