Sponsored by the Undergraduate Teaching Improvement Council
University of Wisconsin - Richland
June 1-4, 2000
Sponsored by the Undergraduate
Teaching Improvement Council, Faculty College provides an annual opportunity
for UW System faculty and academic staff to unite in concentrated study
and discussion aimed at improving undergraduate teaching and learning.
Some 100 participants attend three days of intensive, interdisciplinary
seminars on topics related to teaching and learning. Each participant
registers for two of the four seminars offered.
The experience of the College
enhances collegial interchange on teaching, contributing to a systemwide
network of faculty and academic staff committed to educational excellence.
Application information is
available from the Vice Chancellor's office at each UW institution.
Teaching Fellows Orientation Meeting
Saturday, June 3
Discussion with Edith Fraser
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Activity and Under Construction: Learning Culture in a Wired World
- Randy Bass
is Executive Director of the Center for New Designs in Learning and
Scholarhsip (CNDLS, or "CANDLES") at Georgetown University, a campus-wide
center supporting faculty work in new learning and research environments.
Bass is Associate Professor of English and American Studies at Georgetown
University, the author of Border Texts: Cultural Readings for Contemporary
Writers (Houghton Mifflin, 1998), and co-editor of Intentional Media:
the Crossroads Conversations on Learning and Technology in the American
Culture and History Classroom (Works & Days, Fall 1999).
Dr. Bass is also the Director of the American Studies Crossroads Project,
an international project on technology and education sponsored by the
American Studies Association, with major funding by the FIPSE and the
Annenberg/CPB Project. In conjunction with the Crossroads Project, Bass
is the supervising editor of Engines of Inquiry: A Practical Guide for
Using Technology to Teach American Studies, and executive producer of
the companion video. He is a co-leader of the NEH-funded "New Media
Classroom Project: Building a National Conversation on Narrative Inquiry
and Technology," in conjunction with the American Social History Project/Center
for Media and Learning (at the CUNY Graduate Center). He is also the
Electronic Resources Editor for the Heath Anthology of American Literature
(third edition, Paul Lauter, ed.), and the founder of T-AMLIT, the "Teaching
the American Literatures discussion list." For 1998-99, he served as
a Pew Scholar and Carnegie Fellow with the Carnegie Teaching Academy,
for the Carnegie Foundation for the Advancement of Teaching. In 1999,
he was awarded the EDUCAUSE Medal for Outstanding Achievement in Information
Technology and Undergraduate Education.
on Developing an Inclusive Classroom
- Throughout life we have
been confronted with people who might be described as different, dissimilar,
distinct, unique, extraordinary, atypical, unconventional or rare. What
happens when they are in our class? What happens if their worldview
is antithetical to our own? In our highly polarized society, with its
emphasis on political correctness, how do we accommodate the variety
of worldviews we encounter? In a session that is interactive, introspective
and informal, participants will explore both individually and in small
groups: the meaning of difference; how we confront difference; our previous
exposure to difference; and how these cumulative experiences and meanings
affect our teaching style.
- Edith Fraser is
Professor and Chair of the Social Work Department at Oakwood College,
a Historically Black College, where she is very active in faculty development.
She is also Adjunct Professor of Social Work at the Smith College School
for Social Work, where she teaches classes on the implication of racism
for clinical social work practice in the United States. In addition
to her teaching experience she has been a recipient of several international
research grants, including a Fulbright to Egypt and a Drew International
Research Grant to Ghana. Edith has been the recipient of numerous awards,
such as the Zaparra Excellence in Teaching Award and the NASW Social
Worker-of-the-Year. She has conducted numerous seminars on a variety
of family issues, teaching and diversity.
and Learning in the Diverse Classroom
Mathew L. Ouellet
and Edith Fraser
This highly interactive
workshop focuses on preparing faculty to more effectively address
issues related to teaching and learning in the diverse classroom.
Building upon the presenters' six years of experience as an interracial
team in the Smith College School of Social Work, this workshop will
address common obstacles and offer multiple strategies for building
inclusive teaching and learning environments. Through a series of
brief writing assignments, experiential learning exercises, case studies
and small group discussions, participants will work across four key
arenas of diversity in the college classroom: teacher self-awareness,
student diversity, pedagogy, and course content. The incorporation
of individual teaching development project exercises will invite faculty
to consider practical ways to enhance their teaching practice. Participants
are encouraged to bring a syllabus for a course for which they are
considering the integration of diversity-related teaching improvement
goals. The presenters will be available for individual consultation.
Mathew L. Oullett
is Associate Director of the Center for Teaching at the University
of Massachusetts Amherst, where he works with faculty and teaching
assistants on developing skills for teaching and learning in the diverse
classroom. He also serves as Adjunct Professor of Social Work at the
Smith College School of Social Work, teaching classes on the implications
of racism for clinical social work practice in the United States.
He presents faculty development workshops related to diversity issues
both regionally and nationally. His research interests and publications
focus on issues of multicultural organizational development, social
justice, and equity issues in education settings. Most recently, he
is co-author (with Mary Deane Sorcinelli) of the chapter, "T.A. Training:
Strategies for Responding to Diversity in the Classroom," in The Professional
Development of Graduate Teaching Assistants.
