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Undergraduate Teaching and Learning Grant (UTLG) Program - Funded Proposals Since 1995

 
Formerly known as Undergraduate Teaching Improvement Grants

2011-12 | 2010-11 | 2009-10 | 2008-09 | 2007-08 | 2006-07 | 2005-06 |
2004-05 | 2003-04 | 2002-03 | 2001-02 | 2000-01 |
1999-00 | 1998-99 | 1997-98 | 1996-97 | 1995-96 |

 

 

 

 

2011-12

 Undergraduate Teaching and Learning Grant (UTLG) Program 2011-12

Underprepared Students’ Transitions to First Year-Writing: Critical Reading and Essay Writing in the Two-Year College Curriculum
Holly Hassel, English, UW-Marathon County
Joanne Giordano, Learning Resources, UW-Marathon County

Senior SOTL Scholar Learning Community: Investigating Inclusive Excellence
Lori Carrell, Communication/CETL, UW-Oshkosh

Clarifying Expectations to Improve the Learner-Instructor Working Relationship: A Conduit for Enhancing Learning Engagement, Self-Efficacy, and Metacognition
Derek Wissmiller, Engineering and Technology, UW-Stout

Infusing Diversity Across the UW-Stout Curriculum – A Practical Approach
Renee Howartan, Nakatani Teaching & Learning Center, UW-Stout

Blind Peer Review: An Investigation of Student Learning
Jo Arney, Political Science and Public Administration, UW-La Crosse


 
 

 

2010-11

 Undergraduate Teaching and Learning Grant (UTLG) Program 2010-11

Placement, Preparation, and Pedagogy:  Assessing the Alignment of Placement and Curriculum for the UW Colleges
Holly Hassel, English, UW-Marathon
Joanne Giordano, Learning Resources, UW-Marathon

Creating a Virtual Teaching and Learning Center
Nancy Chick, English, UW Colleges
Pat Fellows, Information Technology, UW Colleges

SoTL Writing Community Project Phase 2
Renee Meyers,UW System SoTL Leadership Site, UW-Milwaukee

Enhancing a Component of Science Literacy: Practice Following Instruction
Kristen Murphy, Chemistry and Biochemistry, UW-Milwaukee

Developing a First-Year Seminar in Creativity
Leslie Whitaker, English, UW-Milwaukee

From Start to Finish:  Assessing Student Learning Gains in General Education Courses
Theresa Castor, Communication, UW-Parkside

Creating a Collaborative Learning Community of Student Writers and Instructors through Stylus:  An Anthology of Freshman Writing
Kory Wein, Humanities, UW-Platteville

Enhancing Student Global Competencies through Virtual and Face-to-Face Intercultural Learning Experiences
Terry Mannetter, Spanish, UW-River Falls
Lisa A. Larson, CETL, UW-Superior

Clarifying Expectations:  Implementing Hopes for Learning and Instruction as a Conduit for Motivating Learners
Juli Hastings Taylor, Education, UW-Stout

Developing Servant Leaders at the University of Wisconsin-Whitewater
Lana Collet-Klingenberg, Special Education, UW-Whitewater

Developing, Piloting, and Assessing a Class-Linked Writing Tutor Program at UW-Whitewater:  Phase Two of the Writing Matters Initiative
Elizabeth Hachten, College of Letters and Sciences, UW-Whitewater


 
 

 

2009-10 

 Undergraduate Teaching and Learning Grant (UTLG) Program 2009-10

Generation 1.5 in the First Year:  Hmong Students' Transition to College Writing
Holly Hassel, English, UW-Marathon
Joanne Giordano, Learning Resources, UW-Marathon

Variations on the Lesson Study Theme
Bill Cerbin, Provost Office, UW-La Crosse

Writing English to Non-Native Speakers:  Assessing and Developing Best Practices for Teaching Business Writing Students
Nancy Walczyk, English, UW-Milwaukee

SoTL Writers Learning Community Pilot Project and Phase 1
Renee Meyers, UW System SoTL Leadership Site, UW-Milwaukee

Formative Evaluation of Reasoned Judgment Goals in the General Education Curriculum
James Robinson, Provost Office, UW-Parkside

Assessing Understanding and Creative/Critical Thinking in the Disciplines
Daniel Riordan, Nakatani Teaching & Learning Center, UW-Stout

Using the Lesson Plan Method to Assess Liberal Education Outcomes in First Year Experience Seminars
Monica Roth Day, Human Behavior and Diversity/Social Work, UW-Superior

 
 

 

2008-09 

 Undergraduate Teaching and Learning Grant (UTLG) Program 2008-09

Reaching At-Risk Students: A UW System Workshop and Online Resource
Holly Hassel, English, UW Colleges / Marathon County

Establishing, Maintaining, and Optimizing First Year Seminars
Donna Ritch, Liberal Arts and Sciences, UW-Green Bay

College Lesson Study Project
Bill Cerbin, Provost's Office, UW-La Crosse

Developing a system-wide application of civic engagement initiatives in course curriculum
Patricia Cleary, Geosciences, UW-Parkside

Reading Between the Lives: Enhancing Students' Engagement with Reading
Christine M. Tutlewski, CT-English/Learning Assistance, UW-Parkside

Artists Training Artists: A Collaborative Conference on Teaching and Learning Through the Arts
David Hastings, Music, UW-Stevens Point
 

 
   

 

2007-08 

 Undergraduate Teaching and Learning Grant (UTLG) Program 2007-08

Empowering At-Risk Writers: 
Critical Reading and Source-Based Writing in First-Year Composition

Holly Hassel, English, UW Colleges / Marathon County

First Year Engaged Readers (FYER): 
Extending Understanding of Reading Issues across the UW Colleges

Mary Hoeft, Communication Arts, UW Colleges / Barron County

DiversiSTEM:  Infusing the Value of Diversity into the STEM Disciplines at a Predominantly White Undergraduate University
Michael R. Wick, Computer Science, UW-Eau Claire

Optimizing Student Engagement:  Assessing the UWGB Freshman Seminar Program
Scott Furlong, Public & Environmental Affairs, UW-Green Bay
Regan A.R. Gurung, Dean's Office, UW-Green Bay

Measuring the impact of Awareness through Performance Productions: 
Unpacking Your Baggage and Privilege Unplugged II

Beth A. Hartung, Campus Climate, UW-La Crosse

Assessing First Year Student Learning
Sarah Wells, Orientation & New Student Programs, UW-Madison

Multiculturalism and Student Learning: 
Assessing Best Practices and Academic Outcomes in Cultural Diversity Courses

Gregory Jay, Cultures and Communities Program, UW-Milwaukee

The Power of Paired Courses:  Linking a Learning Skills Course with Sociology 101
Mary Walz-Chojnacki, Academic Opportunity Center, UW-Milwaukee

Supplemental Instruction and Academic Success of First-Year Students
Johanna J. Dvorak, Tutoring and Academic Resource Center, UW-Milwaukee

Academic Achievement of Student who Elect to Live in a First Year Residence Hall "Village"
Gary Burns, Psychology, UW-Oshkosh

Enhancing Students' Reading Skills and Engagement with Reading: 
Building Strong Foundations for Student Success

Theresa Castor, Communication, UW-Parkside

Learning about Learning in UW-Superior First Year Seminars
Suzanne Griffith, Counseling Professions, UW-Superior
Lisa Larson, Center for Excellence in Teaching and Learning, UW-Superior
 

