Expanding Learning Inside and Outside the Classroom: Issues of culture, pedagogy, and technology (Spring 2008)
Professor Tom Hinckley, College of Forest Resources
Professor Hinckley will present and discuss three instructional experiments conducted with undergraduate students interested in environmental sciences. These experiements have been motivated by years of "partially effective teaching," participation in the Teaching Academy, and a transformation of the curricular offerings in the College of Forest Resources.
Experiments included the use of group projects, a field trip taking advantage of unique natural and cultural resources, and the use of Tablet PCs and Classroom Presenter™ as an instructional tool. The nature of the experiments and the outcomes for both students and instructors are detailed.
Held in conjunction with the Annual Teaching and Learning Symposium.
Addressing Faculty and TA Questions About Safety and Our Students (Autumn 2007)
A panel presentation and discussion of faculty and TA questions on safety and our students. Panelists include:
- David Girts, UW Police
- Kathryn Hamilton, Counseling Center
- Gus Kravas, Academic Conduct
- Debra Nelson, Student Life
Using Data to Design (and Re-design) Courses (Spring 2007)
What is the best course design to use in a large, introductory course in order to maximize learning and performance by all students? Held in conjunction with the Annual Teaching and Learning Symposium.
The Wireless Campus: What Does It Mean for Your Teaching and Your Students' Learning? (Winter 2007)
What are the challenges and the opportunities for teaching in wireless settings? How do faculty and students feel student learning is being impacted? How have instructors had to re-think their approaches to teaching and learning in these classrooms?
- Scott Mah, Computing and Communications
- Cara Lane, Catalyst Research and Development
- Mike Eisenberg, Information School
- Taso Lagos, Department of Communication
- Ana Larson, Department of Astronomy
- Christopher Blair, undergraduate student, Jackson School of International Studies
Innovative Learning Spaces (Autumn 2006)
Philip Long, Massachusetts Institute of Technology, and Dan Gilbert, Stanford University, vistied UW to talk about the technology-enabled classrooms and informal learning spaces that support active learning on their campuses.
Teaching Excellence: A Career-Long Quest (Spring 2006)
Professor Maryellen Weimer, Penn State Berks
Good teaching requires a lot of teachers: emotional energy, the will to keep caring, intellectual stamina, creative approaches, vigilance, faith in the power of feedback to prompt learning and perseverance to find the way back from failure. This session explored what it takes to sustain teaching excellence across a career, and how to make improvement a positive and productive process.
Mentoring (Winter 2006)
CRLT Players, University of Michigan
The Winter Quarterly Forum featured the CRLT Players from the University of Michigan will be with us to present a vignette and lead a discussion focusing on the ways diversity dynamics and power relationships affect mentoring. This issue is relevant to all types of mentoring relationships: junior and senior faculty, graduate students, and others in advising roles. This experience will also be of interest to those of you who use, or are interested in using, some form of drama as an instructional tool with students.
The CRLT Players are a troupe of professional and student actors in the University of Michigan's Center for Research on Teaching and Learning. The Players stage vignettes that raise issues about teaching and learning in a university environment. Relying on a solid foundation in research on the experiences of students and faculty, they present vignettes followed by a dialogue with the characters from the vignettes (actors stay in character). After the dialogue, the characters often repeat the sketch, incorporating audience members' suggested changes. This versatile approach has a powerful impact and can lead to new insights for improving classroom practice and departmental climate.
More information about the CRLT Players can be found at their web site, http://www.crlt.umich.edu/theatre/theatre.html.
At the Intersection of Thinking and Feeling: The Role of Emotion and Motivation in Learning (Autumn 2005)
The Autumn Forum featured Dr. Marilla Svinicki, Professor Educational Psychology at the University of Texas - Austin.
Drawing on her recent book, Learning and Motivation in Postsecondary Classrooms, Professor Svinicki highlighted some of the most recent theoretical developments and findings from her research, and presented practical actions that any instructor can take to enhance student learning.Session Handouts:
- At the Intersection of Thinking and Feeling: Motivation, Emotion, and How They Impact Learning (Quarterly Forum)
- Helping Students Help Themselves (Friday Workshop)
Engaging Students Through Active and Cooperative Learning Activities (Spring 2005)
The Spring Forum featured Dr. Karl Smith, Morse-Alumni Distinguished Teaching Professor of Civil Engineering at the University of Minnesota.
Handouts and additional resources are available at http://www.ce.umn.edu/~smith/links.html (scroll down to "CIDR - University of Washington Workshop handouts").
Including Disability as Diversity in Our Teaching (Winter 2005)
A multi-campus interdisciplinary panel, using examples from their own teaching, showcased some of the ways that Disability Studies has made positive contributions to teaching and learning in a variety of disciplines.
