Fall 2018

CATL Kickstart Work Session 
Friday, August 24, 8:30 – 4:00 p.m.,
150 Murphy Library

The Kickstart is a work session at which you can prepare a syllabus, plan your course, put the finishing touches on a course preparation, design a new assignment, discuss teaching issues with consultants, or simply explore alternative teaching practices. Attend as long as your schedule permits. CATL staff members will be available to discuss any topics and questions with you, and provide feedback on your revisions. This combination of dedicated work-time, resources, feedback and on-demand consultation may help you feel better prepared for the coming semester. Refreshments will be available throughout the day, with a lunch option available for those who register by Tuesday, August 21st.


Strategies to Develop Students’ Prior Knowledge before Lecture (Learning from Lecture Series)
Bill Cerbin, CATL Director
Thursday, September 6, 8:00 – 9:00 a.m., repeated 2:30 – 3:30 p.m., 153 Murphy Library

Prior knowledge consists of students’ factual information, skills and beliefs about a subject, and is critical for learning more about the subject. Students exhibit four distinct prior knowledge problems that impede new learning (Ambrose et. al, 2010):

  1. Insufficient PK. They know little about the new topic at hand.
  2. Inaccurate PK. They have misconceptions or erroneous beliefs about a new topic.
  3. Inappropriate PK. They draw upon irrelevant prior knowledge in learning a new topic.
  4. Inert PK. They have relevant prior knowledge but do not use it to learn a new topic.

In this session, we will examine prior knowledge strategies, such as a prior knowledge tests, prior knowledge assignments, and in-class exercises to activate students’ prior knowledge. You will outline a plan to use strategies that best fit your learning goals and class. 


Strategies to Reduce Unnecessary Cognitive Load during Lecture (Learning from Lecture Series)
Bill Cerbin, CATL Director
Thursday, September 13, 8:00 – 9:00 a.m., repeated 2:30 – 3:30 p.m., 153 Murphy Library

Students are often presented with large amounts of new information that exceed their processing capacity, resulting in cognitive overload and poor learning (Mayer, 2011). As one group of researchers argues:

      By far the most common problem is that lectures contain too much   
      information. One count has it that an average engineering lecture introduces
      a new equation every 2.5 minutes and a new variable every 45 seconds
      (Blikstein & Wilensky, 2010). Imagine sitting through that for an hour!  

                       Schwartz, Tsang, & Blair, 2016, The ABCs of How We Learn, p. 124  

Too much information is not the only source of overload. Distractions, disorganized instruction, and even an instructor’s anecdotes can create unnecessary cognitive load that makes it harder for students to learn.

In this session, you will use a cognitive load checklist to identify types of unnecessary cognitive load in your lectures, and plan ways to reduce or manage unnecessary cognitive load in your class, e.g., modify lecture organization, slides and visuals, classroom distractions, and pace of delivery. 


Strategies to Promote Deeper Learning during Lecture (Learning from Lecture Series)
Bill Cerbin, CATL Director
Thursday, September 20, 8:00 – 9:00 a.m., repeated 2:30 – 3:30 p.m., 153 Murphy Library

Researchers distinguish between shallow and deep processing in learning. Shallow processing involves trying to learn material through rote memorization, repetition, rereading, and highlighting. These activities re-expose students to the material but often result in superficial learning (Chi, 2009). Deeper learning involves trying to make sense of the material by:

  • connecting new information to what you already know
  • looking for patterns, themes, organizing principles
  • exploring the implications or consequences of the new information 

Deep processing activities lead to better understanding and more durable learning (Chi & Wylie, 2014). For example, when students try to explain a new concept they make new connections among ideas, infer missing information, and identify what they still do not understand very well. In this case, students don’t remember an explanation they already learned, they learn the material by explaining it.

In this session, you will outline a plan to implement deep learning strategies in your lectures. From a menu of strategies, you can select or modify any that fit your content area, learning goals and teaching preferences.