 
   

 

2006-07 

 UTLG GRANT Program 2006-07 - Scholarship of teaching and learning

Moving Students to a Deeper Understanding of the Nature of Scientific Inquiry
Paul Whitaker, Biological Sciences, UW Colleges-Marathon County

The Numeracy Project – Phase II
Tom Neal, Chemistry, UW Colleges-Baraboo
Caroline Geary, Chemistry, UW Colleges-Manitowoc

Metacognition in Diversity Courses
Terri Karis, Psychology, UW-Stout
Nancy Chick, English, UW Colleges-Barron County
Cyndi Kernahan, Psychology, UW-River Falls
Cary Komoto, Geography, UW Colleges-Barron County

A Writers’ Community for Scholars of Teaching and Learning
Linda Carpenter, Network for Excellence in Teaching, UW-Eau Claire

Energizing UWS SoTL Activities in Mathematics
Sherrie Serros, Mathematics, UW-Eau Claire
Simei Tong, Mathematics, UW-Eau Claire
Andrew Balas, Mathematics, UW-Eau Claire

Lesson Study: Building Knowledge of Teaching and Learning
Bill Cerbin, Psychology, UW-La Crosse
Bryan Kopp, English, UW-La Crosse

Understanding and Describing Student Learning in General Education Courses
Anthony Ciccone, CIPD, UW-Milwaukee
Robin Mello, Theatre, UW-Milwaukee
Alice Gillam, English, UW-Milwaukee

Faculty-Student Perspectives: 
Differences that Make a Difference in the Teaching-Learning Process

Lori Carrell, Communication, UW-Oshkosh

Active Learning in the Digital Environment
Daniel Riordan, Teaching & Learning Center, UW-Stout
Jane Henderson, Title III, UW-Stout
 

 
   

 

2005-06 

 UTLG GRANT Program 2005-06 - Scholarship of teaching and learning

Increasing Student Understanding Regarding the Nature of Scientific Inquiry
Tracy K. White, Biological Science, UW Colleges-Barron County

A Faculty Learning Community:  Scholarship in Learner-Centered Teaching
Linda J. Carpenter, Network for Excellence in Teaching, UW-Eau Claire

Building the Capacity to do the Scholarship of Teaching and Learning  in Mathematics
Simei Tong, Mathematics, UW-Eau Claire
Michael Penkava, Mathematics, UW-Eau Claire

The Scholarship of Teaching and Learning with Technology
Kay Taube, Division of Continuing Education, Outreach & E-Learning, UW-Extension

The Teaching Scholars II Program
Timothy Sewall, Associate Provost, Academic Affairs, UW-Green Bay
Regan A. R. Gurung, Chair, Psychology Department, UW-Green Bay

UW-La Crosse Lesson Study Project
Bill Cerbin, Psychology, UW-La Crosse
Bryan Kopp, English, UW-La Crosse

Students as Researchers And/Or Researched and Implications for Learning
Elizabeth A. Buchanan, School of Information Studies, UW-Milwaukee
Renee Meyers, UWS Leadership Site for the Scholarship of Teaching & Learning, UW-Milwaukee

Advancing the UW-Oshkosh SoTL Teaching and Learning Center
Lori J. Carrell, Communication Department, UW-Oshkosh
Linda Freed, Grants and Faculty Development, UW-Oshkosh

Developing an Institutional Culture for the Scholarship of Teaching and Learning (SoTL):  Through a Critical Friends (Cadre) Program
Tom Lo Guidice, Teaching Excellence Center, UW-Platteville

UW-River Falls Center for the Scholarship of Teaching and Learning
Doug Johnson, College of Arts and Sciences, UW-River Falls

Building an Effective Community of Scholars of Teaching and Learning at University of Wisconsin-Stout
Daniel G. Riordan, Teaching and Learning Center, UW-Stout
Jane Henderson, Nakatani Teaching Center/Learning Technology Services, UW-Stout

The University of Wisconsin-Whitewater Teaching Scholars Program
Greg Valde, Educational Foundations, UW-Whitewater
John Stone, School of Graduate Studies and Continuing Education LEARN Center, UW-Whitewater
Stephen Friedman, School of Graduate Studies and Continuing Education LEARN Center, UW-Whitewater
 

 
   

 

2004-05 

 NON-competitive utlg/SOTL grant cycle for 2004-05
 Advancing the Practice of Teaching Through Scholarly Inquiry

Institutional Proposal Summaries and Contacts

UW Colleges 
Advancing the Scholarship of Teaching and Learning at the University of Wisconsin Colleges
Contact:  Wava Haney
The UW Colleges will use their grant money to fund 17 department-specific mini workshops focused on advancing SoTL projects within the UW Colleges. Since the Colleges are geographically dispersed, these workshops would impact the overall academic culture of the Colleges by allowing faculty to meet face-to face to discuss teaching and learning issues in their respective disciplines. The workshops will help faculty develop discipline specific SoTL projects that would ultimately be shared in order to build a field of knowledge. An August 2005 Colleges-Wide Conference will allow faculty from across departments to share their projects with others in the Colleges, thus promoting cross-disciplinary discussions of teaching practices and a better understanding of the learning needs of their distinctive student population.

UW-Eau Claire 
Engaging the Scholarship of Teaching and Learning Initiative
Contact:  Linda J. Carpenter
Having successfully embedded SoTL principles and practices in several existing programs, the University of Wisconsin–Eau Claire will focus on the NET Teaching Scholars Program. In 2004-05 the number of scholars will increase from five to seven. Scholars will be awarded monies to allow them to present their work at state or national venues. Eau Claire will continue to host the Second Annual SoTL Symposium so that Scholars and colleagues can showcase their work on their own campus. In addition to presenting SoTL projects, Scholars will be encouraged to publish their work.

UW-Extension
The
Scholarship of Teaching and Learning with Technology
Contact:  Kay Taube
The University of Wisconsin-Extension’s Scholarship of Teaching and Learning Initiative seeks to create among faculty and staff, a community of scholars whose area of inquiry will be the scholarship of teaching and learning with technology. This current project will build and expand upon last year’s project. The 04-05 initiative has four objectives: (a) reconvene and provide UW faculty/colleagues with professional development by hiring national speakers to appear via videoconference and Wisline Web; (b) expand the community of virtual scholars within the UW-Extension and throughout the UW-System by disseminating SoTLT materials via newsletters; sharing information at meetings and other events (e.g. Women and Science Board); (c) match mentors with current UW-Extension faculty/staff and colleagues conducting SoTL projects in order to provide individual guidance for less seasoned faculty. Specific groups to be matched with mentors are: Community-based Cooperative Extension faculty participating in Teaching and Learning in the 21st century; UW- Learning Innovations partners including faculty who teach online degree programs, and UW campus-based faculty involved in the UW-Extension Divisional grant.

UW-Green Bay 
UW-Green Bay Teaching Scholars Master Program
Contact:  Timothy Sewall
The campus will develop a Teaching Scholars Master Program committed to engaging post-tenured faculty in scholarly inquiry into teaching and learning. This pilot program differs from the current pre-tenured Scholars program in that Master Scholars would go beyond the development, implementation and assessment of a new teaching strategy  and incorporate systematic research, a necessary component of the Scholarship of Teaching and Learning. In this yearlong project, Scholars will pose research questions and then systematically conduct research to explore that question. The focus of each project will be on the assessment of a learning outcome. These projects will be presented at the University’s teaching conference (May 2005) and the project results will be available on the Instructional Development Council’s (IDC) websites.

