Text-only


OPID Home LINK   Mission LINK   Calendar LINK   Inventory LINK   UW System LINK
Teaching for Learning:
To the Best of Our Knowledge

sponsored by
The Undergraduate Teaching Improvement Council (now OPID),
University of Wisconsin System, and the
Wisconsin Association of Independent Colleges and Universities

Memorial Union, Madison
April 3-4, 1998


AGENDA

Thursday, April 2

4:00-8:00: Session 1 of pre-conference workshop, "Developing an Assessment Plan That Works" (includes a working dinner at the Concourse Hotel)

Friday, April 3 (all sessions to be held at Memorial Union)

8:30-1:00 Registration

8:00-12:00: Session 2 of pre-conference workshop, "Developing an Assessment Plan That Works"

9:30-12:00 Pre-conference workshops on "Engaging Students in Advising" and "Learning 101"

1:00-2:30 Opening Plenary and Keynote Address: "Student Success and the Construction of Shared Learning Environments," Vincent Tinto, Syracuse University

2:45-4:00 Concurrent Sessions

4:15-5:30 Concurrent Sessions

5:45-7:00 Reception: Welcome by Katharine C. Lyall, President, UW System

Saturday, April 4 (all sessions to be held at Memorial Union)

8:00-8:30: Continental Breakfast

8:30-11:00 Concurrent Workshops

11:30-1:30 Brunch and Closing Workshop with Vincent Tinto

SESSION DESCRIPTIONS:

Pre-Conference Workshops

Developing an Assessment Plan that Works (Gloria Rogers, Vice President for Institutional Resources and Assessment, Rose-Hulman Institute of Technology)

This workshop is designed by and for assessment coordinators and faculty who are already familiar with basic assessment principles and practices. It will focus on assessment of general studies and the major, including professional studies, with particular attention to developing assessment processes that are sustainable, streamlined, and relevant to faculty concerns. An electronic portfolio assessment system developed at Rose-Hulman will be used as the basis for a case study.Please note that this workshop will hold an opening session, including a working dinner, from 4:00-8:00 p.m. on April 2 at the Concourse Hotel. It will hold a second session from 8:00-12:00 on April 3 at the Memorial Union. The workshop is open to designated institutional nominees only.

Engaging Students in Academic Advising: Key Conceptual and Relational Issues (Tom Brown, Dean, Advising Services/Special Programs, Saint Mary’s College of California, and Vice-President of NACADA, the National Academic Advising Association)

This presentation and discussion will provide an overview of conceptual issues academic advisors need to understand, relational skills essential to establishing the rapport that underlies effective advising, and concrete, tangible strategies that work in advising students. Among the questions we will examine are these: What is "developmental academic advising"? Is academic advising really teaching? Why do effective relationships between faculty and students have such a powerful effect on achievement and persistence? What are student expectations of academic advising and advisors? What are the roles and responsibilities of advisors and advisees? How can advisors address career issues and challenge students to look beyond the "major" to develop a coherent "field of study"?

Student Learning 101: How and Why Students Learn or Do Not Learn What We Teach (William Cerbin, Professor of Psychology and Assistant to the Provost, UW-La Crosse)

This workshop examines the nature and development of college student learning. Drawing upon perspectives and research from the cognitive sciences, we will explore three broad questions:  How do students learn? 2) Why don’t they always seem to learn what we try to teach them?   3) What can we do to improve student learning? This session is intended for those who have no formal background in cognitive studies.

Keynote

Student Success and the Construction of Shared Learning Environments (Vincent Tinto, Syracuse University)

As we struggle to find more effective ways to enhance the education of our students, we have broadened our discourse beyond the narrow issues of how we should teach students to that which focuses our attention on the educational settings in which we ask students to learn. That discourse has, among other things, highlighted the importance of shared or connected learning to student success in college. Drawing upon recent research on effective institutional practices, Vincent Tinto shows how different forms of shared learning can enhance both student learning and persistence.

Friday Afternoon Concurrent Sessions

2:45pm - 4:00pm

Creating New Pedagogies for the Millennium: The Common Experience of UW-Madison Teachers Using Distance Education Technologies (Nancy L. Diekelmann, UW-Madison, Catherine Nosek, UW-Madison, and Robert Schuster, UW-Madison)

It is a tenet of the University of Wisconsin, dating back to the start of our century and our origins as a land grant college, that the walls of the campus are the borders of the state.  Distance education, a technological development coming at the end of the century, may be our best opportunity to realize that ideal. This study describes the new pedagogies, created by faculty using distance education technologies, that challenge some of the self-evident assumptions of conventional pedagogies. The study is a model for the scholarship of teaching that simultaneously evaluates "what works" and "what doesn’t" through the common experiences of teachers in technology-based distance education.