Fact-checking in the (Mis)Information Age: Seven Strategies to Support Critical Thinking in Our Classes
Khendum Gyabak, CATL Instructional Designer
Bryan Kopp, CATL Writing Programs Coordinator
Friday, September 21, 1:30 – 2:30 p.m., 153 Murphy Library

It is increasingly difficult to determine what is true and false online. Conventional methods of evaluating the veracity of online content are limited and may be obsolete (Wineburg et al., 2016). False information may shape — or distort — our students’ prior knowledge and influence how they learn in our classes. Many instructors incorporate online resources into their teaching and students commonly use Internet research when completing assignments, but to what extent can students evaluate the information they are using? Fact-checking is a fundamental 21st century critical thinking skill and instructors increasingly need to model how to critically evaluate online content. This session will highlight seven strategies used by professional fact-checkers that can be adapted for classroom use. Participants will be given tools and resources for evaluating online content that can be tailored to their subject areas and delivered in both face-to-face and online classes. 


Classroom Discussions, Free Speech, and UW-System Policy 
Nizam Arain, Director of Equality and Affirmative Action
Tuesday, September 25, 9:30 a.m. – 11:00 a.m., 150 Murphy Library

Last year, the Board of Regents for UW System revisited its Commitment to Academic Freedom and Free Speech. What does this policy mean for classroom instructors? What classroom policies should instructors put into place? Please read the policy here, and join Nizam Arain for an investigation of the issues.


Strategies to Consolidate and Deepen Students’ Knowledge after Lecture
(Learning from Lecture Series)
Bill Cerbin, CATL Director
Thursday, September 27, 8:00 – 9:00 a.m., repeated 2:30 – 3:30 p.m., 153 Murphy Library

A single exposure to lecture material in class is unlikely to produce durable knowledge. Students may leave class with only a tenuous understanding of the material. In fact, research shows that students’ notes typically contain fewer than half of the main ideas from lecture (King, 1992; Kierwa, 2002). Unless students continue to think about the material after lecture they won’t achieve much depth of understanding, and are likely to forget most of it.

In this session, we will identify strategies that help students elaborate and consolidate what they started to learn in lecture. You will outline a plan to use activities during the last few minutes of class time and after class, e.g., minute papers, elaborating class notes, online quizzes, and application problems.  


Strategies to Utilize High-Impact Practices in Online Courses
Brian Udermann, Online Education Director
Marjorie Bazluki and Khendum Gyabak, CATL Instructional Designers
Friday, September 28, 1:30 – 2:30 p.m., 153 Murphy Library

As the number of online courses and degree programs continues to grow, faculty are increasingly utilizing high-impact practices (common intellectual experiences, writing, collaborative assignments, ePortfolios, service learning, etc.) in online course offerings. This workshop will explore how high-impact practices are being used in online courses across a variety of programs and disciplines.


Accessible Instructional Design is Good Instructional Design
Marjorie Bazluki, CATL Instructional Designer
Friday, October 5, 1:30 – 2:30 p.m., 153 Murphy Library 

Advancements in educational technology, coupled with the increasing number of students with disabilities, require instructors to design more accessible online courses. This workshop is an opportunity to learn a wide variety of basic concepts related to access challenges in online courses that benefit not only students with a disability but all students with a special look at the accessibility feature in Canvas.


Developing a Proposal for a Short-term Faculty-led Education Abroad Program
Emelee Volden, Director, International Education and Engagement
Wednesday, October 10, Noon 1:00 p.m., 153 Murphy Library
(this session will be repeated Friday, October 26, 3:00 4:00 p.m.)

The goal of this information session is to provide participants with the information needed to complete a successful proposal for a new education abroad program. Participants have an opportunity to network with faculty and staff members familiar with running faculty-led study abroad programs.  Discussion topics include:

  • Program director responsibilities
  • Program location and timing
  • Curriculum
  • Health, safety and security
  • Fiscal issues and administrative matters
  • Required paperwork and proposal process

From Bad Grammar to Good Writing
Bryan Kopp, CATL Writing Programs Coordinator
Virginia Crank, Sara Heaser, Stephen Mann, and Darci Thoune, Department of English

Friday, October 12, 1:30 – 2:30 p.m., 153 Murphy Library

According to a new report by the Primary Research Group, most college students think they do not need any grammar instruction. Are they right? Instructors across the disciplines lament the grammar, usage, spelling, punctuation, and mechanics issues they see in student writing. While some teachers prioritize grammar in their grading, others pay no attention to misplaced commas, confused words, awkward phrasing, etc. How should correctness issues and the use of conventions be handled in writing assignments? This session will share research-based perspectives from campus writing specialists and highlight strategies instructors can incorporate into their classes.