UW-La Crosse 
UW-La Crosse Scholarship of Teaching and Learning

Contact: Bill Cerbin
The UW-La Crosse SoTL initiative will continue its many existing programs such as: Faculty colloquia, lesson study project, classroom research grants, classroom inquiry seminar, and the SoTL website. By sustaining these programs it is hoped that a community of practice for the Scholarship of Teaching and Learning will be fostered and that more faculty will participate in these activities. This year’s initiative includes three additional components:  an online classroom inquiry tutorial; an inquiry of institutional SoTL obstacles and incentives, and an assessment of faculty involvement and their perceptions of SoTL.

UW-Milwaukee  
Creating Teams of Faculty, Staff and Students to Investigate the Nature of Learning

Contact:  Tony Ciccone
The Center for Instructional and Professional Development (CIPD) and its Center Scholars propose to extend the campus conversation on the scholarship of teaching and learning to two campus priorities: the recommendations of the Black and Gold Commission on the student experience and assessment of student learning outcomes. UW-Milwaukee will create teams of faculty, academic staff and students to work together to investigate how to make the nature of learning in particular classes or through particular assignments clearer to both students and instructors alike. These teams will investigate how students and faculty understand, describe, and evaluate learning in the context of a particular classroom experience. They will examine the learning outcomes whether implied or explicitly stated in a particular course or part of a course and work collaboratively to investigate how these outcomes are understood by the instructor and students. The Scholarship of Teaching and Learning framework will be used in this investigation. 

UW-Oshkosh
UW-Oshkosh Scholarship of Teaching and Learning Initiative

Contact: Linda S. Freed
Oshkosh will work to saturate the campus culture with SoTL awareness. Last year’s initiative was to develop a new website that could be used to share practical and provocative ideas for SoTL work. The Website is now ready for use. UW-Oshkosh has also developed a resource center that faculty can use to guide their SoTL work.  Multiple SoTL Community Dialogue Groups will focus on examining large lecture classes and disengaged learners; will work to promote shared meaning regarding the nature of SoTL; generate SoTL project ideas; connect scholars across disciplines and provide a model for generating applied research questions. These groups are the direct result of a “teaching challenges” survey that was distributed under last year’s initiative in order to better understand the needs of faculty. At the end of this year ten UW Oshkosh Teaching Fellows will complete their SoTL projects and share them with the campus community.

UW-Parkside
The Critical Thinking Project, Phase II: Expanding and Deepening the Conversation
Contact:  Jonathan Shailor
The purpose of this project is to investigate critical thinking in the college classroom. This year the project will undergo major changes and developments based on the previous teams’ experiences.  Logistical problems as well as a divergence of the teams’ goals made it necessary to eliminate secondary researchers. Now, primary researchers, along with the project director, will work more closely as a team in order to be more focused and collaborate more effectively. In order to ensure the cohesiveness of this team and to keep them focused on critical thinking, 4- 6 students, who will receive 3 credits for their participation, will join the SoTL research team. By fully participating in this project (attending meetings and doing all readings, etc.) students will add insight and keep this project in perspective. To gain a better understanding of the context and structure of the project, the team will participate in a three day SoTL Faculty College on the Parkside campus.
 
UW-Platteville 
The Scholarship of Teaching and Learning: Practitioners and Cadres

Contact:  Tom LoGuidice
The Platteville campus seeks to connect the Scholarship of Teaching and Learning and the Scholarship of Engagement through projects on service learning. This year, two groups of faculty will be conducting SoTL projects. Cadres (represented by faculty in mathematics, engineering, business, agriculture, and the School of Education) are developing case studies in their respective content areas that can be used to train other faculty. The Scholarship of Engagement (SoE) Practitioners are researching SoTL projects that focus on service learning. For these practitioners, the main research question is, “Where is the learning in service learning?”

UW-River Falls 
UW-
River Falls Teaching Scholars Program
Contact:  Douglas Johnson
The UW-River Falls Teaching Scholars Program will fund three faculty members who previously participated in a SoTL reading group and will now engage in a SoTL project.  Last year’s scholars and the SoTL steering committee will work with the reading groups to continue this initiative. SoTL has been approved by the Faculty Senate as an officially recognized form of Scholarship for promotion and tenure purposes. This approval warrants the continuation of this initiative and the movement toward the goal of engaging faculty deeply in the application of the SoTL by building a core group of faculty leaders in this area. The Scholars will share their results at a campus-wide presentation and each has specific plans for publishing or presenting their projects. 

UW-Stevens Point 
SoTL Clearinghouse

Contacts: Marty Loy and Diane Bywaters
The University of Wisconsin-Stevens Point initiative seeks to build a coherent, sustainable program by developing a SoTL Clearinghouse and hiring a facilitator to coordinate the ongoing development of SoTL projects. As a direct result of the growing popularity of SoTL among faculty members, this initiative is seen as a solution to the absence of a faculty development office on campus. Grant money will be used to establish a SoTL resource library; to create a UWSP SoTL website and to create an ongoing development of teaching with an emphasis on SoTL, by developing campus-wide SoTL initiatives, programs, grant and funding opportunities for faculty members.

UW-Stout
Scholarship of Teaching and Learning: Problematizing Learning and Building Community

Contact: Dan Riordan
This initiative has two goals: investigating questions of learning and building a community of practice centered on the Scholarship of Teaching and Learning. Although this initiative is a continuation of the 03-04 project, the current initiative will introduce the concept of mentors/advisees. Ten 2003-04 project members (mentors) will be matched with 20 current faculty conducting SoTL research (advisees). Each mentor will have two advisees. Mentors and advisees will meet  four times as a large group and will meet 3 times each semester in small groups (cross-disciplinary groups).Mentors will guide advisees on how to phrase a learning question and be available throughout the duration of the project.

UW-Superior
Continuing Investigation of Student Learning through Faculty Reflection on Teaching in Second-Year or First-Year Seminar Pilot Progr
am

Contacts:  Rosemary Keefe and Hal Bertilson
UW-Superior's first year seminar instructors and the SoTL team will continue to investigate student social and intellectual engagement. Faculty will grow as scholarly teachers and investigators of SoTL while students become engaged in the idea that college is a community of learners made up of faculty, staff, and other students. UW-Superior will continue to provide readings, collegial mentoring, discussion and workshop opportunities as well as venues for dissemination of SoTL research projects. Additionally, Superior plans to consider connecting assessment of these projects to other campus initiatives by designing a survey for student social and intellectual engagement that can be administered before and after admission to college; and to identify seminar students on NSSE .These projects are intended to help bring a cultural shift towards greater awareness of student learning on the campus and to advance campus-wide appreciation of SoTL projects and products.

UW-Whitewater
The
University of Wisconsin-Whitewater Teaching Scholars Program
Contact: Greg Valde
The University of Wisconsin-Whitewater Teaching Scholars program will target a group of ten (10) tenured faculty members who will participate in an intensive faculty development opportunity over the course of two years, which includes seminar meetings, workshops and conferences and a SoTL Teaching Improvement Project. The program has now become a two year initiative in order to give the scholars the opportunity to improve their teaching skills and support efforts to develop a SoTL project. It is believed that this program will have a more positive effect on student learning/outcomes, and potentially student retention, compared to interventions of shorter duration—i.e. workshops and “brown bag” lunch meetings.  The activities described above (and especially the SoTL projects) will be supported by the LEARN (Learning Evaluation, Assessment, and Research Network) Center—a campus initiative to optimize student learning through faculty development.
 

