English kudos

Megan Litster, Kristin Koepke, Lindsay Steiner, Nicole Gullekson and Christa Kiersch

Megan Litster, Biology; Kristin Koepke, CATL; Lindsay Steiner, English; and Nicole Gullekson and Christa Kiersch, both Management; presented "Transforming Forced Virtual Learning into Opportunities to Develop Virtual Teamwork Competencies in Management Students" at Western Academy of Management on April 22 online.

Submitted on: April 23

Bryan Kopp, Kate Parker, Nese Nasif and Edward Kim

Bryan Kopp and Kate Parker, both English; Nese Nasif, Marketing; and Edward Kim, Mathematics & Statistics; designed content and facilitated activites for "UWL Inclusive Teaching Institute". The 2nd annual week-long institute was co-sponsored by the Center for Advancing Teaching and Learning and the Institute for Social Justice. Participants explored inclusive teaching practices and social justice pedagogies as they work independently on redesigning one course for spring 2021.

Submitted on: Feb. 7

Sara Heaser and Darci Thoune

Sara Heaser and Darci Thoune, both English, co-authored the article "Designing a Co-Requisite First-Year Writing Course with Student Retention in Mind" in Composition Studies, published on Aug. 17 by Sheperd, Sturman & Estrem.

Submitted on: Aug. 31, 2020

Darci Thoune

Darci Thoune, English, authored the chapter "Failure Potential: Using Failure as Feedback" in Failure Pedagogies: Learning and Unlearning What It Means to Fail published on July 6 by Peter Lang.

Submitted on: July 8, 2020

Darci Thoune

Darci Thoune, English, co-authored the chapter "SoTL and Gendered Division of Labor on our Campuses: A Case for More Equity and Change in Professional Values" in Academic Labor Beyond the College Classroom: Working for Our Values published on Dec. 18, 2019 by Routledge. This chapter, co-authored with Valerie Barske (UW-Stevens Point), Katia Levintova (UW-Green Bay), Valeria Murrenus Pilmaier (UW-Green Bay, Sheboygan Campus), argues that SoTL touches on many work-related issues that we face as faculty in higher education. Because it is not just traditional scholarship, we contend that SoTL carries expectations of improved teaching/learning, which can lead to increased attention on labor practices that are often unrecognized, unpaid, and unrewarded.

Submitted on: Feb. 10, 2020