Managing the Workload of Writing Assignments
Bryan Kopp, CATL Writing Programs Coordinator
Friday, October 19, 1:30 – 2:30 p.m., 153 Murphy Library

Many instructors report that responding to student writing is one of the most time-intensive aspects of their job. After a quick review of instructor and peer feedback strategies, this session will spotlight techniques that can significantly reduce the time it takes to respond to student work and can improve student learning. The hands-on portion of the session will focus on creating a feedback system and an assessment plan that aligns with your assignment goals. Participants are asked to bring a computer and a writing assignment they wish to develop or refine. All instructors who are interested in or who are already incorporating writing into their classes are invited to attend, especially instructors teaching Writing Emphasis courses or within approved Writing-in-the-Major programs.


Developing a Proposal for a Short-term Faculty-led Education Abroad Program
Emelee Volden, Director, International Education and Engagement
Friday, October 26, 3:00 4:00 p.m., 153 Murphy Library
(Repeat of October 10 session)

The goal of this information session is to provide participants with the information needed to complete a successful proposal for a new education abroad program. Participants have an opportunity to network with faculty and staff members familiar with running faculty-led study abroad programs.  Discussion topics include:

  • Program director responsibilities
  • Program location and timing
  • Curriculum
  • Health, safety and security
  • Fiscal issues and administrative matters
  • Required paperwork and proposal process

How to Be an Ally
Deb Hoskins, CATL Inclusive Excellence Coordinator
Barbara Stewart, Vice Chancellor, Diversity and Inclusion
Friday, November 2, 1:30 – 2:30 p.m., 153 Murphy Library

UWL has long had a reputation for caring and support both of students and of colleagues. Yet our retention rates for colleagues and students of color, and our students’ film “Inclusive Negligence,” suggest that we can do better. In this workshop, we will identify and practice some basic skills that will help you support the retention and success of your colleagues and students.


Equity Gaps in Higher Education
Deb Hoskins, CATL Inclusive Excellence Coordinator
Barbara Stewart, Vice Chancellor, Diversity and Inclusion
Friday, November 9, 1:30 – 2:30 p.m., 153 Murphy Library

What are “equity gaps”? How do we know they exist? Aren’t we inheriting these gaps from K-12? Can we fix this problem before K-12 fixes it? Beginning with definitions and evidence, this workshop will examine several evidence-based approaches that have been shown to narrow equity gaps grounded in race in higher education, and the mental shifts instructors must make to develop consistency in our approach to these problems.


Planning a Blended Course (Blended Learning Design Series)
Khendum Gyabak, CATL Instructional Designer
Thursday, November 15, 2:30 – 3:30 p.m., 153 Murphy Library

As part of the Blended Learning Design series, this is a session for instructors who want to develop a syllabus, map out a schedule, and outline learning outcomes for a blended learning environment.  The second session in the series will be offered in spring 2019.

This session has a limited cap of 15 instructors, with a session registration deadline of Thursday, November 1.


Copyright: The Good, The Bad, and The Legal 
Scott Pfitzinger, Access Services Librarian
Thursday, November 29, 2:15 - 3:15 p.m., 150 Murphy Library

University faculty have a unique and sometimes confusing position when it comes what is allowed and not allowed in copyright law. We will discuss copyright law as it applied to print and media materials in classroom use, library reserves, and online courses. It may not be what you think! (The facilitator is NOT a lawyer and does not even play one in western movies.)


Helping Students Learn Collaboratively: An Assignment Feedback and Revision Workshop
Lindsay Steiner, English & Bryan Kopp, English/CATL
Friday, December 7, 1:30 - 2:30 p.m., 153 Murphy Library

Collaborative assignments are considered a high-impact learning practice because students learn to solve problems in teams and engage with diverse perspectives. Assigning group projects can help students develop project management and interpersonal skills. However, students often encounter pitfalls when trying to do group work, including unequal commitment, poor delegation, ineffective co-authoring, and a lack of professionalism. Instructors may also struggle with team-based projects—specifically how to improve student motivation, ensure equitable contributions, and assign individual grades.

