Designing a Course to Include Independent Research and CreativityMonday, August 25, 2014 - 1:30-3:30 pm, 153 Murphy Library (ICE)
Many UW-L instructors are involved in supporting undergraduate research and creativity. One approach is to embed research/creative projects into regular courses. This can be challenging both for the instructor and students. This workshop focuses on the design of a course to include research/creative projects by students. It has two parts. In the first, Jen Snook, CATL Instructional Designer, will guide participants through a backward design process to identify:
1. the overall goals of the research/creative project2. the steps or parts of the research/creative process 3. ways to support student learning throughout the process
In the second part of the session, participants will break into groups with instructors from different disciplines who have embedded undergraduate research in their classes, Mary Hamman from CBA, Carol Miller from CLS, and Scott Cooper from SAH. The goal is for participants to create an actionable outline for embedding research/creative projects for use in their classes.
16th Annual UW-L Conference on Teaching & LearningTuesday, August 26, 2014 - 8:00am-Noon, 3rd Floor Centennial Hall
The Annual UW-L Conference on Teaching & Learning (CoTL) is an opportunity to meet with colleagues from across campus to explore issues and approaches to teaching and learning. There will be 23 presentations by UW-L faculty and staff, including panel discussions, workshops and posters. 8:00 – 8:30 a.m. Coffee & Muffins, Rooms 3212 & 32148:30 – 9:20 a.m. Panel Discussions and Workshops9:30 – 11:00 a.m. Poster Session11:00 – 12:00 p.m. Panel Discussions and Workshops
The Science of Learning 1: How Students LearnThursday, September 4, 2014 - 2:30-4:00 p.m. 153 Murphy (ICE)
It is important to clearly define the knowledge, skills and dispositions we want students to acquire. However by focusing mainly on what we want students to learn [outcomes] we may overlook the processes by which students get to the outcomes—the process of learning. Unless teachers understand how students learn or fail to learn, we have little basis for improving outcomes. This session explores principles and research findings about how students learn. We will examine cognitive processes involved in learning as well as cognitive barriers that derail learning.Facilitating Effective Online DiscussionsFriday, September 5, 2014 -1:30-2:30 p.m., 153 Murphy (ICE)
Using discussions in online courses can be a very effective way to increase student to student and student to instructor interactions. However, there can be challenges associated with online discussions such as lack of student participation, disruptive students or the workload associated with reading and grading discussion posts. During this presentation you will be exposed to a variety of strategies to create discussion board activities that your students find interesting and also strategies to effectively facilitate discussions and manage the workload related to reading and grading posts.
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