 
   

 

2003-04 

 NON-competitive utlg/SOTL grant cycle for 2003-04
 Advancing the Practice of Teaching Through Scholarly Inquiry
 into Student Learning


Institutional Proposal Summaries and Contacts

UW Colleges
Workshop to Create a deliberate Culture of SoTL in the UW Colleges
Contact:  Nancy Chick and Cary Komoto
The UW Colleges proposes a one-day SoTL workshop in which faculty and staff will meet, observe a poster session on UW Colleges SoTL projects, participate in a presentation on a nationally known leader in SoTL, and begin planning of individual and group SoTL projects.  The goals of the workshop are to enable faculty and staff to integrate research and teaching, improve teaching, help students learn more effectively, and contribute to the study of SoTL.  The workshop should result in the development of SoTL projects.  Finally the workshop should foster a more deliberate culture of SoTL in the UW Colleges.

UW-Eau Claire
Multi-pronged Strategy for Embedding SoTL Principles into Existing Campus Programs
Contact:  Linda J. Carpenter
University of Wisconsin–Eau Claire proposes to undertake several activities during the first year of the initiative these include: embedding SoTL principles, expectations, and activities into existing campus programs; adding significantly to the collections in the university library related to SoTL; hosting a  SoTL Symposium on campus and using a web site to support an interactive discussion with campus participants.

UW-Extension
Scholarship of Teaching and Learning with Technology
Contact:  Kay Taube
The University of Wisconsin-Extension’s Scholarship of Teaching and Learning Initiative seeks to create, among faculty and staff, a community of scholars whose area of inquiry will be the scholarship of teaching and learning with technology.
Key activities to be undertaken in support of this initiative include: Convening a statewide, systemwide meeting/conference of faculty and staff who are experienced in, and those who would like to learn more about effective practices for distance teaching and learning  with technology;  Establishing and maintaining communication networks for the project, including a secure web site and place for electronic discussions; Conducting scholarly inquiry into effective strategies for teaching and leaning with technology, including assessment of outcomes and impacts of the learning experiences and Disseminating the findings of our inquiries into effective practices of teaching and distance learning with technology.

UW-Green Bay
Teaching and Learning from an Interdisciplinary Perspective: The UW-Green Bay Experience

Contact:  Timothy Sewall
Plans to develop an edited manuscript entitled Teaching and Learning from an Interdisciplinary Perspective: The UW-Green Bay Experience.  The seven or eight chapters in the manuscript will be prepared by a representative cross-section of faculty and staff members at UW-Green Bay, and will cover four areas of interdisciplinary education: (1) the history of interdisciplinarity at our university, (2) theoretical perspectives on interdisciplinarity, (3) research on the effectiveness of an interdisciplinary approach, and (4) issues in the assessment of interdisciplinary education.
Green Bay proposes to issue a call to all faculty and staff members describing the topics mentioned above and soliciting their interest in contributing to the manuscript. Their goal is to involve as many faculty and staff members as possible in this SoTL effort.

UW-La Crosse
Creating a SoTL Colloquium: Training and involving Faculty in SoTL

Contact: Bill Cerbin
The UW-La Crosse SoTL initiative will be a broad effort to help train and involve faculty in the scholarship of teaching and learning. The goals of the initiative are to: increase faculty interest and involvement in SoTL; help faculty develop expertise to do SoTL; and help faculty develop scholarly products in the form of field-tested course materials and teaching practices.
They will establish a year-long SoTL Colloquium too help faculty develop expertise in classroom inquiry strategies, and a grant program to support classroom inquiry projects. Faculty will investigate student learning as it relates to class assignments or specific learning problems in a class, develop new course materials and field test them in their classes. The projects will result in scholarly products intended to improve the practice of teaching and student learning. 
They will also establish a leadership group responsible for promoting SoTL on campus. The SoTL Work Group will meet at least twice annually to discuss new ways to support SoTL, plan SoTL events, and try to link the SoTL initiative to existing campus programs.

UW-Milwaukee
Issuing RFPs to create teams of faculty, staff and students to investigate the nature of learning
Contact:  Tony Ciccone
CIPD and its Center Scholars propose to extend the campus conversation on the scholarship of teaching and learning to two campus priorities: the recommendations of the Black and Gold Commission on the Student Experience and assessment of student learning outcomes. They will create teams of faculty, academic staff and students to work together to investigate how to make the nature of learning in particular classes or through particular assignments clearer to both students and instructors alike. These teams will investigate how students and faculty understand, describe, and evaluate learning in the context of a particular classroom experience. They will examine the leaning outcomes wither implied of explicitly stated in a particular course or part of a course and work collaboratively to investigate how these outcomes are understood by the instructor and students.
The Scholarship of Teaching and Learning framework will be used in this investigation (see RFP in Appendix). The overall program will be overseen by one faculty member or member of the academic staff and one or two students. Measures of success to be assessed are: new connections between SoTL and the Black and Gold implementation committees; results that departments can use for assessment; paths of inquiry for more extensive SoTL projects; materials related to “best practices” in teaching and learning; indicators of how best to assess teaching and learning.

UW-Oshkosh
Creating a Campus Teaching Fellows Program

Contact:  Linda S. Freed
The Teaching Resource Center and its programs will become a focal point for UW Oshkosh faculty and instructional staff with a shared interest in teaching and learning, and it will be the vehicle for campus coordination and collaboration with the OPID/UWM-CIPD Leadership Site on the Scholarship of Teaching and Learning. A campus Teaching Fellows program will complement the services of the resource center by providing an intensive faculty development opportunity for a select group of UW Oshkosh faculty/instructional staff.  These activities will be complemented by a series of campus-wide Faculty Colleges and Community Discussion Groups and a Web site.  

UW-Parkside
Making Critical Thinking an Object of Inquiry
Contact:  Jonathan Shailor
The purpose of this project, “Making Critical Thinking an Object of Inquiry,” is to investigate critical thinking in the college classroom.  Specifically, the project will ask:  (1)  What “critical thinking” looks like in particular course settings; (2)What practices the teacher engages in to cultivate the habit of critical thinking among students; (3) What kinds of student learning actually occur in these settings; and (4) How that learning is assessed on an ongoing basis.  The project director will supervise four two-person partnerships, each consisting of one principal investigator (PI) and one secondary investigator.  Over the course of 16 months, the research team, in collaboration with the University of Wisconsin-Parkside’s Committee on Teaching and Learning, will conduct a research project that will include an introduction to the scholarship of teaching and learning, the formulation of individualized research questions, classroom observations by the secondary investigators, the keeping of a research journal by the primary investigators, the solicitation of multiple forms of feedback from students in order to assess student learning, and the regular convening of the research team in order to share reports and compare results.

