May 30 - June 2, 2017 UW-Richland Center, Richland Center, WI

Headshot of Kevin Gannon


Dr. Kevin Gannon, Director for the Center for Excellence in Teaching and Learning and Professor of History at Grand View University in Des Moines, IA is scheduled to be the keynote speaker. His presentation is titled “Good, Honest, and Brave Discussions about Purpose, Strategy, and Pedagogy”.

Author Jerry Apps sitting in nature


Wisconsin’s celebrated rural storyteller, Jerry Apps, will be sharing the lessons he learned from the farm—and life—about the farm and life sustaining resource…water.  Drawing from stories he shares in his newest book “Never Curse the Rain,” Jerry will take the audience back to the days water was hauled by hand and “live streaming” was what rain did after if pattered down upon the barn roof and journeyed to a rainspout.


The Scholarship of Teaching and Learning (SoTL) offers an exciting opportunity for higher educators to integrate teaching and research. SoTL scholars conduct research into student learning using the tools of their own disciplines and other accessible methods. Participants in this interactive workshop will engage in an open discussion of the goals, challenges, and basic steps of pedagogical research. Participants should be prepared to discuss student learning in a specific course, for which they will formulate a possible research question and will begin considering research methodology. Workshop facilitators David Voelker and Georjeanna Wilson-Doenges will briefly meet with all SoTL workshop participants together, before dividing into beginner and intermediate/advanced groups.

Beginner SoTL Workshop, David Voelker

Workshop participants will work through a step-by-step exploration of the process of doing SoTL research, with emphasis on the importance of developing a meaningful research question that focuses on a student learning problem and is informed by existing pedagogical literature.  Working with small groups from various campuses and disciplines, workshop participants will consider examples of learning problems that they might want to study in their own courses, such as problems posed by students’ prior knowledge or challenges associated with teaching disciplinary “moves” or threshold concepts. The workshop will conclude with a consideration of how SoTL scholars collect and analyze evidence of student learning to improve their own teaching practice, as well as contribute to pedagogical knowledge.

Intermediate/Advanced SoTL Workshop, Georjeanna Wilson-Doenges

We will begin by defining the Scholarship of Teaching and Learning and discussing some of the major contemporary issues in SoTL across the varied disciplines.  In a workshop format, we will learn and actively work on SoTL strategies with the intent of sending you home with a plan for accomplishing SoTL.  Some of the topics covered in this workshop include key factors influencing learning, clarifying your questions, major research designs, survey best practices, and major disciplinary styles of thinking and sharing SoTL.  Participants are encouraged to bring along SoTL projects and ideas at any stage of the process for feedback and refinement.

Cyndi Kernahan

In this workshop, participants will be provided with explanations and evidence for how implicit bias works and how it influences us and our students. Short and long term consequences will be discussed as well as how biases operate across a number of relevant social identities (e.g., race, gender, first generation status, body size, age).

Tested and successful classroom interventions will also be described and resources for further learning will be provided. You should leave this workshop with more than one idea for how to make your classroom and campus more inclusive and with a better understanding of how bias works.

Mary Beth Leibham

Motivation underlies student engagement in higher education and plays an important role in meaningful learning.  While some students enter our classes eager to learn and willing to be challenged, many others appear less enthusiastic about learning and/or appear motivated by factors unrelated to the content (e.g., grades).  Fortunately, instructors have control over various factors related to student motivation and through their teaching they can stimulate their students’ motivation for learning.  In this session, educators will explore the existing research on academic motivation with the intention of identifying the most important factors for student motivation and considering ways of incorporating motivation factors into their classes.  Topics to be addressed include:

  • maximizing students’ intrinsic motivation
  • using extrinsic incentives effectively
  • rebuilding discouraged students’ confidence and motivation to learn
  • Group differences in student motivation (e.g., first-generation students, students with disabilities, multicultural students, non-traditional students)

Kevin Gannon

What are we “saying” to our students without even talking? How do students encounter privilege and power in our classrooms, and what strategies can we use to both be cognizant of inequities and create a climate for learning that allows students equal access? This seminar will help participants examine ways in which they can create a more inclusive pedagogy for their teaching and a more accessible design for their courses.

Heather Pelzel, Sharon Klavins, Eleni Pinnow

The CREATE method is a teaching approach that uses primary research literature as a way to help students learn content knowledge and better understand the process of scientific discovery. CREATE guides students through a series of papers allowing them to see how research develops and changes in response to new information and requires students to move from passively skimming an article to more active engagement. It also allows them to explore the creative side of science by designing new experiments that build on existing knowledge.

The method has been used to teach both first-year and upper-level students at a variety of institutions, and assessment has demonstrated that students in CREATE classes see improvements in their critical thinking and content integration abilities, as well as their understanding of “who does science and why”.

In this workshop, participants will experience the CREATE method first-hand by using short readings to apply the tools and discuss the benefits and challenges of each.

Mary Beth Leibham

It is possible that psychological mechanisms such as mindset can help or hinder students’ motivation and achievement. Mindset refers to a pattern of thought or set of beliefs that shapes one’s behaviors, outlook, and attitudes and more specifically, fixed and growth mindsets often underlie students’ behaviors, outlook, and attitudes in the classroom. This session will provide an overview of the research surrounding mindset, particularly, what it is, why it’s important, and how college instructors can foster optimal mindsets in their students.

Regina Nelson

You've developed a great course. It's new, fresh, motivating and engaging. It is seated perfectly in the curriculum. You are excited about teaching it, but what about the learners? Have you done all that you can do to set up all of your students to achieve the learning outcomes?

In this workshop, we will review the principles of universal design, accessibility and design for user experience (UX) that can be used in course design and implementation to make lessons accessible and materials usable by all students. In addition to increasing awareness of accessibility and usability, participants will acquire a set of tools they will be able to use in all of their course development and teaching interactions.

David Voelker

Reflective dialogue is a special kind of discussion that can be used to build community, expand the capacity for listening, and cultivate individual reflection. A reflective dialogue has the potential to build the capacity for both deep listening and reflection in the classroom community in a way that can enable a distinct kind of learning. Because reflective dialogue emphasizes both listening to others’ perspectives and listening to one’s self, it can play an important role in supporting the cognitive and emotional development that can make learning a transformational process. This workshop will offer the opportunity to participate in a model dialogue.

Laura Anderson and UW-Platteville Faculty

Participants will work in teams of five to prepare materials to be used in a two-minute improvisation scene.  Experienced art and theatre faculty will guide participants through the  process of creative costuming and set design.  Hone your teamwork skills in this fast-paced, interactive workshop—and make your own Faculty College souvenir mask! 

Sign-up will be available on-site.

Landscape of UW-Richland campus with trees.

Faculty College is UW System’s signature faculty and instructional development event. Faculty College hosts approximately 100 faculty and instructional academic staff, appointed by their Provosts, from across the UW System for three days of intensive exploration of teaching, learning, and curricular issues.