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


2009 UW Teaching and Learning Symposium

The Annual UW Teaching and Learning Symposium is scheduled for Tuesday, April 21, 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 Mary Pat Wenderoth, UW Department of Biology. The keynote address will be followed by 51 concurrent poster sessions and presentations, featuring the innovative work of faculty, staff, and TAs on all three UW campuses.

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



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



Ed Taylor
Dean and Vice Provost for Undergraduate Academic Affairs


Keynote Address

Mary Pat Wenderoth, Biology

“Taking the Mystery Out of Learning for Your Students”


Ten years ago the National Research Council published its report on “How People Learn” which consolidated the research base on learning and teaching. They found three factors were critical to learning: Addressing student’s preconceptions of the discipline, helping students develop a rich conceptual framework into which to place factual knowledge, and enhancing a student’s ability to monitor their learning.

Over the years I have developed and implemented numerous teaching strategies to address these three critical factors. Intrinsic to the success of each strategy is how transparent it makes the learning process for the student. In this talk I will describe three different teaching strategies I use on a regular basis in my classroom: 1) Bloom’s Taxonomy to align my teaching and testing and help students monitor their learning, 2) weekly learning paragraphs to uncover student preconceptions and promote student reflection, and 3) summary sheets to help students build rich conceptual frameworks.



3:30-4:30 p.m. - Concurrent Poster Sessions

Posters will be on display for one hour. Presenters will be on-hand to discuss their posters for 30 minutes, as indicated below. Posters are grouped into six broad topic areas:

3:30-4:30 p.m. - Demonstration and Discussion Tables



Learning-Focused Assignment Design


Cultivating a passion for the natural sciences: developing an active learning course in ecology
Ursula Valdez (Biology)

Engaging Students Through Writing Assignments
Amy Absher (History)

Mending Writing: A Democratic Process in the Foreign Language Classroom
Inma Raneda-Cuartero and Frances Gilroy (Spanish and Portuguese Cultural Studies)

The Cultivating Creativity Seminars
Iain M Robertson (Landscape Architecture/Honors Program)


Observation of Art to Improve Diagnostic Skills: The Visual Thinking Strategies (VTS) Pilot Course at the UW School of Medicine
Michi Shinohara (Division of Dermatology, Department of Medicine) and Andrea Kalus (Museology)

The Amazing Information Race
Margaret (Peg) Achterman (Communication)

A Prescription for Change: Embedding Sustainability in Business Education and Research
Dorothy Paun (College of Forest Resources)

Open Access Electronic Notebooks in a Bench Science Laboratory Class
Steven Roberts (School of Aquatic and Fishery Sciences)


Experiential Learning


Design Studios with "Real World" Clients
Iain M Robertson (Landscape Architecture)

Community-Based Learning as Transformative Pedagogy
David S. Goldstein (UW Bothell Teaching and Learning Center)

International Human Rights & Service: Incorporating Service Learning and Inquiry Based Teaching into a Study Abroad Experience
Sharon McCarty (UWEO/English Language Programs) & Phelps Feeley (UWEO Academic Programs)

Discretion and Formality in Law: Sociology Research Practicum Connects Concepts to Action
Nika Kabiri, Gretchen Ludwig (Sociology)


Growing Sustainability – Learning on the UFarm
Elizabeth Wheat (Biology)

Beyond the classroom: opportunities for hands-on learning in ecological research and conservation through a UW Exploration Seminar for undergraduates
Tim Billo and Ursula Valdez (Biology)

Extending Learning Beyond the Classroom
Bud Nicola, Erika Strong, Josh Fogt (Health Services, Community-oriented Public Health Practice Program)


Course Re/Design


Integration of Problem-based Learning in the Nursing Informatics Graduate Curriculum
George Demiris, Brenda Zierler, Jaime Palmer (Biobehavioral Nursing and Health Systems, School of Nursing)

“Evaluations now seem doable”…. The Effectiveness of Problem Based Learning for Teaching Research Methods
Jean M. Kruzich and Shauna K. Carlisle (School of Social Work)

Replacing dogma with critical thinking in an introductory statistics course
Emily J. Blumenthal and Laura M. Little (Psychology)

Using Critical and Indigenous Methodology Scholarship in a Research Study Design Course
Jessica E. Salvador (College of Education)



Writing Center Pedagogy On the Move: Peer Writing Consultants in the Classroom
Karen Rosenberg (Writing Center) and Kim Sharp (Academic Services), UW Bothell