UW-Platteville
Promote  SoTL in faculty work on  the Scholarship of Engagement
Contact:  Tom Lo Guidice
The goal of this project is to increase the integration of SoTL/SoE in the curriculum at UW-Platteville and to expand working partnerships across disciplines.  The goal will be achieved by providing small grants to faculty for integrating SoTL/SoE into their courses, then studying the effects of that integration.  Participating faculty will be supported by a bibliography of internet and print resources, technical assistance, a website, facilitation of sharing sessions, and an SoTL/SoE fair. A research project will be designed to delineate the extent and level of SoE on campus.  The effort will be coordinated with other universities involved in similar projects.   Results will be reported to the Office of Academic and Student Services as well as disseminated on a project website.

UW-River Falls
River Falls Teaching Scholar Program
Contact:  Douglas Johnson
The UW-RF Teaching Scholars Program will fund three UW-RF faculty members at $3,300 per scholar to engage in a SoTL project during the summer and fall of 2003.  The goal is to engage three UW-RF faculty deeply in the application of the SoTL in order that the institution can build a core group of faculty to be leaders in this area.
The three scholars will work collaboratively to formulate their individual projects.  They will disseminate their results to the faculty-at-large via websites set up for this purpose through funding from this grant.  They will be asked to lead an SoTL reading group in the spring of 2004 to a group of approximately 15 faculty.  (Participation in a UW-RF SoTL reading group will be a requirement for faculty seeking River Falls Teaching Scholar Grants.  Materials for this reading group are also funded by this grant.  They will present their SoTL projects in workshops during the fall of 2004 and spring of 2005 to the campus community.  Through UW-RF Faculty Development funds, this initiative will be institutionalized in the pattern outlined here on an annual basis.

UW-Stevens Point
Interdisciplinary Approach to the Scholarship of Teaching and Learning: Finding Common Ground Across Disciplines
Contact:  Diane Bywaters
The University of Stevens Point proposes an “Interdisciplinary Approach to the Scholarship of Teaching and Learning: Finding Common Ground Across Disciplines” with an educational program aimed at increasing faculty and staff knowledge of SoTL and an institutional plan legitimizing SoTL as a form of scholarly activity.  This proposal will create the following new collaborative and interdisciplinary campus programs:  SoTL book discussion groups; Interdisciplinary Teaching Circles; a competitive grant opportunity specifically to encourage SoTL interdisciplinary activities; and a UWSP campus-wide SoTL colloquium to present projects and results.

UW-Stout
Using the Scholarship of Teaching to Investigate Effective Learning Situations

Contact: Dan Riordan
This initiative has two goals: to investigate problems of teaching and learning and to develop a core of faculty and staff who focus on activities related to scholarship of teaching and learning (SOTL).
Fifteen faculty members will organize into small groups focused on a learning problem. Each participant will conduct an inquiry into teaching and learning in one of his/her classes.  Groups will meet regularly to discuss progress and to contextualize issues with various readings. Each participant will use an appropriate research technique to investigate a problem of student learning and will report findings and conclusions to the campus in one of several public forums, including Celebrate Teaching Day in March and the weekly Lessons Learned series.

UW-Superior
SoTL and the Freshman Seminars:  How can we promote student engagement?

Contact:  Rosemary Keefe
UW-Superior’s proposal focuses on systematic inquiry into “student engagement” that will enable first-year students to advance toward higher level critical thinking skills.  At retreats in summer and fall 2003, before and during seminars, the Scholarship of Teaching and Learning Team will select learning goals for all seminars and for each individual seminar. They will also compare, analyze, and evaluate course outlines, strategies, assignments, and assessment in order to intensify student engagement in learning and to enhance holistically students’ first year experience, not only in seminars, but also in other classes and in co-curricular activities.  The “SoTL Team” will pose this scholarly question: “How can we promote student engagement in learning through freshman seminars?” In addition, each seminar instructor will develop an individual SoTL research question for her/his seminar.

UW-Whitewater 
University of Wisconsin-Whitewater Teaching Scholars Program

Contact: Greg Valde
The proposed University of Wisconsin-Whitewater Teaching Scholars program will target a group of ten (10) faculty members, primarily from the College of Letters and Sciences, who have as part of their instructional assignment, teaching freshmen in general education courses, in an intensive faculty development opportunity including seminar meetings, a summer institute, and a scholarship of teaching and learning (SoTL) project.  It is believed that this program will have a more positive effect on student learning/outcomes, and potentially student retention, compared to interventions of shorter duration—i.e. workshops and “brown bag” lunch meetings.  The activities described above (and especially the SOTL projects) will be supported by the LEARN (Learning Evaluation, Assessment, and Research Network) Center—a campus initiative to optimize student learning through faculty development.
 

 
   

 

2002-03 

 Undergraduate Teaching and Learning Grant (UTLG) Program 2002-03

Feminist Theory and Pedagogy
Jennifer Shaddock, Interim Director, Women's Studies, UW-Eau Claire

American Indian Studies Oral Tradition Concentration
Rosemary Ackley Christensen, Humanistic Studies/American Indian Studies, UW-Green Bay
Lisa Poupart, Humanistic Studies/American Indian Studies/Women's Studies, UW-Green Bay

Assessing the Impact of Classroom Pedagogy on Development of Student
Self-Efficacy in Physics Cources
Heidi Fencl, Physics, UW-Green Bay
Karen Scheel, Psychology, University of Akron

Incorporation of Bioinformatics into Life Science Curricula at UW-La Crosse
Sandra Grunwald, Chemistry, UW-La Crosse
Todd M. Weaver, Chemistry, UW-La Crosse
Scott C. Cooper, Biology, UW-La Crosse

Math Exercises for Principles of Microeconomics:  Closing the Gap
Marianne Johnson, Economics, UW-Oshkosh
Eric Kuennen, Mathematics, Ripon College

Preparing Future Early childhood Educators to Work in Inclusive
Environments:A Module Infusion Project
Mary Ann Marchel, Special Education, UW-Oshkosh
Lenore Wineberg, curriculum and Instruction, UW-Oshkosh
Susan Finkel, Curriculum and Instruction, UW-Oshksoh

Augmentation and Integration of the Bioinformatics Undergraduate
Curriculum at UW-Parkside or Building a Bioinformatics Bridge at UW-Parkside
Robert Barber, Biological Sciences, UW-Parkside
Suresh Chalasani, Business & Technology, UW-Parkside

Humanities Program Redevelopment
Megan Mullen, Communication, UW-Parkside

Using a Teaching Community to Enhance Teaching & Learning in 100-Level
Surveys
Gerald Greenfield, History, UW-Parkside
Fay Akindes, History, UW-Parkside

Human Body Performance Applications in Engineering Education
Tamer Cylan, Mechanical/Industrial Engineering, UW-Platteville
Shiv Tandon, Biology, UW-Platteville
Lang Wah Lee, Mechanical/Industrial Engineering, UW-Platteville

Initiation of Biology Curricular Reform Addressing Content Standards and
Teaching Pedagogy (Institutional Grant)
Ann Parsons, Biology, UW-Stout
Charles Bomar, Biology, UW-Stout

Visiting Writers Series:  Multiculture Voices
Alison Townsend, Languages & Literatures, UW-Whitewater
Mary Emery, Languages & Literatures, UW-Whitewater

University of Wisconsin-Whitewater Teaching Scholars
Greg Valde, Educational Foundations, UW-Whitewater
John Stone, Assoc. Dean for Graduate Studies, UW-Whitewater

University of Wisconsin Colleges Office of Professional Development
Gregory P. Lampe, Office of Academic Affairs, UW Colleges
 

 
   

 