I Taught It, But They Didn’t Learn It: Memory vs. Meaningful Learning (Greg Valde, UW-Whitewater)

This session will highlight some key research findings on human memory and explore relevant implications for how we teach and assess learning. The presenter will share examples of how he incorporates these findings into his teaching, as well as provide opportunity for participants to consider implications for their teaching.


Internationalizing the University: How International Students Experience the University of Wisconsin (David Buck, UW-Milwaukee, Isaac M. Mbiti, UW-River Falls, Silvia Orellana, UW-Marinette, Thomas Refsland, UW-La Crosse, and Nina A. Yeliseyeva, UW-Milwaukee)

International students from several campuses in the UW System will discuss their educational experiences at the University of Wisconsin, emphasizing what they have found different about education in the United States, as well as the positive and the negative aspects of being an international student. The short student presentations are meant to elicit a broader and wide-ranging discussion among the panel and the audience about how the UW System might further enhance the educational experience for international students.

Learning Communities and Integrative Learning at UW-Madison (Aaron Brower, UW-Madison, William Cronon, UW-Madison, Chris Golde, UW-Madison, Michael Hinden, UW-Madison, Abha Thakkar, UW-Madison, and Rob Yablon, UW-Madison)

Learning communities help students integrate their learning, activities, and experiences across areas of their lives that are typically not connected; they are communities that are intentional and comprehensive, developed specifically to help students learn across all areas of their lives. In this presentation and discussion, we will first present a variety of learning communities that exist at UW-Madison, and then focus on those that are residentially based. Our panel will be composed of students and faculty living and working in two of our residential communities. Ample time will be left for discussions about how these programs have developed and how they work.

Teaching Collaboratively with Technology: UW-BioWeb (Claudia Baretto, UW-Milwaukee, Charles Bomar, UW-Stout, Scott Cooper, UW-La Crosse, and Jeff Hardin, UW-Madison)

The UW-BioWeb is a collaboration of over thirty faculty and computer experts from eleven universities and colleges throughout the UW System. Still in its infancy, this network will  eventually consist of a central website with links to all of the UW System biology departments websites, as well as links to five other websites, each produced by a different group of  collaborating faculty. The five websites each contain educational information and links pertinent to a different sub-discipline of biology. This collaborative website will make it easier to share educational ideas and will decrease isolation at smaller universities.

Faculty Development Programs Within and Across Disciplines: Complementary and Collaborative Partnerships (Patrick Farrell, UW-Madison, Kathy Sanders, UW-Madison, Robert Skloot, UW-Madison, Millard Susman, UW-Madison, Lillian Tong, UW-Madison)

In this session, we will describe two established programs in faculty development at UW-Madison. Creating a Collaborative Learning Environment (CCLE) focuses on multi-disciplinary teams, which learn about learning and collaborating to experiment with teaching. It is designed to capitalize on the diversity of its participants. The Center for Biology Education (CBE) offers a wide variety of faculty development opportunities, all related to biology education. It is designed to capitalize on the common disciplinary interests of its participants. We will discuss the attributes of the cross-disciplinary model, the discipline-specific model, and areas of commonality where our partnership has provided synergy to further the success of both. Participants will be encouraged to share models of similar program collaborations at their institutions (existing or potential).

Using Theories of Learning and Development to Help Students Become Reflective Learners (Pam Maykut, Viterbo College)

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.

4:15pm - 5:30pm

Creating New Models for Learning: The UW System Learning Innovations Center (Holly Breitkreutz, UW Learning Innovations, Margaret D. Dwyer, UW-Eau Claire, and David Ward, UW System)

The UW System's Learning Innovations Center, an entrepreneurial technology assistance "entity," represents a new organizational form for higher education. The Center provides resources to help UW faculty, departments and institutions develop and deliver technology-enabled learning and intellectual property, such as courseware. It offers consultation, training and production support to faculty engaged in this effort, conducts market research, and engages in partnership arrangements with both public and private organizations in order to distribute courses and courseware. The Center also works with UW institutions to support interinstitutional collaborations, such as multi-campus degrees, and engages in applied research on learning and pedagogy in a technology-enabled environment. This session will focus on the development of the Center, the implications of learning technologies for faculty work, the Center's applied research efforts, and initiatives under way to generate new markets, resources and partnerships through the Center.

