2007 UW Teaching and Learning Symposium

The 2007 UW Teaching and Learning Symposium is scheduled for Tuesday, April 24, 2:30-4:30 p.m. The Symposium will take place in the HUB West Ballroom, and will provide you with opportunities to interact with UW instructors who are actively engaged in examining teaching and learning in their disciplines.

The Symposium will open with a keynote address by Scott Freeman, UW Department of Biology, on the topic of "Using Data to Design (and Re-design) Courses." The keynote address will be followed by concurrent poster sessions featuring the work of 70 faculty and TAs, representing 32 different departments and programs:

• Symposium Program (pdf)

Come and see what your colleagues have been discovering about teaching and learning!

Schedule

2:30 p.m. - Symposium Opening and Keynote Address

Keynote Address "Using Data to Design (and Re-design) Courses" Scott Freeman, UW Department of Biology   What is the best course design to use in a large, introductory course in order to maximize learning and performance by all students? Scott Freeman will present how he and a group of colleagues have used data from the research literature and from their own teaching to redesign Biology 180, a large gateway course for Biology majors, with the goal of increasing student learning and lowering the traditionally high failure rate in the course. In his presentation, Scott will review several contrasting course designs that have been tried in Biology 180, why each course design was expected to improve student learning and success in the course, and how the current design of the course has been informed by research and by data collected through previous offerings of the course This study is part of a broader effort to evaluate the role of active learning in improving the quality of science education.

 

Posters Sessions are grouped into five areas:

1. Experiential Learning
   Engaging students in learning through experience

2. Learning Through Assessment
   Using assessment data to improve teaching and learning

3. Extending Learning
   Using strategies or technologies that extend learning in different ways, or to different learners

4. Course Re/Design
   Developing new courses or re-envisioning established courses

5. Examining Teaching
   Exploring how we think and make decisions about teaching

You can also preview sessions by going to the presenter index or the department index.

Experiential Learning

• Mentoring Undergraduate Researchers: Where to begin?
  Janice DeCosmo and Jennifer Harris - Undergraduate Research Program, Center for Experiential Learning

• Adaptation to Altitude as a Vehicle for Experiential Learning of Cardiopulmonary Physiology by University Undergraduates
  D. Scott Weigle and student participants from our High Altitude Physiology Exploration Seminar - UW School of Medicine, College of Arts and Sciences

• Immersion Experience in Entrepreneurship, ENTRE 472/473, "Creating a Company"
  John Castle - Management & Organization, Business School

• IR-Toolbox: An experiential learning tool for teaching Information Retrieval
  Efthimis N. Efthimiadis - The Information School

• Virtual Reality with Simulation as a Teaching Strategy to Enable Senior Nursing Students to Develop Critical Thinking Skills
  Gaylene Altman, Brian Ross, and Alice Acker - Biobehavioral Nursing and Health Care Systems

• Community-Oriented Public Health Practice: A problem-based learning graduate degree program
  Bud Nicola and Caren Goldenberg - Health Services, School of Public Health and Community Medicine

• Inquiry-based learning and Online Environments: "Moodling about..."
  David Masuda - Medical Education and Biomedical Informatics

Learning Through Assessment

• The use of sketches as a tool for identifying gaps in students’ conceptual models of “how search engines work”
  Efthimis N. Efthimiadis and David G. Hendry - The Information School

• Documentation Creates Space to Reflect upon Teaching, Learning and Assessment
  Tom Drummond (Early Childhood Education), Kalyn Shea Owens (Chemistry), and Jim Harnish (Faculty Emeritus) - North Seattle Community College

• Point recapture: Learning from exams
  Linda Martin-Morris - Biology

• Using small group test retakes to foster collaboration and enhance learning
  Constance Hirnle and Karen Thomas - Biobehavioral Nursing and Health Systems, Parent and Child Nursing

• Using ePortfolios in a Program Core Course
  David S. Goldstein - Interdisciplinary Arts and Sciences, UW Bothell

• The Journey to Best Practices: Early Steps in Implementing E-Portfolios
  Cara Lane, Janice Fournier, Laura Baldwin, Steven Corbett, and Kelly Reinhard - Catalyst Research & Development, English

Extending Learning

• Zines! Student Expression through Creative Scholarship
  Kari Lerum, Amanda Hornby, and Suzan Parker - Interdisciplinary Arts & Sciences; UW Bothell Library

• "The World in Motion" using animation to interest students in the arts and humanities
  Phillip Thurtle and Stephanie Andrews - Comparative History of Ideas and DxArts

• Streaming Video – Extending Learning Beyond the Classroom
  Bruce Lippke, Luke Rogers & Matthew McLaughlin - College of Forest Resources

• Incorporating on-line activities and group work to enhance student learning and in class participation
  Peter Mackenzie and Greg Miller - Civil and Environmental Engineering

• Reaching the benefits of collaborative learning: Wikis are tricky
  Bryan White - Program in Neurobiology and Behavior / Pharmacology

• Tapping the Creativity and Insight of Undergraduate and First-Year Graduate Students in the Development of Tutorials and Interactive Exercises in Introductory Astronomy
  Ana M. Larson (plus 15 co-authors) - Astronomy

• Bringing Astronomy to Sight-Impaired Students at the University of Washington
  Virginia Player and Ana Larson - Astronomy

Course Re/Design

• The Effectiveness of the Interdisciplinary Writing Program in Boosting Student Grades in the Linked Courses
  Nancy Kool, Ana Larson - English, Astronomy

• Integrating Writing into a Cell Biology Laboratory Class
  Alison J Crowe - Biology

• Teaching to care: Using caring theory and narrative pedagogy to enhance patient and family education
  Jerelyn Resnick and Theresa Chason - UW Bothell Nursing Program

• Using General Models can Enhance Student Understanding in Physiology
  Kate Henson and Mary Pat Wenderoth - Biology

• Teaching evolution as an applied science?
  Jevin West - Biology

• Germany in the Age of Globalization
  Gabi Eichmanns - Germanics

• Teaching science students and humanities students in the same classroom
  Vladimir Chaloupka - Physics, Adjunct Professor, School of Music and Jackson School of International Studies

• Supporting Classroom Discussion with Technology: A Case Study in Environmental Science
  Tom Hinckley, Natalie Linnell, Richard Anderson, Jim Fridley, Sarah Reichard, and Valentin Razmov - College of Forest Resources, Department of Computer Sciences and Engineering

Examining Teaching

• Flexible learning spaces: the integration of pedagogy, physical design, and instructional technology
  Rebecca Etheridge and Stern Neill - Teaching and Learning Center & the Milgard School of Business, UW Tacoma

• Exploring Mountains Beyond Mountains: Teaching about Global Health Inequities
  Alka Arora, Center for Curriculum Transformation

• Motivational Filters: How students decide which material is worth the effort
  Susan B. Nolen, Chris Ward, Ilana S. Horn, S. Sunshine Campbell, Karan Mahna - Educational Psychology and Curriculum & Instruction, College of Education

• Decisions about teaching: What factors do engineering faculty consider?
  Jessica Yellin, Yi-Min Huang, Jennifer Turns, Brook Sattler - Center for Engineering Learning and Teaching

• Semi-Exempt?: Institutional Review Boards, SoTL, and the Ethics of Review
  Michael Goldberg - Interdisciplinary Arts and Sciences, UW Bothell

• Are Graduate Students Being Left Out of the SoTL Movement?
  Angela Davis, Danielle Beck, Jaime Diaz, Janice Driver, Erin Hunter, Gregory Reaume - Psychology