2008 UW Teaching and Learning Symposium
The 2008 UW Teaching and Learning Symposium is scheduled for Tuesday, May 6, 2:30-4:30 p.m. The Symposium will take place in the HUB 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 Tom Hinckley, UW College of Forest Resources. The keynote address will be followed by concurrent poster sessions featuring the work of 90 faculty, staff, and TAs, representing nearly 50 different departments and programs on all three UW campuses.
Come and see what your colleagues have been discovering about teaching and learning!
Schedule
2:30 p.m. - Symposium Opening and Keynote Address
Welcome
Provost Phyllis Wise
Keynote Address
Professor Tom Hinckley, College of Forest Resources
Expanding Learning Inside and Outside the Classroom:
Issues of culture,
pedagogy, and technology
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.
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3:15-4:30 p.m. - Concurrent Poster Sessions
Poster sessions are grouped into five broad topic areas:
Learning-Focused Assignment Design
Blooming Biology: Development of a Classification Tool to Evaluate Student Performance in Biology
Alison Crowe -Biology
Digital Recording - Interviews & Oral Histories as an Assignment
M.E. (Peg) Achterman - Communication
Innovative Teaching Methods for a Large Introductory Epidemiology Course
Yuzo Arima, Kathryn Adeney, Zoe Edelstein, Sara Nelson, Amy Poel, Kerryn Reding, Britton Trabert, Jack Goldberg - Epidemiology
The Feedback Cycle: Assigning Empirical Research in Cultural Studies
Kimberlee Gillis-Bridges - English
Group work has different impacts on high-performing and high-risk students
David Haak, Janneke Hille Ris Lambers, Scott Freeman - Biology
Microgenetic Analysis of Learner-Learner Discourse in a Second-year Korean Classroom
Hee Seung Kang & Julie Dykem - English
What makes a good collaborative assignment?
Linda Martin-Morris - Biology
Creativity in Science: A discussion of methods to teach creatively in order to engage and enhance learning & creativity in your student
Sara O'Brien and Jason Davis - Biology
Connecting theory to practice through a revised teacher certification course project
Antony T Smith - UW Bothell Education Program
Learning Paragraphs: A simple tool to develop student writing skills and metacognition.
Mary Pat Wenderoth - Biology
Course Re/Design
Learning to Learn in the Biological Sciences
Fernanda Oyarzun and Christopher Himes - Biology
"The Internship Class": A Practicum Model for Large Departments
Kevin Mihata, Nika Kabiri, Gretchen Ludwig - Sociology
Creating Social Entrepreneurs: The Foster School of Business Global Social Entrepreneurship Competition (GSEC)
Jane George-Falvy, Management & Organization, and , Wren McNally, Global Business Center - Foster School of Business
Going Global: Integrating Country Realities into Student Learning about Public Health
Mary Anne Mercer - Health Services and Global Health
The Pros and Cons of the “Process Model” in Writing Classes
Michelle LaFrance and Steven J. Corbett - English
Universal Design of Instruction: Making your class accessible to all students
Rebecca Cory, Michael Richardson, Lisa Stewart - DO-IT: Disabilities, Opportunities Internetworking and Technology
Transforming Teaching and Learning with Technology
Across the Disciplines: Strategies for Teaching Cyber-Savvy
Katherine Deibel - Computer Science and Engineering, Sarah Read - English, Timothy Wright - History
Audience Response Systems: Effects on Student Engagement and Learning
Janet Primomo, Christine A. Stevens, and Darcy Janzen - UW Tacoma Nursing Program and Academic Technologies
CommonView: Helping meet students' needs for course Web sites
Jason Civjan, Miles Crawford, Janice Fournier, Jim Laney, Ammy Jiranida Phuwanartnurak, Bill Schaefer, William Washington - Catalyst, Learning & Scholarly Technologies