- Why is disability a diversity issue?
- How can we integrate disability into our classes?
- When, and to what extent, should disability be included?
Speakers are a part of the Disability Studies Pedagogy Group at the UW:
- Kanta Kochhar-Lindgren, Interdisciplinary Arts and Sciences, UW Bothell
- Dennis Lang, Rehab Medicine and Disability Studies
- Sara Goering, Philosophy
- Amy Vidali, English
- Susan Neely-Barnes, School of Social Work
- Joanne Woiak, Interdisciplinary Arts and Sciences, UW Bothell
How People Learn: Issue and Opportunities (Fall 2004)
The Fall Forum featured UW Professor John D. Bransford, widely regarded as one of the nation's pre-eminent scholars in learning sciences.
Bransford served as Co-Chair of several National Academy of Science committees that wrote How People Learn: Brain, Mind, Experience, and School (1999) and How People Learn, Bridging Research and Practice (1999). He is currently serving as Co Chair of another National Academy of Science committee as well as a National Academy of Education Committee. He is on the International Board of Advisors for Microsoft’s Technology and Learning program, and has worked with the Gates Foundation to develop technology-enhanced workshops that link learning and leadership.
See also: Learning Sciences Scholar to Join College of Education. University Week, June 26, 2003.
Students and Faculty Learning Smarter: Lessons from the Scholarship of Teaching and Learning (Spring 2004)
The forum featured Pat Hutchings, vice president of the Carnegie Foundation for the Advancement of Teaching. The session addressed the increasing national emphasis on teaching as a scholarly activity. Through her role at the Carnegie Foundation, Dr. Hutchings has distinguished herself as a national leader in creating cultural change for perceptions of issues of teaching and learning at major research institutions.
Read a brief profile of Dr. Hutchings and a list of selected publications
Learn more about the work of the Carnegie Foundation for the Advancement of teaching,
Read about the UW Scholarship of Teaching and Learning.
Designing Effective Assignments for Group Learning (Winter 2004)
This forum featured Larry K. Michaelsen, co-author of Team-Based Learning: A Transformative Use of Small Groups (Praeger Publishers, 2002). Professor Michaelsen is David Ross Boyd Professor Emeritus at the University of Oklahoma, Professor of Management at Central Missouri State University, a Carnegie Scholar, and former Editor of the Journal of Management Education.
For examples of Team Learning resources developed by Professor Michaelsen and others, visit the Team-Based Learning web site. CIDR also has a collection of online tools and resources for using small groups and student teams.
Changing Programs to Impact Student Learning, Faculty Satisfaction, and the Campus Community (Autumn 2003):
This forum showcased the work of three departments that are addressing ongoing challenges in teaching and learning by making changes that affect not just individual instructors and their courses, but departments and programs. Representatives from the Departments of Biology and Mathematics and the Dance Program each presented on specific challenges they face, how they are organizing themselves individually and collectively for the task, and what they are learning about their efforts.
Can We Improve Students' Writing? Yes! (Spring 2003):
This session presented the recommendations of the A&S Undergraduate Curriculum Writing Committee for strengthening writing instruction and support across campus. See also Pieces of the Writing Puzzle, CIDR's Teaching and Learning Bulletin featuring writing programs at UW.
This session consisted of panels of UW alumni representing employers in academia and other professional sectors. It is based on a recent survey conducted by Re-envisioning the Ph.D. and follow-up interviews with alumni in the Puget Sound region.