This workshop is an opportunity for instructors to receive feedback on existing collaborative assignments. Participants will need to bring a copy of a collaborative assignment that they used either in fall semester or a previous semester (no need to create anything new for this workshop). During the session, participants will share their experiences with collaborative assignments and will engage in a feedback session to assist in revising those assignments for use in a future semester.

Spring 2018

CATL Kickstart Work Session 
Wednesday, January 10, 8:30 a.m. - 4:00 p.m., 150 Murphy

The Kickstart is a work session at which you can prepare a syllabus, plan your course, put the finishing touches on a course preparation, design a new assignment, discuss teaching issues with consultants, or simply explore alternative teaching practices. Attend as long as your schedule permits. CATL staff members will be available to discuss any topics and questions with you, and provide feedback on your revisions. This combination of dedicated work-time, resources, feedback and on-demand consultation may help you feel better prepared for the coming semester. Refreshments will be available throughout the day, with a lunch option available for those who register by Friday, January 5th.


Assignment Feedback Exchange
Bryan Kopp, Deb Hoskins, and Bill Cerbin, CATL and Betsy Knowles, Economics
Wednesday, January 10, 8:30 a.m. - 10:00 a.m., 153 Murphy

This is a work session for instructors who want to revise or redesign a course assignment. In small groups, participants will exchange, read, review, and give feedback to one another's assignments.  The feedback session meets 8:30-10:00. Following the session instructors can choose to work individually on their assignments, and then reconvene in the afternoon to discuss progress, questions, and further revisions. 


Course Embedded Undergraduate Research
Scott Cooper, Undergraduate Research and Creativity and Bill Cerbin, CATL
Wednesday, January 10, 10:00 - 12:00pm, 153 Murphy Library

This workshop will focus on how instructors can use backward design to embed undergraduate research projects in their courses, and on how to use the community portal to select projects for students to work on in class.  Participants are asked to watch a brief video before the workshop and to bring along the syllabus for the course they wish to modify. By the end of the workshop you should have a working draft of the project for the spring semester.


Designing Writing Assignments (Writing-Intensive Instructor Series)
Bryan Kopp, CATL Writing Programs Coordinator
Thursday, February 8, 2:15–3:30 p.m. 153 Murphy Library

Writing assignments can be challenging to integrate into courses given the time constraints faced by students and instructors alike. This session is an opportunity for instructors to reflect on how they use writing in one of their classes and overcome potential challenges. Prior to the session, participants will be given access to a collection of sample writing assignments and design strategies. During the session, we will discuss ways to select, sequence, and streamline formal and informal writing assignments in our courses. This session is recommended for faculty and staff across the disciplines, including Writing Emphasis/Writing-in-the-Major instructors.


Giving Feedback on Student Writing (Writing-Intensive Instructor Series)
Bryan Kopp, CATL Writing Programs Coordinator
Thursday, February 15, 2:15–3:30 p.m., 153 Murphy Library

Many instructors report that giving feedback on writing is one of the most time-intensive aspects of their job. How can feedback be delivered more efficiently, increasing the chances students will actually use it?  After a quick review of instructor and peer feedback strategies, this session will spotlight techniques that can significantly reduce the time it takes to respond to student work and improve student learning.  Those who register for this session will be given access to a collection of feedback strategies and practical tips for integrating them into our courses. During the session, instructors will develop a plan for generating and delivering feedback on writing assignments. This session is recommended for faculty and staff across the disciplines, including Writing Emphasis/Writing-in-the-Major instructors.


Assessing Student Writing (Writing-Intensive Instructor Series)
Bryan Kopp, CATL Writing Programs Coordinator
Thursday, February 22, 2:153:30 p.m., 153 Murphy Library

What does success look like in student writing? Regardless of our definition of success, it can be challenging to communicate expectations to students and manage the grading workload associated with writing assignments. This session will focus on ways to articulate assignment goals, write evaluation criteria, and develop a grading scheme. After registering, participants will receive a link to a collection of teaching resources dedicated to writing assessment, including several examples of writing rubrics and scoring guides. Participants are invited to bring copies of writing assignments and/or rubrics they would like to review during the hands-on portion. This session is recommended for faculty and staff across the disciplines, including Writing Emphasis/Writing-in-the-Major instructors.