2001-02 

 Undergraduate Teaching and Learning Grant (UTLG) Program 2001-02

Videotapes for Case Studies in Communication Disorders
Linda J. Carpenter, Communication Disorders, UW-Eau Claire

A Teaching Scholars Program for New Faculty at the University
of Wisconsin-Green Bay: The Second Year
Fergus Hughes, Human Development, UW-Green Bay

Conversion of Introductory Biology Laboratories to an Inquiry-
Based Model at UW-La Crosse
Anne M. Galbraith, Biology, UW-La Crosse
D. Timothy Gerber, Biology, UW-La Crosse
Daniel R. Sutherland, Biology, UW-La Crosse

Developing an Interdisciplinary Multimedia Course Reader for
Cross-Cultural Studies
Matthew J. Taylor, Psychology, UW-La Crosse
Carol Miller, Sociology/Archeology, UW-La Crosse

Writing-in-the-Major Programs
Bill Cerbin, Provost's Office, UW-La Crosse
Terrell Beck, English, UW-La Crosse

Open Seminars for Biochemistry Honors Students
David L. Nelson, Biochemistry, UW-Madison

A Collaborative Approach to the Integration of Theory and Clinical
Application in Speech-Language Pathology
Sherri L. Sieff, Comm. Science & Disorders, UW-Milwaukee
Lisa Knudten, Comm. Science & Disorders, UW-Milwaukee

Global Religions in Milwaukee: The Milwaukee Pluralism Project
Anne Hansen, Anthropology, UW-Milwaukee

Access to Higher Education for the 21st Century
Frances M. Kavenik, English, UW-Parkside

Development of a Teaching/Learning Center at UW-Stout
Dan Riordan, English & Philosophy, UW-Stout

Promoting Physics Understanding Through Laboratory Experiences
Laura McCullough, Physics, UW-Stout

Development and Implementation of the Integrated Science
Business Major
Sibdas Ghosh, Biological Sciences, UW-Whitewater
Steven Anderson, Chemistry, UW-Whitewater
David Porter, Finance & Business Law, UW-Whitewater
George Tesar, Marketing, UW-Whitewater

University of Wisconsin-Whitewater Teaching Scholars
Greg Valde, Educational Foundations, UW-Whitewater
John Stone, LEARN Center, UW-Whitewater
Stephen Friedman, LEARN Center, UW-Whitewater

Building Communities for Diverse Learners
Gregory Lampe, Office of Academic Affairs, UW Colleges
Nora McGuire, Chief Student Affairs Officer, UW Colleges

Literature and Culture of Hawaii: A New Interdisciplinary and
Ethnic Studies Course
Joseph Milicia, English, UW-Sheboygan

Collaborative Online Course Instruction in Early Childhood
Special Education
Patricia Caro, School of Education, UW-Stevens Point
 

 
   

 

2000-01 

 Undergraduate Teaching Improvement Grants 2000-01

A Teaching Institute for New Faculty Members
Denise Scheberle, Public and Environmental Affairs, UW-Green Bay
Fergus Hughes, Human Development, UW-Green Bay

Improved Teaching of Fluid Mechanics and Water Resources Engineering by Using Cavitation Experiments
Hector R. Bravo, Civil Engineering & Mechanics, UW-Milwaukee
Ryoichi S. Amano, Machanical Engineering, UW-Milwaukee

Improved Learning by Nontraditional Undergraduate Students in Linear Systems Analysis
Dale N. Buechler, Electrical Engineering and Computer Science Integrated Immunology/Virology Laboratory, UW-Oshkosh
Colleen McDermott, Biology & Microbiology, UW-Oshkosh
Teri Shors, Biology & Microbiology, UW-Oshkosh

International Education Initiative for Engineering Students at UW-Platteville
Yuan Ling Wang, Civil & Environmental Engineering, UW-Platteville
Lang-Wah Lee, Mechanical & Industrial Engineering, UW-Platteville

Renewal of the Ethnic Studies Curriculum to Enhance Student Learning
Julie A. Furst-Bowe, Office of Academic and Student Affairs, UW-Stout
Mary Riordan, Multicultural Student Services, UW-Stout
 

 
   

 

1999-2000 

 Undergraduate Teaching Improvement Grants 1999-2000

Implementing and Assessing a Triadic Learning Community at UW-Marinette: A Multi-Program and Multi-Method Case Study
Jane Oitzinger, English/Philosophy, UW-Marinette
Daniel Kallgren, History, UW-Marinette
David Giebler, Music, UW-Marinette

Development of Transferable Skills Through Research
Daniel Janik, Biology, UW-Eau Claire

Teaching the Teachers - Teaching Communication and JournalismFaculty from an Investigated-Media Perspective
Jan Larson, Communication & Journalism, UW-Eau Claire
Judy Sims, Communication & Journalism, UW-Eau Claire
Andris Straumanis, Communication & Journalism, UW-Eau Claire

Writing-in-the Major Programs
William Cerbin, Psychology, UW La-Crosse
Terrell Beck, English, UW-La Crosse

Animal Biology and Human Anatomy & Physiology Laboratory Websites
Rick Gillis, Biology & Microbiology, UW-La Crosse
Roger Haro, Biology & Microbiology, UW-La Crosse

Collaborative Film - Enhancement in Learning Cultural Anthropology
William Washabaugh, Anthropology, UW-Milwaukee

Improving Instruction in Biology by Supplementing the InteractiveClassroom with Computer and Web-Based Technology
Peter Wejksnora, Biological Sciences, UW-Milwaukee

New Faculty Assistance Program
Nanette Jordahl, Faculty Development, UW-River Falls
Kim Mogen, Biology, UW-River Falls
Ian Williams, Geology/Plant & Earth Science, UW-River Falls
Carl Popelka, Accounting, UW-River Falls

Composing Across the Music Curriculum: An Interdisciplinary Instructional Approach
Charles Young, Music, UW-Stevens Point
Don Pattow, English, UW-Stevens Point

Using World Wide Web-Based Technology for Increasing Student Understanding of Contextual Factors in Social Work Practice
James P. Winship, Social Work, UW-Whitewater
 

 
   

 

1998-99 

 Undergraduate Teaching Improvement Grants 1998-99
Single Institution Grant Proposals

Therapeutic Applications of Dance and Movement
Lee Anna Rasar, Allied Health Professions, UW-Eau Claire
Toni Poll-Sorenson, Kinesiology, UW-Eau Claire
Terry Allen, Music & Theatre Arts, UW-Eau Claire

Thematically Linked Courses in General Education
Charles R. Lee, History, UW-La Crosse
Deborah Buffton, History, UW-La Crosse
Sharon Jessee, English, UW-La Crosse
Richard Sullivan, English, UW-La Crosse

From Margin to Center: Developing an Interdisciplinary Curriculum in Women's Studies
Susan Burgess, Director, Center for Women's Studies, UW-Milwaukee

The Development of Innovative Curricula: Using Video to Bring Exemplary Urban Educators' Pedagogy into the Collaborative Teacher Education Program
Maureen Keyes, Exceptional Education, UW-Milwaukee
Marleen Pugach, Curriculum and Instruction, UW-Milwaukee
Robert Yeo, Film Department, UW-Milwaukee

Vital Signs: A Building Environment Learning Lab
Stan Wrzeski, Department of Architecture, UW-Milwaukee
Jim Wasley, Department of Architecture, UW-Milwaukee

