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Agenda at a Glance
TEACHING FOR LEARNING:
FROM THEORY TO PRACTICE

Undergraduate Teaching Improvement Council
(now OPID)
Learning Technology Development Council, UW System
Wisconsin Association for Independent Colleges and Universities

Union South, UW-Madison
April 9-10, 1999


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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