Peer instructors: Improving service to learners while providing a transcendent learning experience for student-instructors
Linda Martin-Morris and Karen Petersen (Biology)

Implementing a Remote Embedded Systems Computer Laboratory
Arnold S. Berger and Solomon Lane (Computing and Software Systems, UW Bothell)

To Group or Not to Group: Effect of Structured Groups on Student Performance in a Cell Biology Laboratory Course
Alison Crowe and Jason Patterson (Biology)


Understanding the Undergraduate Experience


Fostering the Academic Success of Underrepresented Minority Students at UW-Seattle
Emile Pitre, Sherira Fernandes, and Niki Iglesias (Office of Minority Affairs & Diversity, Assessment Unit)

A Descriptive Study of Under-represented Minority Students' Academic Adjustment to and Sense of Belonging in the University of Washington School of Nursing
Betty J. Gallucci & Sindy Jo (School of Nursing, Department of Biobehavioral Nursing and Health Systems)

The Undergraduate Research Experience: A Developmental Approach to Program Design for Research-Intensive Universities
Brian J. Buchwitz and Barbara T. Wakimoto (Biology)

Mentoring the Undergraduate Research Experience: A CIDR Teaching and Learning Bulletin
Janice DeCosmo, Jennifer Harris (Undergraduate Research Program, Center for Experiential Learning) and Margy Lawrence (Center for Instructional Development and Research)


Findings from the Center for the Advancement of Engineering Education
Cynthia J. Atman (Center for the Advancement of Engineering Education)

Considering context in engineering: Snapshots from the undergraduate years
Cynthia J. Atman, Ken Yasuhara, Deborah Kilgore, and Andrew Morozov (Center for Engineering Learning & Teaching)

Standing-With Instead of In-Front: Embracing Uncertainty in the Undergraduate Education Experience
Kelly A. Forrest, Jodi R. Davison, and Kathy R. Judd (Interdisciplinary Arts & Sciences, UW Tacoma)


Interdisciplinary Teaching and Learning

This block of posters presents multiple perspectives on the UW Bothell Project for Interdisciplinary Pedagogy: Insights After Three Years:




Examining Teaching


"My Teaching Improved and I Began to Enjoy It More"
Center for Instructional Development and Research

Funding for Clinical Educational Research: A Novice Educator's First-Hand Grant Writing Experience
Loreto Lollo (Anesthesiology)

Easy Online Course Management with Catalyst Tools
Karin Roberts & William Washington (Learning and Scholarly Technologies)

How Experts and Students Incorporate Global and Societal Issues in Their Engineering Design Processes
Cynthia J. Atman, Jim Borgford-Parnell, Deborah Kilgore, Katherine Deibel, and Jason Saleem (Center for Engineering Learning and Teaching)


Lesson Plans in Action
Eleanor Wakefield (Interdisciplinary Arts and Sciences, UW Tacoma)

Learning and Scholarly Technologies at the University of Washington: 2008 Faculty, TA, and Student Surveys
Cara Lane, Henry Lyle, and Claire Connell (Learning and Scholarly Technologies, UW Technology)

It’s Easy and It’s Legal, But Is It Ethical? Tracking Student Progress on Facebook
Lisa Peterson, Allison Kang, Lori Miller, Elena Hernández (UW GenOM Project/College of Engineering)

Collaboration in the Writing Center: Using Questioning and Dialogue to Enrich Learning
Pamela Saunders, Kaye Kovacs, Kiley Dhatt, Jens Lloyd, Brian Hutchinson, Aaron Willis, and Emily Clark (Odegaard Writing & Research Center)


Demonstration and Discussion Tables

Presenters at demonstration and discussion tables will start every 15 minutes (3:30, 3:45, 4:00, 4:15). You are welcome to join the table at any time.

Examining Teaching as Scholarly Work: Where Do I Begin?
Symposium Planning Committee

Collect, Select, Reflect: Using ePortfolios to Assess Student Writing
Megan Kelly (English)

Q6C: A transdisciplinary process for teaching online research practices
Sarah Read (English), Tim Wright (History), and Katherine Deibel (Computer Science and Engineering)

Teach and learn from anywhere, to anywhere with web conferencing
Alan Gojdics (Nursing)

Tools to Engage Students in Honoring Intellectual Property
David Masuda (School of Medicine)

Using Clickers to Engage Students in Large Introductory Courses
Daryl Pedigo (Physics)


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 4/16/09
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