Linking Classroom and Community:
Considerations for Planning, Implementing, and Institutionalizing Service-Learning (Community-Engaged Learning Series)
Gavin Luter, Executive Director, Wisconsin Campus Compact
Friday, February 23, 1:303:00 p.m., 150 Murphy Library

Linking community issues with your course content has many benefits for student learning and for the community. This interactive session will provide information about what makes high-quality service-learning. Participants will also get information about organizations and resources that can help build capacity to bring service-learning into your classrooms, along with a broad overview of the broader field of community engagement, including best practices for supervising internships. 

This workshop also includes a planning session where we will explore what faculty need to feel supported in doing this work. 


Rubrics: Bringing Transparency and Efficiency to your Grading Practice
Khendum Gyabak & Marjorie Bazluki, CATL Instructional Designers
Wednesday, February 28, 12:001:00 p.m., 153 Murphy Library

Rubrics have become a popular tool for instructors to communicate expectations for an assignment, provide focused feedback on works in progress, and grade final deliverables. Rubrics can make the grading process more transparent by expressing what is valued in a rich descriptive form. Additionally, rubrics can also be used as a tool to support learner self-reflection and peer evaluation. With iRubric, instructors can create an online rubric that can be shared with students and linked to the gradebook in the learning management system.

As a working session, participants should bring an assessment for which they intend to build a rubric. A laptop is required for this session.


Developing a Proposal for a Short-term Faculty-led Study Abroad Program
Emelee Volden, Director, International Education & Engagement
Thursday, March 1, 12:00–1:00 p.m., 153 Murphy Library

The goal of this information session is to provide participants with the information needed to complete a successful proposal for a new study abroad program. Participants have an opportunity to network with faculty and staff members familiar with running faculty-led study abroad programs.  Discussion topics include:

  • ​Program director responsibilities
  • Program location and timing
  • Curriculum
  • Health, safety and security
  • Fiscal issues
  • Administrative matters

Strategies to Develop Students' Prior Knowledge before Lecture
(Learning from Lecture Series)
Bill Cerbin, CATL Director
Friday, March 2, 1:303:00 p.m., 153 Murphy Library

Part 1: Background Theory and Research, 1:30–2:10 p.m.
Prior knowledge (PK) consists of students' factual information, skills and beliefs about a subject, and is critical for learning more about the subject. Students exhibit four distinct prior knowledge problems that impede new learning (Ambrose et. al, 2010):

  1. Insufficient PK. They know little about the new topic at hand.
  2. Inaccurate PK. They have misconceptions or erroneous beliefs about a new topic.
  3. Inappropriate PK. They draw upon irrelevant PK in learning a new topic
  4. Inert PK. They have relevant prior knowledge but do not use it to learn a new topic.

In Part 1 we examine the role of prior knowledge in learning, how it can facilitate or impede learning, and review strategies to assess and develop students' prior knowledge relevant to your lectures.

Part 2: Work Session, 2:15–3:00 p.m.
You identify and develop prior knowledge strategies to use in your classes, such as prior knowledge tests, prior knowledge assignments, and in-class exercises to activate students' prior knowledge.


Strategies to Reduce Unnecessary Cognitive Load during Lecture
(Learning from Lecture Series)
Presented by: Bill Cerbin, CATL Director
Friday, March 9, 1:303:00 p.m., 153 Murphy Library

Part 1: Background Theory and Research, 1:30–2:10 p.m.
Cognitive load refers to the mental resources it takes to do a task. In lectures, students are often presented with large amounts of new information that exceed their processing capacity, resulting in cognitive overload and poor learning (Mayer, 2011).

By far the most common problem is that lectures contain too much information.  One count has it that an average engineering lecture introduces a new equation every 2.5 minutes and a new variable every 45 seconds (Blikstein & Wilensky, 2010). Imagine sitting through that for an hour!
                                 Schwartz, Tsang, & Blair, 2016, The ABCs of How We Learn, p.124

Too much information is not the only source of overload. Distractions, disorganized instruction, and even an instructor's anecdotes are sources of unnecessary cognitive load that make it harder for students to learn. We will examine sources of cognitive load, how they interfere with learning, and review strategies to reduce and manage cognitive load.

