Center for Advancing Teaching and Learning (CATL)

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Spring 2017 Workshop Schedule

Course Embedded Undergraduate Research
Scott Cooper, Undergraduate Research & Creativity and Bill Cerbin, CATL
Wednesday, January 11, 1:00 - 2:00 p.m., 153 Murphy Library

Course-embedded research allows students to conduct independent research projects under the supervision of an instructor in a class. By embedding real projects into a course, instructors can have students directly apply concepts discussed in lecture. This can also benefit students from under-represented groups or those who might not have the funds or time to do research or an internship. Students in course-embedded research exhibit higher gains in understanding the construction of knowledge, having the ability to carry out data analysis and scientific writing, and understanding the use of evidence to support hypotheses and assertions. Instructors can also benefit if the projects the students work on are related to their own scholarship. In this workshop, instructors will use backward design to integrate a research project into one of their courses.

Designing Effective Service Learning
Deb Hoskins, Inclusive Excellence Coordinator, CATL & Jaralee Richter, Assistant Director, University Centers
Wednesday, January 11, 2:00 – 3:30 p.m., 150/153 Murphy

What makes service learning effective?  How can instructors find service learning opportunities?  This session will help instructors develop strategies to engage students in effective community-based learning opportunities that serve genuine community needs.  Participants will also learn to use UWL’s community portal to identify potential projects and community partners.  Participants are encouraged to bring a laptop computer, a copy of a course syllabus, and at least one learning outcome they wish to develop through service learning.

The American Association of Colleges and Universities includes community-based learning as one of its “High-Impact Practices (HIPs).” These practices are called “high-impact” because they tend to benefit all students, especially students from groups historically marginalized or underserved in college.

Go Beyond the Typical Discussion Activity
Marjorie Bazluki, Instructional Designer, CATL
Thursday, January 26, 2:30 – 3:30 p.m., 153 Murphy

Online asynchronous discussions are often incorporated into blended or online courses, providing opportunities for rich dialog among students outside of the traditional face-to-face classroom environment.  This session explores ways to promote engaging and interactive online discussion. As a collaborative working session, participants are encouraged to bring existing discussion questions or ideas that may be developed or revised. Examples of good discussion questions turned into great discussion questions will be shared.

Healthy Instructors Inspire Healthy Students: Strategies to Avoid Burnout and Improve Your Teaching 
Brian Udermann, Director of Online Education
Friday, January 27, 1:30 – 2:30 p.m., 153 Murphy 

Ask the average instructor nowadays how they are doing and they will usually say – “I’m just so busy!” We live in a fast-paced, hectic world and sometimes we neglect the one thing that is vital to our success – us. When was the last time you really felt at peace? How are you at controlling stress in your life? Might it be possible for you to move more, eat healthier, and sleep better? Throughout this workshop you will be exposed to realistic and attainable strategies to improve your overall health and wellbeing.

Tech Series: Designing Active Assessments with Video
Khendum Gyabak, Instructional Designer, CATL
Marjorie Bazluki, Instructional Designer, CATL
Wednesday, February 1, 11:15 a.m. – Noon, 153 Murphy 

Have you ever wondered if your students are watching the videos you provide in your courses? Instead of having your students passively engage with the video, interactive tools like EdPuzzle allow you to connect course concepts with learning.  By using already made videos or your own videos, EdPuzzle lets you embed formative assessments and instructor perspectives into the video, and is an effective tool to reinforces student cognition and accountability.

Tools for Learning More About Your Teaching
Bill Cerbin, CATL Director
Thursday, February 2, 2:30 – 3:30 p.m., 153 Murphy 

Obtaining good feedback is essential for improving teaching. This session is a walk through of four tools to help you learn more about your teaching and student learning. These include:

  1. Teaching Clarity and Organization Scale. A 10-item student survey about how students view your teaching in terms of clarity and organization. 
  2. Small Group Instructional Diagnosis. A procedure to get formative feedback from students near mid-term to help you make adjustments in your course.
  3. Learning Goals Inventory. A 54-item instructor inventory to assess the relative importance of the learning goals in one of your courses. 
  4. The Model Teaching Criteria Scale. A 64-item instructor inventory to identify how often you engage in activities related to: a) your training as a teacher, b) instructional methods, c) course content and student learning, d) assessment, e) your syllabus, and f) student evaluation of instruction.

We will examine each tool and discuss how you can use it to identify aspects of your teaching you want to improve.

Grabbing Learner Attention with the Right Chart Junk
Khendum Gyabak, Instructional Designer, CATL
Wednesday, February 8, 11:15 a.m. – 1:00 p.m., 153 Murphy

In this information age, infographics have become an effective method for delivering information (Borkin et al., 2013). While visual aids have been widely popular in education, infographics can also be viewed as an effective visual learning tool if used properly. In this workshop, you will learn how to identify key design elements for creating and using infographics for your courses.

Classroom Assessment Techniques 
Bill Cerbin, CATL Director
Thursday, February 16, 2:30 – 3:30 p.m., 153 Murphy

Do students understand your lectures? What are they thinking and doing when they work in small groups? Do students know the basic terminology they need for a specific class period? If you want to know what students are thinking, doing and learning in your class you can use Classroom Assessment Techniques (CATs) to find out. CATs are easy to use and require no grading. They provide timely feedback to help you adjust your teaching, and as an added bonus CATs can be excellent learning activities that enhance student learning. This session will demonstrate a number of CATs, and provide time to think about how, when and why to use CATs in your classes.

Using Humor in the Classroom to Improve Learning
Brian Udermann, Director of Online Education
Friday, February 17, 1:30 – 2:30 p.m., 153 Murphy

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. 