Changing the Paradigm: How a Student-Oriented Adult Learning Degree Program Can Change the Focus of Traditional Education (Bob Deahl, Marquette University)

This session is designed to share how a cutting-edge adult learning degree program has begun to influence and shape how education is considered at a large urban university. Such examples as a comprehensive student orientation program, a ground-breaking approach to continuous faculty development, a curriculum that is interdisciplinary, applications-based, and focused on interactive student learning and pedagogy, a national award-winning partnership with a local corporation, and others will be shared and discussed with participants.

Butterflies & Pinwheels: Learning Communities in the UW Colleges (Jane Oitzinger, UW-Marinette, Katherine Holman, UW-Marinette, Lisa Seale, UW-Marathon County, and John D. Whitney, UW-Marathon County)

This panel provides an overview of the UW Colleges learning community programs, including our current participation in the National Learning Community Dissemination Project. We will focus on the whys and ways of restructuring the curriculum to promote interdisciplinary learning for students and faculty alike.
 

Learning Communities through Technology: The UW Student History Network (James Oberly, UW-Eau Claire, Sue Patrick, UW-Barron County, Steve Meyer, UW-Parkside)

The UW Student History Network is a collaborative project among forty-plus historians at nineteen different campuses that uses the Internet to link students and faculty. All the faculty teach introductory survey classes for general education and want to use information technology in a way that enhances the classroom learning environment. The Network links history learners in two ways: through statewide e-mail lists that supplement classroom discussions, and through interactive Web projects that supplement classroom readings, lectures, and discussions. The presenters will demonstrate how the Network operates and also present preliminary findings about assessing its effectiveness at promoting student learning in the freshman-level survey.

The Well-Structured Course (Tom Creed, St. John’s University)

This workshop will be an active demonstration of three techniques that enhance student learning: student pre-class writing, cooperative learning, and classroom assessment. The key to success with these techniques is how we structure their use for maximum benefit; specific benefits include greater emphasis on student learning, development of social and collaborative skills to prepare students for future work, and increased opportunities for instructors to learn from students. This session and the Saturday morning workshop by the same presenter are designed to complement one another, but can also be attended as stand-alone sessions.

Saturday Morning Concurrent Workshops

From Course Design to Faculty Development: How Learning Principles Can Shape Our Work as Educators (William Cerbin, UW-La Crosse, and Tim Riordan, Alverno College)

In this workshop we will consider the implications of making student learning the focus of our institutions. We will discuss the principles of learning that might guide us in reflection on our teaching and other dimensions of our professional work. As the title implies, we will explore examples of how to apply such principles in a variety of contexts, including the individual classroom, faculty scholarship, and institutional structures.

Cooperative Learning Strategies for the College Classroom (Hector Cruz, UW-Stout)

This session will focus on the theoretical framework necessary for facilitating cooperative learning in post-secondary education. The specific social skills that enable successful group interaction and other helpful strategies for structuring and maintaining learning communities will be discussed. This will be an interactive session intended to provide participants will helpful ideas and answers to questions they may have about collaboration in the classroom.
 

Enhancing Student Learning by Extending the Classroom Walls Electronically (Tom Creed, St. John’s University)

This workshop will be a hands-on exploration of virtual communal spaces (VCS) – environments that integrate the components of electronic communication (e-mail, electronic conferencing, and the World Wide Web). A VCS has great potential to enhance student learning by allowing us to better structure our students’ out-of-class interaction with course material. This workshop will demonstrate how the presenter uses electronic communication in his classes, and will include a discussion of how faculty can maximize student learning by incorporating electronic communication into a well-structured course design. May complement Friday’s session by the same presenter or serve as a stand-alone workshop.

Learning Communities: Creating Connections Among Students, Faculty, and Disciplines (Vincent Tinto, Syracuse University)

This will be a hands-on interactive workshop that provides participants an opportunity, in a shared learning environment, to identify possible solutions to problems they encounter in attempting to implement, assess, and/or expand learning communities on campus.

Brunch and Closing Workshop

What Next? (Vincent Tinto, Syracuse University, Douglas Johnson, UW-River Falls, and Susan Kahn, UTIC)

This workshop will help campus teams to identify those ideas they’ve learned about at the conference that respond to a need or interest at their institution, and to begin developing a plan for implementing those ideas. Teams will be asked to think through such issues as first steps, barriers to change, and resources required, among others. Please remember to sit with your campus team at the brunch!

OPID logo

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/stlrncon.htm.

Last updated: June 19, 2002 .