Part 2: Work Session, 2:15–3:00 p.m.
Use a cognitive load checklist to identify unnecessary cognitive load in your lectures. Examine ways you can reduce or manage unnecessary cognitive load by modifying lecture organization, slides and visuals, projected notes, classroom atmosphere, and pace of delivery.


Engaging Students and Facilitating Active Learning Using VoiceThread
Marjorie Bazluki & Khendum Gyabak, CATL Instructional Designers
Tuesday, March 20, 12:001:00 p.m., 153 Murphy Library

VoiceThread (VT) is a collaborative, multimedia tool for learner engagement and interaction across learning environments. With VoiceThread, instructors and students have access to an innovative active learning platform taking advantage of both visual and auditory narratives. The result is an ongoing, asynchronous, digital conversation that can be easily shared. The technology has the ability to facilitate a greater sense of course community and instructor presence, increasing student engagement and learning.

As a working session, participants should bring an activity for which they intend to use with VoiceThread. A laptop is required for this session.


Strategies that Promote Deeper Learning during Lecture (Learning from Lecture Series)
Bill Cerbin, CATL Director
Friday, March 23, 1:303:00 p.m., 153 Murphy Library

Part 1: Background Theory and Research, 1:30–2:10 p.m.
Researchers distinguish between shallow and deep processing in learning (Chi & Wylie, 2014). Shallow processing involves trying to learn material through rote memorization, repetition, re-reading, and highlighting. These activities re-expose students to the material but often result in superficial learning (Chi, 2009). Deeper learning involves trying to make sense of the material by:

  • connecting new information to what you already know
  • looking for patterns, themes, organizing principles
  • exploring the implications or consequences of the new information

Deep processing activities lead to better understanding and more durable learning (Chi & Wylie, 2014). For example, when students try to explain a new concept they make new connections among ideas, infer missing information, and identify what they still do not understand very well. In this case, students don’t remember an explanation they already learned, they learn the material by explaining it.

In Part 1, we will explore “explanation” and other strategies that prompt deeper learning.

Part 2: Work Session, 2:15–3:00 p.m.
Identify and plan to implement deep learning strategies in your lectures.  From a menu of strategies, you can select or modify any that fit your content area and teaching preferences. Work on how to implement new strategies in your classes.


Consolidate and Deepen Students' Knowledge after Lecture (Learning from Lecture Series)
Bill Cerbin, CATL Director
Friday, March 30, 1:303:00 p.m., 153 Murphy Library

Part 1: Background Theory and Research, 1:30–2:10 p.m.
A single exposure to the lecture material in class is unlikely to produce durable knowledge (Nuthall, 2007). Students may leave class with only a tenuous understanding of the material. In fact, research shows that students’ notes typically contain fewer than half of the main ideas from lecture (King, 1992; Kierwa, 2002).

Unless students continue to think about the material they won’t achieve much depth of understanding, and are likely to forget most of it.

In Part 1, we will explore strategies that make learning last, and how you can incorporate these in your courses.  
 
Part 2: Work Session, 2:15–3:00 p.m.
Identify and develop strategies to help students elaborate and consolidate what they started to learn in lecture. Focus on 1) activities to use during the last few minutes of class time, e.g., minute papers, elaborating class notes, and 2) post-class assignments, e.g., online quizzes, application problems. 


Possibilities and Limitations of Online Science and Math Courses:
Experiences of Five UWL
Instructors
Monday, April 2, 2:153:30 p.m., 153 Murphy Library

This panel session will feature five UWL instructors who have developed and taught online math or science courses. Throughout this session panelists will share what initially motivated them to explore online teaching, discuss some of the challenges they have experienced with online instruction, and highlight teaching strategies they have found to work well in online courses. Time will be allocated for attendees to ask the panelists questions related to their online teaching experiences. Panelists include:

​Nishele Lenards                 Clinical Associate Professor & Director of UWL’s Online Medical
                                             Dosimetry Program
 
Peg Maher                          Professor, Department of Biology
 
David Reineke                    Professor, Department of Mathematics
 
Michele Thorman              Clinical Professor, Department of Health Professions
 
Kari Emineth                      Lecturer, Department of Exercise and Sport Science


The Possibilities of Community-Based Intellectual Engagement:
Best Practices and Best-Practices at UWL (Community-Engaged Learning Series)
Friday, April 6, 1:303:30 p.m., 150 Murphy Library

Part I: (first half) A panel of UWL instructors will discuss a variety of kinds of community-engaged (CE) teaching/intellectual work, providing specific examples of successful community-engaged projects and practices here at UWL. Presenters will provide quick tips, best practices, and suggestions for others considering doing this kind of community-engaged work. 

