(Anne Colby, Thomas Ehrlich, Elizabeth Beaumont, Jason Stephens, 2003, Jossey-Bass)
One of the core criteria addressed in the University's current self-study process is Engagement and Service. The issues addressed in this book, in many ways, go the center of this criterion. Deemed "essential reading for all who believe that higher education can play a critical role in the health of American democracy," this book reports on the efforts of a wide variety of American colleges and universities as they struggle to prepare thoughtful, committed, and socially responsible graduates. Discussions will focus on the challenges post-secondary institutions generally, and UW-Whitewater specifically, face in addressing this important task, and explore the book's many viable solutions and suggestions. Thoughts emergent from the discussion will help frame the Engagement and Service chapter in the campus's self-study report.
Facilitator: Ron Buchholz, Director, Leadership Development and chair of Criterion #5 Self-Study Committee.
Sessions Scheduled: in UC 206 from Noon to 1:00pm on the following six Wednesdays: 26 January; 9 & 23 February; 9 & 30 March; and 13 April.
(Cornel West, 2001, Vintage Books)
On a campus committed to helping its students assume responsible roles in a diverse culture, this book provides a real food for thought. Race Matters comes from one of the "most authentic, brilliant, prophetic, and healing voices in America today." West provides a blend of philosophy, sociology, and political commentary as he explores a wide variety of culturally-relevant topics ranging from affirmative action to black convervatism, from black leadership to race-based sexuality. Discussions will be provocative and wide-ranging, focusing on how these complex issues intersect and entwine themselves in our efforts to prepare our students to take their place in a diverse culture.
Facilitator: Lee Jones, Dean, School of Graduate Studies & Continuing Education
Sessions Scheduled: in UC 206 from 12:30pm to 1:30pm on the following six Tuesdays: 25 January; 8 & 22 February; 8 & 29 March; and 12 April.
(Nancy Shapiro and Jodi Levine, 1999, Jossey-Bass)
As UW-Whitewater moves from the pilot-project phase to a more sustained, comprehensive initiative launching learning communities campus-wide, the ideas and suggestions in this book are particularly timely. The capacity of learning communities to foster greater student involvement, improve student retention, foster inter-disciplinary thinking and enhance student learning have prompted the emergence of learning communities at postsecondary institutions across the United States. This practical and insightful book offers both theoretical rationale and sound nuts-and-bolts advice regarding the logistical, administrative, financial and turf issues that arise in creating an effective learning community. Discussions will be led by faculty and staff involved in the 2004-2005 learning communities pilot-project.
Facilitator: Steve Friedman, LEARN Center; and Sue Wildermuth, Assistant Professor, Department of Communication.
Sessions Scheduled: in UC 206 from Noon to 1:00pm on the following six Mondays: 24 January; 7 & 21 February; 7 & 28 March; and 11 April.
With the specific purpose of switching emphasis from the technical issues of online teaching to the human implications of teaching and learning through the Internet, Tisha Bender draws on her extensive research, her training of online faculty, and her own online teaching experience, to create a fresh vision of online pedagogy. Discussion–Based Online Teaching to Enhance Student Learning consists of three parts:
The author shows how she applies learning theories to online discussion-based courses. She presents a wealth of suggestions and techniques, illustrated by real examples, for stimulating and managing online discussion effectively, and for improving teaching practices. The book concludes with methods for assessing the efficacy of online courses.
This accessible and comprehensive book offers an engaging and practical approach to online teaching that is rooted in the author's experience and enthusiasm for creating a virtual environment that involves students and fosters deep learning.
Facilitator: Lois Smith, Professor, Marketing Department.
Sessions Scheduled: Location TBA from 12:30-1:30 p.m. on the following six Tuesdays: 14, 28 September; 12, 26 October; 9, 23 November.
In 1987 Arthur W. Chickering and Zelda F. Gamson published "Seven Principles for Good Practice in Undergraduate Education" in the AAHE Bulletin [39 (7), 3-7], an essay that grew out of a special series of conferences investigating ways to improve undergraduate education. Chickering, Gamson, and their colleagues were determined to find a set of principles that could identify higher-quality learning environments, but they wanted a simple list of principles that was so understandable, practical, and widely applicable it could be listed on a wallet-sized card.
The present book, The Seven Principles in Action: Improving Undergraduate Education, adds another chapter to these efforts to identify and implement the basic ingredients of a quality undergraduate education. Edited by Susan Rickey Hatfield with an introduction by Gamson, this book reports on the widespread adoption of the seven principles as a focus for improving the practice of undergraduate education. Many institutions of higher learning throughout the country have systematically adopted these principles and this book reports on specific examples of their successful implementation.
Facilitator:Andrew Kapp, Assistant Professor in Occupational and Environmental Safety.
Sessions Scheduled: Location TBA from 12:00-1:00 p.m. on the following six Wednesdays: 15, 29 September; 13, 27 October; 10, 24 November.
Stories aid people in understanding the world (or a discipline). Stories shape the way we see events. In telling one's own story, an individual may better understand the ways a person is interconnected with others and with the larger society.
Participants will discuss readings related to narrative approaches, story, and storytelling, and explore the uses of stories and storytelling in their own teaching. In Learning through Storytelling in Higher Education, Janice McDrury and Maxine Alterio state that "As we tell stories, we create opportunities, express views, reveal emotions, and present aspects of our personal and professional lives....[This] enables us to transcend personal frameworks and take on wider perspectives. This attribute, together with its international, transhistorical, and transcultural usage, makes storytelling a powerful learning tool.
Facilitator: Jim Winship, Associate Professor in the Social Work Department
Sessions Scheduled: Location TBA from 12:00-1:00p.m. on the following six Mondays: 13, 27 September;11, 25 October; 8, 22 November.