Top Logo: Scholarship of Teaching and Learning at the University of Washington

 

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.

 

 

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 studentís 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

 


The Teaching and Learning Symposium is hosted by by the Faculty Council on Instructional Quality, the Scholarship of Teaching and Learning Forum, the Teaching Academy, and the Center for Instructional Development and Research.

 

Page Last Updated 4/25/08
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