Panelists include: 

  • Song Chen (Mathematics and Statistics)
  • Lindsay Steiner (English)
  • Kate Parker (English)
  • Maggie McDermott (Marketing)
  • Alysa Remsburg (Environmental Studies)

Part II: (second half) Participants will break out into one of four interest areas to discuss logistical issues in designing CE experiences. Discussions will be facilitated by one instructor from the panel, and a member of the staff from UWL offices that coordinate internships, undergraduate research, and volunteer experiences on campus. 


Science Lab Kit Information Session / Open House (no registration required)
Thursday, April 12th, 9:00 a.m. 3:00 p.m., 150 Murphy Library

CATL is sponsoring a day-long science lab kit information session for instructors who may be interested in developing and teaching online lab science courses. Representatives from eScience Labs and Hands-On Labs will be on campus to share information and demo lab kits for Biology, Biochemistry, Chemistry, Geography, Microbiology, and Physics courses.

These representatives can also share information about kits available for other course disciplines, including: anthropology, archaeology, community health education, clinical lab science, environmental studies, earth science, and neuroscience.


Lunch and Learn: Working with Trans Students
Will Vanroosenbeek, Director, Pride Center
Deb Hoskins, Inclusive Excellence Coordinator, Center for Advancing Teaching and Learning
Tuesday, April 17, 2018, Noon to 1 p.m., 150 Murphy Library

Bring your lunch for this conversation about working with students who identify as transgender or nonbinary.  This is an emerging population, whose terms and activism is changing at the speed of social media. We know it's hard to keep up.  During this informal session, we will discuss several issues arising from the questions Will and Deb are hearing from you, our colleagues:

  1. Best practices for pronouns.
  2. First day strategies, including how to educate other students in your class.
  3. The expectations of today's traditional-aged LGBTQIAA students, including "allyship" and "identities" from their perspectives, & how to talk with the student who is angry with you. 
  4. Gendered language in your course/gender in your course. 
Expect no presentation, although we will have a handout with some resources for you.  
We look forward to a conversation while we enjoy our lunches.

Designing Effective Community-Based Learning (Community-Engaged Learning Series)
Gavin Luter, Wisconsin Campus Compact
Deb Hoskins, Inclusive Excellence Coordinator, CATL
Friday, April 20, 1:303:30 p.m., 150 Murphy Library

In this session, participants will learn what current research suggests makes community-based learning effective, especially for historically underserved students. Participants will then identify a community partner working in an area that is relevant to a course they teach, outline a community-based learning assignment for one course, and plan an implementation timeline. The session will assume a focus on 100/200-level courses, but instructors teaching at any level are welcome.
 
In preparation for this workshop, please explore the Instructors section of the community portal and identify one or more community requests that could be addressed, in whole or in part, through your course. You might also explore UGetConnected, UWL's software-based collaboration with La Crosse's other two campuses to serve the need for volunteers in our community's various agencies; many volunteer opportunities can become service-learning experiences with a little thoughtful development and collaboration.


Community-Engaged Learning: Supported Work Session
Monday, May 7, 8:30 a.m. Noon, Murphy 150

This half-day work session provides time and support by campus experts to design a new community-based learning experience. Attend as long as your schedule permits. Identify potential community partners and/or projects, write learning outcomes, identify and design the preparation students will need to be successful, draft instructions or policies, discuss teaching issues with consultants. Members of the Community Engagement Council and CATL staff members will be available to discuss any topics and questions with you, and to provide feedback on your revisions. Consultations with UWL staff (e.g., volunteer coordination, internships coordination, client-based course-embedded research) can be arranged.