Course Reform Initiative in Science and Mathematics
Heidi S. Fencl, UWS Women and Science, UW-Oshkosh

Peer Review of Undergraduate Teaching at UW-Oshkosh
Baron Perlman, Psychology, UW-Oshkosh
Lee I. McCann, Psychology, UW-Oshkosh

Integrating Courses with GIS Technology: The Wildlife Example
Evelyn Merrill, College of Natural Resources (Wildlife), UW-Stevens Point
James Hardin, College of Natural Resources (Wildlife), UW-Stevens Point
Eric Anderson, College of Natural Resources (Wildlife), UW-Stevens Point
Neil Niemuth, College of Natural Resources (Wildlife), UW-Stevens Point

Project Unite: An Integrated Approach to Meet the Academic Needs of Language Minority Students in their First Year of Post-Secondary Study
Susan Huss-Lederman, Languages & Literature, UW-Whitewater
Jayati Ghosh, Geography, UW-Whitewater
Sheila Seelau, Psychology, UW-Whitewater
Christine Shearer-Cremean, Languages & Literature, UW-Whitewater

Multiple Institution Grant Proposals

Collaborative Course Development in Early Childhood Special Education Across the State of Wisconsin
Patricia Caro, School of Education, UW-Stevens Point
Linda Tuchman, Waisman Center, Madison
Ann Hains, Exceptional Education, UW-Milwaukee
Mary McLean, Exceptional Education, UW-Milwaukee
Ann Riall, Special Education, UW-Whitewater
David Franks, Special Education, UW-Eau Claire
Corrine Donley, School of Education, UW-Oshkosh
Mary Ann Marchel, School of Education, UW-Oshkosh
 

 
   

 

1997-98 

 Undergraduate Teaching Improvement Grants 1997-98
Single Institution Grant Proposals

CONNECT: Composition-Centered Learning Communities to Increase First- Year Student Learning and Retention
Michael Murphy, Humanities, UW-Green Bay
Greg Aldrete, History, UW-Green Bay
Karen Bircher, Lecturer, Writing Center, UW-Green Bay
Scott Furlong, Public and Environmental Affairs, UW-Green Bay
Karla Larsen, Lecturer, Writing Center, UW-Green Bay
Dennis Lorenz, Psychology, UW-Green Bay
Michael Morgan, Biology, UW-Green Bay
Shirley Paulson, Lecturer, Writing Center, UW-Green Bay
Brian Sutton, English, UW-Green Bay
Linda Toonen, Lecturer, Writing Center, UW-Green Bay
Developmental Modules with Computer Adaptive Testing 
James D. Wine, Mathematics, UW-La Crosse
James M. Sobota, Mathematics, UW-La Crosse

Computerized Reading Program and Electronic Anthology in Japanese
Gilead Morahg, Hebrew Studies, UW-Madison
Naomi Hanaoka, McGloin, East Asian Languages and Literature, UW-Madison
Peter Hendricks, East Asian Languages and Literature, UW-Madison

Collaborative Science Teacher Preparation Program Reform 
Craig Berg, Curriculum and Instruction, UW-Milwaukee
Lisa Dieker, Exceptional Education, UW-Milwaukee
Will Roy, Curriculum and Instruction, UW-Milwaukee
Paul Nichols, Educational Psychology, UW-Milwaukee
Rhonda Jeffries, Educational Policy & Communication Studies, UW-Milwaukee
K. St. Clair, Field Experience Office, UW-Milwaukee

Printmaking On-Line 
Lane Hall, Art, UW-Milwaukee
Vicki Grafentin, Art, UW-Milwaukee
Lisa Moline, Art, UW-Milwaukee

Integrating Mathematics and Writing Instruction 
Jennifer Szydlik, Mathematics, UW-Oshkosh
Charles A. Hill, English, UW-Oshkosh

Development of a Mechatronics Laboratory for Interdisciplinary Education 
Yong Yuan Li, Electrical Engineering, UW-Platteville
Lang Wah Lee, Mechanical/Industrial Engineering, UW-Platteville

CITYgreen for Classroom Instructions 
R.W. Miller, College of Natural Resources, UW-Stevens Point
R.O. Brush, College of Natural Resources, UW-Stevens Point
J. Mahon, College of Natural Resources, UW-Stevens Point

Integrating Dynamic Geography into the Undergraduate Classroom 
Keith Rice, Geography/Geology Department, UW-Stevens Point
Michael Ritter, Geography/Geology Department, UW-Stevens Point
Keith Rice, Geography/Geology Department, UW-Stevens Point
Michael Ritter, Geography/Geology Department, UW-Stevens Point

Multiple Grant Institution Proposals

Using System-Wide Collaboration and Distance Education to Improve Student Access to Courses and to a Major in Women’s Studies: A Pilot Program 
Star Olderman, Women’s Studies, UW-Whitewater
Mary Kay Schleiter, Women’s Studies, UW-Parkside
Nancy Bayne, Women’s Studies, UW-Stevens Point
Margaret Rozga, Women’s Studies, UW Center-Waukesha
Kathryn Winz, Women’s Studies, UW-Platteville
Creating a Cross-Campus Minor in East Asian Studies
Jie Chen, Political Science, UW-River Falls
Jin Wang, Business & Economics, UW-Stevens Point
Cecilia Manrique, Political Science, UW-La Crosse
Leonard Gambrell, Political Science, UW-Eau Claire

Improving Undergraduate Education Through the Preparation of Future Faculty 
Anthony Ciccone, CIPD, UW-Milwaukee
Marsha Watson, CIPD, UW-Milwaukee
Richard Berke, Special Assistant to Vice Chancellor, UW Centers
Brian Sutton, Humanistic Studies, UW-Green Bay
 

 
   

 

1996-97 

 Undergraduate Teaching Improvement Grants 1996-97
Single Institution Grant Proposals

Interprofessional Relationships in Undergraduate Professional Education
Linda J. Carpenter, Communication Disorders, UW-Eau Claire
Sherry L. Macaul, Curriculum and Instruction, UW-Eau Claire
Donald D. Mowry, Social Work, UW-Eau Claire
David J. Franks, Special Education, UW-Eau Claire
Karen E. Witt, Nursing Systems, UW-Eau Claire

Integrating Educational Technology in the Foreign Language Classroom to Facilitate the Teaching and Learning of a Foreign Language
Irene Lazda, Foreign Languages, UW-Eau Claire
Adrian Massei, Foreign Languages, UW-Eau Claire
Thom Upton, Foreign Languages, UW-Eau Claire
Karen Woodward, Foreign Languages, UW-Eau Claire 

Computation & Visualization of Protein Conformation and Movement within Cell Membranes
Steve Senger, Computer Science, UW-La Crosse
Bette Braxton, Chemistry, UW-La Crosse
Scott Cooper, Biology, UW-La Crosse
Thomas Gendreau, Computer Science, UW-La Crosse

Preparing Secondary School Teachers for the "Real Worlds" of Adolescents and Schools: An Interdisciplinary, Integrative Instructional Approach
B. Bradford Brown, Educational Psychology, UW-Madison
Daniel N. Pekarsky, Educational Policy Studies, UW-Madison

Thematic Materials for Connecting Undergraduate Chemistry Across the University and Throughout the Major
Clark R. Landis, Chemistry, UW-Madison
Robert J. Hamers, Chemistry, UW-Madison

