8:30    Refreshments available at 8:30

9:00     Welcome
             Provost Enz Finken

9:10     Keynote Address: Invigorating Student Learning: How Should Students Study?
             Regan Gurung, Professor of Human Development and Psychology, UW-Green Bay
           
10:15   Posters, Demonstrations, Displays, Valhalla A (odd-numbered)                  

11:15   Posters, Demonstrations, Displays, Valhalla A (even-numbered)

12:15   Buffet Luncheon, Valhalla B

[1] An  Authentic and Interactive Program for Writing Emphasis Courses
Ray Block, Political Science and Public Administration

I propose an interactive Writing Emphasis (WE) program that will make writing more “authentic” in the sense that students will perform real-world writing tasks that are analogous to those faced by professionals in their respective fields, and I offer recommendations for instructors to evaluate students based on their ability to demonstrate skills and competencies that are specific to their disciplines.

[3] Two Birds with One Stone: Teaching Death and Dying through a Writing Emphasis Course
Michael Brennan, Sociology/Archaeology

It is often assumed that writing is simply something we ‘do’; a mechanical activity that occurs once critical thinking and analysis have already taken place. At the same time, death is routinely considered a morbid topic; a ‘dark symbol not to be stirred’ (Feifel, 1995: 22). Instead, and against this background, this poster discusses the experiences and possibilities of using a writing emphasis course as a vehicle for teaching death and dying (and vice versa). Examples of strategies for teaching and learning will be shared in ways that are illustrative of three overarching concerns: i) of teaching writing as process and for publication; ii) of using death and dying as a means of teaching diversity; and iii) of teaching death and dying as a life-affirming experience that provides fertile opportunity for reflecting upon our own finitude.

[5] "Playing" in Class: Using Manipulatives to Make Abstract Concepts Concrete
Jennifer Butler Modaff, Communication Studies

The use of manipulatives can help students develop a strong conceptual foundation in thinking and reasoning.  Manipulatives allow for active learning by providing tactile and visual support to the traditional lectures students are accustomed to in higher education.  Coupling familiar materials with intangible concepts encourages active student learning and improves overall retention. Materials such as Legos can be used to ground courses like basic research methods and make the course more engaging and accessible.

[7] Application of Knowledge: Short Term Gains in "Understanding" Material
Nick Downey, Biology

Genetics is a junior level biology course that is a requirement for Biology Majors, as well as for students in several other programs.  In this study I looked at students’ ability to apply rules for a specific mode of inheritance, epistasis.  Beyond the usual lecture and homework assignment, I developed several example problems and podcasts designed to improve student performance.  This had a strong short-term effect on exam scores (30% improvement). However, data revealed a long-term retention problem.

[9] Effective Teaching Strategies for Graduate Assistants in the Science Laboratory
Faye Ellis, Biology

To improve the teaching proficiency of graduate students in the Biology Department, a course was implemented that instructs students on educational tools and methods.  Topics covered in the course include, but are not limited to, lecture and question techniques, grade norming, lesson plan and assessment design, and teaching philosophy development.

To ensure that all students have a foundation in information literacy, librarians reach all Communicating Effectively students through a required librarian-taught information literacy session.   While librarians work closely with instructors to tailor the lesson to meet student needs, we have no assessment data showing student learning.  To build our understanding of student learning, we have been actively assessing learning outcomes in information literacy in the Communicating Effectively (CST 110) course.  We will share current assessment data and plans for the future.

[13] A Model of Active Learning Online: Investigating Student Integration Skills
Jo Arney, Political Science and Public Administration

The study explores student learning online by seeking to uncover whether a model of active online learning leads to enhanced integration skills for students.  The research was conducted using an online class taught during the Fall 2010 semester.   Student essays were scored using an integration rubric developed by the Association of American Colleges and Universities (AAC&U).  A qualitative analysis was also included using Wordle.  Results show several components of integration improved during the course of the semester.