Supporting Student Learning in Large Classes (Autumn 2002). A three-part series:
Interacting with Students in Large Classes, featuring Ann Baker (Philosophy) and Steve Wolfman (Computer Science and Engineering)
Using Technology in Large Classes, featuring Lisa Coutu (Communication), and Jaime Diaz (Psychology)
Working with TAs in Large Classes, featuing Scott Eberhardt (Aeronautics and Astronautics) and Haideh Salehi-Esfahani (Economics)
So, How Do We Change the Way We Teach? An Answer (Spring 2002)
- Changing a Course from Lecture Format to Cooperative Learning. From an article which originally appeared in the Winter 1996 issue of Paideia: Undergraduate Education at the University of Washington. 4(1), 12-16
- How do we change the way we teach? CIDR Teaching and Learning Bulletin 5(4)
- Other publications and presentations by Professor McManus
Looking at Your Teaching through Different Lenses: Becoming a Critically Reflective Teacher (Winter 2002)
Stephen Brookfield, Distinguished Professor at the University of St. Thomas in St. Paul, Minnesota. Follow these links for excerpts from two of Professor Brookfield's recent books:
- The Getting of Wisdom: What Critically Reflective Teaching Is and Why It's Important, from Becoming a Critically Reflective Teacher (1995)
- Keeping Teachers' Voices in Balance, from Discussion as a Way of Teaching (1999)
Public Education in a Diverse Democracy: Why Should Anyone Care? (Autumn 2001)
Earl Lewis, Ph.D., Vice Provost for Academic Affairs - Graduate Studies and Dean of the Rackham Graduate School at the University of Michigan
Setting Higher Expectations and Achieving Excellence for UW Students (Spring 2001). A three-part series:
"Do We Challenge UW Students?" Welcome and Introductions by President Richard L. McCormick, Presentation by Regent William Gates; Faculty Responses by Resat Kasaba, International Studies, Robert Steiner, Obstetrics & Gynecology, Robin Wright, Zoology"Student Perspectives: Is the UW Academically Challenging?" Students respond to the question posed by Regent Bill Gates, "Do We Challenge UW Students?" The goal of this forum is to discuss whether UW undergraduate students perceive the expectations that faculty set for them as sufficiently challenging . In addition, Gerald Gillmore and Catherine Beyer (Office of Educational Assessment) will be presenting the results of their study (UW SOUL).
"Pathways for Raising Expectations and Enhancing Quality" The goal of the final forum is to review and discuss the recent report of the UW Teaching Academy on how to enhance the quality of undergraduate education.
See also: Report Looks at UW Rigor, University Week (March 8, 2001), or download the Pathways to Excellence Report
Teaching, Learning, and Grades: A Dialogue (Winter 2001)
A panel presentation featuring George Bridges, Associate Dean of Undergraduate Education, David Brody, School of Art, Barbara Krieger-Brockett, Chemical Engineering, Gail Stygall, English, and Steven Olswang, Vice Provost
Problem-Based Learning: Building a Community of Learners (Autumn 2000)
Deborah Allen, Associate Professor of Biological Sciences and Director of Undergraduate Programs at the University of Delaware
Preparing Ph.D.s for Success in the New Century (Winter 2000)
A panel presentation featuring Denice Denton, Dean of the College of Engineering, Michael Halleran, Divisional Dean for Arts and Humanities in the College of Arts and Sciences, James W. Harrington, Professor of Geography, and Donna Kerr, Professor of Education
Diversity in an Anti-Affirmative Action Environment: Challenges in the New Millennium (Autumn 1999)
Orlando Taylor, Dean of the Graduate School of Arts and Sciences and Professor in the School of Communications at Howard University
Academic Outrage: Five Uneasy Pieces (Spring, 1999)
Dr. Robert Weisbuch, President of The Woodrow Wilson National Fellowship Foundation, Formerly Chair of English, Associate Vice President for Research and Interim Dean at the Rackham School of Graduate Studies, University of Michigan.
The Scholarship of Teaching and Learning: Implications for Undergraduate and Graduate Instruction (Winter, 1999)
Dr. Lee S. Shulman, President, Carnegie Foundation for the Advancement of Teaching, Professor of Education, Stanford University.
The Future of Graduate Education in the U.S. (Autumn 1998)
Dr. Jules LaPidus, President, Council of Graduate Schools.
Assessing Teaching and Learning Through Peer / Colleague Review and Student Performance (Spring, 1998)
Dr. Daniel Jonathan Bernstein, Professor of Psychology, University of Nebraska, Lincoln (UN-L), Pew Scholar, Carnegie National Teaching Academy, UN-L Academy of Distinguished Teachers, Charter Member.
Engaging Students in the Learning Process (Winter 1998)
Dr. Barbara E. Walvoord, Professor of English and Director of The Kaneb Center for Teaching and Learning at the University of Notre Dame, Maryland Teacher of the Year for Higher Education (1987), Danforth Associate (1979).
How Are Faculty on This Campus Using Portfolios for Assessment? (Autumn 1997)
Faculty and campus leaders directly involved in the use of portfolios and assessment efforts on campus.
Enhancing Teaching and Learning Outcomes: The Value of Inclusive Curricula and Pedagogies (Spring 1997)
Dr. James Anderson, the Vice Provost and Dean of Undergraduate Studies, North Carolina State University, Raleigh.
Huckabay Fellows and Mentors: Partners in Teaching and Learning, (Winter 1997)
Graduate students and their mentors who have received Huckabay Fellowships to work on a quarter-long instructional project.
How Do We Know Students are Learning What We Teach? (Autumn 1996)
Thomas Angelo, Associate Professor of Education and Psychological Studies and Coordinator of the Higher Education Program, University of Florida.