Interdisciplinary Film Production: An Undergraduate Teaching Improvement Grant Proposal
Douglas Heil, Communication, UW-Oshkosh
Roy Hoglund, Communication, UW-Oshkosh
Walter Messner, Music, UW-Oshkosh
Kathleen Donnelly, Communication, UW-Oshkosh

Environmental Studies: Collaborative Course Development
Bron Taylor, Religious Studies, UW-Oshkosh
Jerry Stark, Sociology, UW-Oshkosh
Carole Byrd, Foreign Language, UW-Oshkosh
Tony Gabriel, Geography, UW-Oshkosh
Christine Gemignani, Anthropology, UW-Oshkosh
Jonathon Gutow, Chemistry, UW-Oshkosh
Syed Hussain, Economics, UW-Oshkosh
Michael Lizotte, Biology, UW-Oshkosh
Denise Robson, Economics, UW-Oshkosh
James Simmons, Political Science, UW-Oshkosh
Jeff Torguson, Geography, UW-Oshkosh
Walter Rainboth, Biology, UW-Oshkosh

Interdisciplinary Active Learning in Laboratory Education for Engineering Students
Yuan Ling Wang, Civil Engineering, UW-Platteville
Lang Wah Lee, Mechanical and Industrial Engineering, UW-Platteville
Tamer Ceylan, Mechanical and Industrial Engineering, UW-Platteville

Teaching and Learning through Information Technology
Sally A. Standiford, Professional Studies & Secondary Ed., UW-River Falls
Mary-Alice Muraski, Mathematics and Computer Systems, UW-River Falls

Multiple Grant Institution Proposals

Building a Community of Student Historians: A Statewide Learning Network
James Oberly (and 2 others), History, UW-Eau Claire
David Huehner (and 8 others), History, UW-Centers
Martin Zanger (and 2 others), History, UW-La Crosse
Mark Bradley, History, UW-Milwaukee
Stephen Meyer, History, UW-Parkside
Stephen Vincent, History, UW-Whitewater
 

 
   

 

1995-96 

 Undergraduate Teaching Improvement Grants 1995-96
Single Institution Grant Proposals

Cognitive Modeling of Computer Applications across Disciplines
Susan Harrison, Computer Science, UW-Eau Claire
Willard Korn, Management Information Systems, UW-Eau Claire
Jan Larson, Journalism, UW-Eau Claire
Owen Marshall, Biology, UW-Eau Claire
James Oberly, History, UW-Eau Claire
Martin Wood, English, UW-Eau Claire

Multi-Media for Large Lectures
Maxwell Schoenfeld, History, UW-Eau Claire
Stephen Gosch, History, UW-Eau Claire
Jack Lauber, History, UW-Eau Claire
Ronald Mickel, History, UW-Eau Claire
Ronald Warloski, History, UW-Eau Claire

Program and Curriculum Development in Teacher Education
Sandra M. Stokes, Education, UW-Green Bay
Francine M. Tompkins, Education, UW-Green Bay
Dennis L. Bryan, Education, UW-Green Bay

Educating for Democracy in the 21st Century: Teaching American Government via Interactive Multimedia Technology
Denise Scheberle, Public and Environmental Affairs, UW-Green Bay
Francis Carleton, Social Change and Development, UW-Green Bay
Scott Furlong, Public ad Environmental Affairs, UW-Green Bay

Development of a Comprehensive All-University Faculty Development Plan at the University of Wisconsin-La Crosse 
William Cerbin, Psychology, UW-La Crosse
Leo M. Lambert, Assoc. Vice Chancellor/Dean of Grad. Studies, UW-La Crosse

Understanding Negotiation Tactics Through the Use of Interactive Video Simulation
William H. Ross, Jr., Management, UW-La Crosse
Keith Jones, Marketing, UW-La Crosse

Integrating Digital Human Cadavers into the Undergraduate Curriculum in Anatomy and Embryology
Steven Senger, Computer Science, UW La-Crosse
Glenn Brice, Biology/Microbiology, UW-La Crosse
Thomas Gendreau, Computer Science, UW-La Crosse
Rodney Mowbray, Biology/Microbiology, UW-La Crosse

A Collaborative Course: "Contemporary Russian Politics in Russian" (UW-Madison) 
Mark R. Beissinger, Political Science, UW-Madison
Benjamin Rifkin, Slavic, UW-Madison

Preparing Early Childhood and Elementary Teachers for Urban Schools: A Collaborative, Interdisciplinary Model 
Mary Jett-Simpson, Curriculum and Instruction, UW-Milwaukee
Susan Masland, Curriculum and Instruction, UW-Milwaukee
Linda Tiezzi, Curriculum and Instruction, UW-Milwaukee

Multimedia Driven Active Learning in a Physical Education Classroom Environment
Kenneth Allen, Health, Physical Education and Recreation, UW-Oshkosh
Robbie Beyer, Health, Physical Education and Recreation, UW-Oshkosh

Improvement of Teaching and Learning Statistical Methods for Engineering Students
Tamar Ceylan, Mechanical and Industrial Engineering, UW-Platteville
Mansour Abughalous, Mathematics, UW-Platteville
Lang Wah Lee, Mechanical and Industrial Engineering, UW-Platteville

Interdisciplinary Education for Mechanical and Electrical Engineering Students
Lang Wah Lee, Mechanical Engineering, UW-Platteville
Yong Yuan Li, Electrical Engineering, UW-Platteville

Integrating Design Into Introductory Level Engineering Courses (UW-Platteville) 
Abulkhair M. Masoom, General Engineering
D. Joanne Wilson, General Engineering
Jill M. Clough, Mechanical and Industrial Engineering
Lisa A. Riedle, Civil Engineering

Multiple Grant Institution Proposals

Team Taught Interactive Video Course: Parkside and Eau Claire
Pamela Gilbert, English, UW-Parkside
Ronald E. Mickel, History, UW-Eau Claire

Providing Ethnic-Sensitive Health, Education and Social Services to the Hmong
Donald D. Mowry, Social Work, UW-Eau Claire
Rupa R. Gupta, Social Work, UW-Eau Claire
Bruce Pamperin, Social Science, UW-Stout
Jennifer Borup, Social Work and Sociology, UW-River Falls

Improvement of the Biology and Chemistry Curriculum for Undergraduate Students by Utilization of the Polymerase Chain Reaction
Warren V. Johnson, Biology, Chemistry, HUB, UW-Green Bay
Charles F. Wimpee, Biology, UW-Milwaukee

A "TRI-POD" Approach to Undergraduate Education in Geography
Howard Botts, Geography, UW-Whitewater
Brady Foust, Geography, UW-Eau Claire

Improvement of Teaching and Learning Statistical Methods for Engineering Students
Tamar Ceylan, Mechanical and Industrial Engineering, UW-Platteville
Mansour Abughalous, Mathematics, UW-Platteville
Lang Wah Lee, Mechanical and Industrial Engineering, UW-Platteville

Interdisciplinary Education for Mechanical and Electrical Engineering Students
Lang Wah Lee, Mechanical Engineering, UW-Platteville
Yong Yuan Li, Electrical Engineering, UW-Platteville

Integrating Design Into Introductory Level Engineering Courses (UW-Platteville) 
Abulkhair M. Masoom, General Engineering
D. Joanne Wilson, General Engineering
Jill M. Clough, Mechanical and Industrial Engineering
Lisa A. Riedle, Civil Engineering