Comprehensive Assessment of Online Discussion Board Participation in Undergraduate Chemistry Courses: The relationship between student’s participation and achievement
Michael Vannatta - Chemistry
Extending Our Reach: Rapid Course Development & Online Course Delivery Using Web Conferencing
Erik Bansleben - UW Extension, Emily Bender - UW Department of Linguistics
Leveraging UW campus-wide Resources to Enhance Student Engagement
Hanson Hosein, Gregory Koester, David Cox - Communications, Learning & Scholarly Technologies
Plagiarism-Avoidance Tool for Writers
Werner Kaminsky, Sandy Moy, Efthimis Efthimiadis, and Linda Martin-Morris -
Faculty Council on Educational Technology
Transforming Nursing Education with Technology
Jerelyn Resnick - UW Bothell Nursing Program
Using Blogs to Enhance Classroom Learning
Sandeep Krishnamurthy - UW Bothell Business Administration Program
Focus on Students
Students as Teachers: Undergraduates as Informal Educators in a Museum Setting
Larkin Hood, Diane Quinn, Julie Stein - Burke Museum of Natural History and Culture
Creating a Student Council: A Curricular Experiment in Enhancing Self-Authorship
Diane Gillespie and Sandra Penney - UW Bothell Interdisciplinary Arts and Sciences
Lessons in Democracy: CEP and the Practice of Radical Equality, or Is this Any Way to Run a Major?
Christopher Campbell - Urban Design and Planning, Community, Environment and Planning
Unveiling experience thinking and identity thinking: A look into the educational significance of engineering students creating professional portfolios
Jennifer Turns, Kejun Xu, and Matt Eliot - Technical Communication
International Students with Long-Term Trauma: A Safer Class Space to Restore Learning
Mary Giles - UWMC Interpreter Services
A Case of Culturability: Designing a Workshop for Chinese Software Engineers
Kathleen Gygi - Technical Communication
Graduate-Undergraduate Research Mentoring: A Narrative Reflection on Expectations and Motivations
Jerusha Achterberg - Biocultural Anthropology
"How are we doing?": Efforts to Encourage Undergraduate Research in the Social Sciences, Arts, and Humanities
Jennifer Harris, Janice DeCosmo, Jessica Salvador, Torrey Morgan, and Hazelruth Adams - Undergraduate Research Program and Mary Gates Endowment for Students, Center for Experiential Learning
Examining Teaching
Mentoring the Undergraduate Research Experience: A CIDR Teaching and Learning Bulletin
Janice DeCosmo, Jennifer Harris - Undergraduate Research Program, Center for Experiential Learning, Undergraduate Academic Affairs, and Margy Lawrence - Center for Instructional Development and Research
Dance Major Learning Goals: The Circuitous Path from Curriculum to Assessment
Betsy Cooper and Kory Perigo - Dance
Psychology Department Learning Goals: Developing the Information Skills Pathway
Erika N. Feldman - Psychology, Laura Barrett - UW Libraries, Beth Kerr - Psychology
Identifying curricular learning goals through qualitative research
Siri O. Nelson*, Noelle Machnicki*, Mary Pat Wenderoth, Alison Crowe (*contributed equally) - Biology
Odegaard Writing & Research Center: The Hidden Curriculum
John W. Holmes - University Libraries, Tish Lopez - College of Arts and Sciences
Learner centered? How engineering faculty talk about students when reporting teaching decisions
Jessica M. Yellin, Yi-Min Huang, Jennifer Turns, Brook Sattler - Center for Engineering Learning andTeaching and the Department of Technical Communication
Investigating the Teaching Decisions of Engineering Educators
Yi-Min Huang, Jessica Yellin, Jennifer Turns, Brook Sattler - Center for Engineering Learning and Teaching and the Department of Technical Communication
Systematic Assessment of a Problem-Based Learning Curriculum
Alison Moore and Bud Nicola - Community-Oriented Public Health Practice, Health Services
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