Crafting Efficiency and Engagement in Your Course

Khendum Gyabak, Instructional Designer, CATL
Thursday, March 9, 11:15 – Noon, 153 Murphy

Studies on classroom management suggest that the environmental conditions of a classroom play an influential role in improving student outcomes (Emmer & Stough, 2001; Kounin, 1970).  Classroom management in an online environment becomes an added rettellenge for instructors as students typically report a feeling of isolation, when compared to the face-to-face interaction of a traditional classroom (Stewart, 2008). This workshop will examine various classroom management strategies such as communicating class expectations, moderating student participation, and keeping students continuously engaged with the class material.

Two-Part Assignment-Design Charrette
Facilitators: Betsy Knowles & Laurie Miller, Economics; Bill Cerbin, Bryan Kopp, & Deb Hoskins, CATL

This is a 2-part assignment-design workshop. Participants should plan to attend both sessions on March 24 and April 7. 

Part 1 meets Friday, March 24 and Part 2 meets April 7. Both sessions meet 1:30 – 3:30 p.m. in 150/153 Murphy.

Assignments are powerful teaching tools, and their design is one of the most consequential intellectual tasks that faculty undertake in their work as educators. Yet that work is often private and unavailable for collegial exchange and knowledge building. The charrette—a term borrowed from architecture education, denoting a collaborative design process—will be an opportunity to talk with other instructors interested in trading ideas about the design and use of the various tasks, projects, papers, and performances we set for our students.

The charrette aims to 1) stimulate ideas about how to strengthen the assignment you bring to the session, 2) think together about how assignments can be intentionally linked to important course, program, and institutional learning outcomes in ways that create more coherent pathways for students, and 3) open up a productive “trading zone” for discussion about teaching and learning and assessment.

The process is modeled after the efforts of the National Institute of Learning Outcomes Assessment in the area of assignment design. In Session 1, instructors will bring a current assignment and share the assignment objectives and receive peer feedback through a structured process. The discussion will take place in peer groups of 3-4 faculty members and one facilitator. Participants will then revise the assignment in preparation for Session 2 , which will involve critiquing the revised assignment by the peer group.
Registration and participation in the charrette. The charrette involves a collaborative peer review process of reading and giving feedback to colleagues about their assignments. All participants must submit an assignment for peer review, in advance of the workshop dates, and also read and review the assignments of several colleagues.
Requirements and deadlines:
  1. March 10 – After registering, submit your assignment for peer review by March 10. The assignment may be either a current assignment you want to improve or a draft of a new assignment.
  2. March 10-24 – Read and review the assignments of 3-4 colleagues.
  3. March 24 – Attend Session 1: Discuss assignments and give feedback to 3-4 colleagues.
  4. March 24 – April 7 – Revise your assignment based on feedback you received.
  5. April 7 – Attend Session 2: Discuss, give and receive feedback on revised assignments.  
You will receive additional information about the charrette after registering. 

Teaching Narrative and Portfolio Development Workshop
Deb Hoskins, CATL Inclusive Excellence Coordinator
Wednesday and Thursday, March 29 & 30, 2:30 – 3:15 p.m., 150 Murphy

This session will follow the Promotion Information sessions which meet at 1:30 - 2:15 p.m. also on the 29th and 30th.

Many UWL instructors find drafting the teaching section of the promotion narrative and identifying evidence of teaching effectiveness and development baffling. We can help. In this working session, we will first examine the various sections of the teaching narrative, identifying types of evidence that might be useful. For those who already have a narrative drafted, we will guide participants in a peer review that models the promotion committee process of review by colleagues in various colleges. Past participants in these workshops have found this process very helpful. The rest of the session can be used to draft a narrative, develop evidence, or bounce ideas off colleagues.

Participants should bring a laptop, and a hard copy of the teaching section of their promotion narrative if they have one.

Microaggressions and Student Learning
Amanda Goodenough, Assistant Director, Campus Climate & Deb Hoskins, Inclusive Excellence Coordinator, CATL
Friday, April 14, 1:30 – 3:00 p.m., 153 Murphy 

In the midst of a class discussion, you call on the only non-traditional-aged student in your class, a woman, who also appears to be your only African-American student. She's making an excellent and useful contribution when suddenly she seems to lose interest in what she's saying and rambles to a halt. After class, you ask her what happened, and she says, "Haven't you noticed? The minute I start talking, all the other students in here just tune out. They're looking at the clock, they're checking their cell phones, they're doodling on their notebooks that they never doodle on unless I'm talking. That kind of stuff." “Oh no, I'm sure they don't," you reply in surprise. Your student's eyes narrow, and she exits the room with, "Excuse me, Professor, I've gotta get going -- I have another class now." 

What just happened? More importantly, what do you do? In the session, we will explore how to recognize microaggressions, understand their impact on student learning, and strategize ways to address this campus climate problem in our own classes. 

Participants are invited to watch this 3:40-minute video from the New York Times and UWL’s own 25:27-minute film “Inclusive Negligence” before coming to the workshop. UWL's Campus Climate office defines microaggressions as "brief and commonplace everyday exchanges that communicate hostile, derogatory, denigrating or negative slights and insults to certain individuals because of their group membership. They are often automatic and well-intended.”

UW-System Spring Conference on Teaching & Learning: "At the Crossroads: The Future Landscape of Learning"
Thursday & Friday, April 20-21, La Crosse Center, 300 Harborview Plaza, La Crosse

The University of Wisconsin System is hosting its annual Conference on Teaching and Learning April 20 and 21 at the La Crosse Center, with the Radisson Hotel serving as the conference hotel.  Randy Bass will be the keynoter, and the theme will be "At the Crossroads: The Future Landscape of Learning". See the conference website for updates and details about registration for the conference.