Edith Fraser is Professor and Chair of the Social Work Department
at Oakwood College, a Historically Black College, where she is very
active in faculty development. She is also Adjunct Professor of Social
Work at the Smith College School for Social Work, where she teaches
classes on the implication of racism for clinical social work practice
in the United States. In addition to her teaching experience she has
been a recipient of several international research grants, including
a Fulbright to Egypt and a Drew International Research Grant to Ghana.
Edith has been the recipient of numerous awards, such as the Zaparra
Excellence in Teaching Award and the NASW Social Worker-of-the-Year.
She has conducted numerous seminars on a variety of family issues,
teaching and diversity.
Explicit the Values Behind Our Teaching
Teaching improvement activities
frequently focus on "how to" implement specific teaching strategies,
leaving unexamined the assumptions and values implicit in those practices.
This workshop seeks to make explicit the essential value decisions
teachers must make, which logically ought to occur prior to decisions
about specific teaching practice. We will begin with an exploration
of some of the "big questions" in higher education and will explore
five or six major belief systems about education and teaching. Participants
will have opportunity to discuss the varieties of ideas presented,
to clarify their own priorities for their students, and to plan for
appropriate teaching changes as they see fit.
Valde is an Associate Professor of Educational Foundations at
the University of Wisconsin-Whitewater, where he teaches graduate
and undergraduate courses in the psychological foundations of education
and directs the UW-W Teaching Scholars Program. Greg is the recipient
of several teaching awards, although we all know that this process
is as political as it is meritorious. Greg toured nationally with
his family in the summer of '63, when his father got a new Oldsmobile
station wagon. He has published several things, but suggests you read
all the great books before looking at anything of his.
Learning: Creating Excitement in the Classroom
Educators agree that active
learning is more effective than passive learning, but why does so
little active learning actually occur in a typical classroom? This
workshop will explore both the promise and the potential problems
of using active learning techniques while modeling ways that faculty
can transform students from passive listeners to active learners.
Specific topics will include: what does active learning mean?; why
is active learning important?; what obstacles or barriers prevent
faculty from using active learning strategies?; and, how can these
barriers be overcome? Particular emphasis will be placed on how active
learning methods can be successfully incorporated into a large-class
Charles C. Bonwell
directed Centers for Teaching and Learning at the Saint Louis College
of Pharmacy (1993-1998) and Southeast Missouri State University (1990-1993).
A former Professor of History, he received a B.S. and M.S. in mechanical
engineering from Stanford University and his Ph.D. from Kansas State
University in the history of science and technology. As an instructional
consultant, he has facilitated over 200 workshops nationally and internationally
for faculty and teaching assistants on active learning and critical
thinking, and has given the keynote address at numerous regional,
national, and international conferences. In 1986 Bonwell was one of
50 faculty honored nationwide by the American Association of Higher
Education and the Carnegie Foundation for the Advancement of Teaching
for his "outstanding educational leadership." He is co-author, with
James Eison, of the best-selling ASHE-ERIC monograph Active Learning:
Creating Excitement in the Classroom (1991). With Tracey Sutherland,
he co-authored Using Active Learning in College Classrooms: A Range
of Options for Faculty (Jossey-Bass, 1996).
and Assessing Student Work in the Classroom and in the Department
This interactive workshop
addresses the following issues: 1) Constructing Better Tests and Assignments;
2) Establishing Clear Criteria for Tests and Assignments; 3) Saving
Time in the Grading/Responding Process; 4) Integrating Grading with
Teaching and Learning; 5) How to Use the Classroom Grading Process
for Departmental or Institutional Assessment. The workshop will be
useful for faculty in all disciplines who are teaching complex, higher-order
thinking skills in their classroom. It will also be useful for those
who are serving on assessment committees and who want to use classroom
grading processes (not the grades themselves) to yield rich information
for departmental and institutional assessment.
Barbara E. Walvoord
is Director of the Kaneb Center for Teaching and Learning, concurrent
Professor of English and Fellow of the Institute for Educational Initiatives
at the University of Notre Dame. She is the author and co-author of
numerous books and articles, including: Effective Grading: A Tool
for Learning and Assessment; In the Long Run: A Study of Faculty in
Three Writing-Across-The-Curriculum Programs; and Academic Departments:
How They Work, How They Change. She is also the creator of an award-winning
video, "Making Large Classes Interactive," and in 1987 she was the
Maryland English Teacher of the Year for Higher Education. Dr. Walvoord
has directed four, nationally recognized faculty development programs,
and has written, received, and directed sixteen grants. Since the
late 1970s, she has provided consulting and workshops to 10-20 institutions
per year, on such topics as course planning, grading and responding
to student work, using writing in the disciplines, using the grading
process for departmental and institutional assessment, and creating
a teaching/learning culture at the department level.
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Undergraduate Teaching Improvement Council is part of the Office
of Academic Affairs, University of Wisconsin System.
page can be reached at: http://www.uwsa.edu/opid/conf/fc00.htm.
January 11, 2007
2000 Preliminary Schedule
Hyper Activity and Under Constructruction: Learning Culture in a Wired
Professor Randy Bass
on Developing an Inclusive Classroom
Teaching and Learning in the Diverse Classroom
Mathew L. Ouellett and Edith Fraser
Explicit the Values Behind our Teaching
Active Learning: Creating Excitement in the Classroom
Grading and Assessing Student Work in the Classroom and in
the Department or Institution