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     Upcoming Events

    Using Humor in the Classroom to Improve Learning Workshop
    presented by Brian Udermann, Director of Online Education
    Friday, January 30, 1:30 - 2:30 p.m., 153 Murphy Library


    Instructors are continually searching for ways to engage and inspire their students and create a more positive learning environment. Is it possible that using humor in the classroom might help achieve this? The purpose of this workshop is to explore the research that has been conducted and published examining how humor in the classroom impacts learning. Participants will also discuss a variety of strategies they could employ to incorporate more humor into their teaching.

    Scholarship of Teaching and Learning Seminar 1
    Betsy Knowles & Laurie (Strangman) Miller, Economics; Darci Thoune & Bryan Kopp, English
    Thursday,  February 5, 2:30 - 3:30 p.m., 153 Murphy Library


    CATL will host a seminar series during the spring semester on the scholarship of teaching and learning. Each session will involve projects by UW-L instructors who will discuss:

    1) the teaching and learning problem they addressed,
    2) how they approached the problem, and
    3) the results of their study.

    Participants will have opportunities to ask questions and discuss the projects with presenters. The series is intended for all instructors. If you have an interest in doing SoTL or just want to see what this work looks like, we encourage you to attend. The first seminar will be held Thursday, February 5, 2015, 2:30-3:30p.m. in 153 Murphy Library, and will feature two projects:

    Improving the Development of Students' Research Questions and Hypotheses in an Introductory Business Research Methods Course 
    by Betsy Knowles and Laurie (Strangman) Miller, Economics Department

    In an introductory research methods course, students often develop research questions and hypotheses that are vague or confusing, do not contain measurable concepts and are too narrow in scope or vision. Because of this, the final research projects often fail to provide useful information or address the overall research problem. This SoTL project investigated the impact a new lesson that models the development of research questions and hypotheses and provides multiple opportunities for students to practice this skill had on student learning. To assess the effectiveness of this lesson 122 research proposals generated by student research teams before and after implementation of the new lesson were evaluated using a grading rubric cased on the learning outcomes. There were statistically significant improvements in three of the five learning outcomes.

    As If I Were Writing a Paper: Using Activity Theory to Understand the Genre Uptakes of Writing Assignments
    by Darci Thoune and Bryan Kopp, Department of English

    In order to explore how genre uptake works in the context of a writing assignment, we devised a case study that focused on three traditionally-aged first-year composition students at UW-La Crosse, a regional comprehensive university.  During a two-hour session, students responded to a scenario in which they were asked to "think about the feasibility and desirability of offering more locally or sustainably produced coffee on campus."  The scenario asked students to conduct preliminary research into "Fair Trade" and then begin drafting a report of their recommendations and findings to a student organization. Using think-aloud protocols, interviews, and screen capturing software, we recorded and analyzed student responses. Our goal was to discover how and when students take up various aspects of the assignment and gather information about how they inhabit activity systems.

     

    First in your CLASSE: Investigation of Student Engagement at the Course Level (CLASSE)
    presented by Patrick Barlow, Campus Assessment Coordinator, CATL
    Friday, February 6, 1:30 - 2:30 p.m., 153 Murphy Library


    The CLASSE (Classroom Survey of Student Engagement) is a tool that measures how often students engage in critical learning behaviors in a course. This session will review the actual survey, discuss the types of information you can assess, and explore how you might use the CLASSE in your courses. Some examples of insights from our current use of the tool will be shared. 

    Science of Learning Seminar 1: How Students Learn
    presented by Bill Cerbin, CATL Director
    Friday, Feburary 6, 3:00 - 4:30 p.m., 153 Murphy Library

    Despite our best efforts as instructors, students often do not learn what we teach. Their understanding is shallow, their skills are underdeveloped, their views are uninformed by the course material, and so on. To better support their learning we need to know more about how learning takes place, how students engage the subject matter, what types of mental activities lead to deeper learning, what makes learning in general difficult, and what, specifically, makes learning your subject matter difficult. Unless teachers understand how students learn or fail to learn, we have little basis for improving achievement. This session explores principles and research findings about how students learn. We will examine cognitive processes involved in learning, cognitive barriers that derail learning, and popular myths about learning that derail teaching.


    Online Teaching Showcase
    hosted by Brian Udermann, presented by UW-L Faculty and Staff
    Friday, February 13, 1:30 - 3:00 p.m., 153 Murphy Library

    The Online Teaching Showcase will highlight and share exceptional teaching practices used by UW-L faculty in the online learning environment. The showcase will feature technologies, tools and instructional strategies that encourage critical thinking, collaboration and community building in online courses. This is a unique opportunity to see examples of various activities and content delivery methods used by a variety of online instructors. Presenters will explain how a particular area of their course works, show the assignment or area (including technology), and discuss benefits to student learning.

    Working with Students with Disabilities
    presented by Deb Hoskins, Inclusive Excellence Coordinator
    Friday, February 20, 1:30 - 3:00 p.m., 153 Murphy Library

    Students with disabilities report that the accommodations instructors provide do not always work as expected. This session will examine good strategies to implement several of the most common accommodations used by Disability Resource Services, and explore ways to implement universal design principles that will make other aspects of your course more accessible. Participants will leave with at least one implementation plan. 

    Science of Learning Seminar 2: Attention and Working Memory
    presented by Bill Cerbin, CATL Director
    Friday, Feburary 20, 3:00 - 4:15 p.m., 153 Murphy Library

    To learn effectively students need to select, attend to, concentrate on and process new information. Learning suffers when students are distracted, their attention is divided, and when the amount of new information exceeds their processing capacity. Cognitive overload is a daily problem that limits student learning. This session focuses on the inherent limitations of attention and working memory and on what teachers can do to lighten the cognitive load students experience every day. Participants will propose strategies to enhance students learning by managing cognitive load more effectively.


    TechBits Showcase
    hosted by Kristin Koepke, presented by UW-L Faculty and Staff
    Friday, Feburary 27, 1:30 - 3:00 p.m., 153 Murphy Library

    CATL TechBits is a monthly series in which UW-L instructors describe how they use technology in their teaching and research. This session will showcase several technologies from the TechBits series. Presenters will give brief demonstrations and describe how they use a technology in their teaching and/or research.