2006-2007 Reading/Discussion Clubs
Few books in the history of the Reading/Discussion Clubs have inspired the spirited and thought-provoking dialogues that this one has. Presented as a series of short, engaging case scenarios (often based on actual situations), the book presents the opportunity to consider the subtle complexities inherent in the decision making contexts in which faculty operate. Included are dilemmas involving issues such as confidentiality, politics, and responsibilities to the university. Participants will explore their own thinking about a variety of ethical issues, share in and out-of-classroom experiences, and learn from others. Cases may be supplemented with additional resources found by the facilitator and program participants.
Facilitator: Jon Werner, Professor, Management Department, and Robert Gruber, Professor, Accounting Department.
Sessions Scheduled: in Roseman 2007 from Noon to 1:00pm on the following six Mondays: 10 & 24 September; 8 & 22 October; 5 & 19 November.
Why Today's Young Americans are More Confident, Assertive, Entitled-and More Miserable Than Ever Before
The title says it all. The book takes a look at the findings of the largest intergenerational study ever conducted-with data from 1.3 million respondents. It explores why individuals born in the 1970's, 80's, and 90's are tolerant, confident, open-minded and ambitious, but also cynical, depressed, lonely, and anxious, and examines how their high expectations, and need for praise and fulfillment will play in an increasingly competitive world. Discussion will focus on Twenge's key assertions, and explore how this complex of attributes impacts efforts at fostering learning and development. GenMe types will find out about themselves. Boomers will find new insight into their students and, perhaps, their offspring.
Facilitator: Sandi Scott Duex, Associate Director, Office of Residence Life.
Sessions Scheduled: in Roseman 2007 from 12:30pm to 1:30pm on the following six Thursdays: 13 & 27 September 11& 25 October; 8 & 29 November.
Tips, Best Practices, and Lessons Learned
As the history of online education continues to grow, so does a common understanding of how to design and lead online courses in ways that increase the likelihood of engaging students and achieving desired learning outcomes. These sessions, designed to accommodate both instructors new to online instruction and seasoned veterans, will look at a series of chapters from current texts, research articles, and newsletter essays. Topics covered will include facilitating online discussions, creating functioning virtual teams, and academic integrity. Attendees will be encouraged to share personal instructional experiences and discuss previous successes and good ideas gone bad.
Facilitator: Lois Smith, Professor, Marketing Department, and Recipient of the 2006 UW-W Roseman Excellence in Teaching Award.
Sessions Scheduled: in Roseman Building, Room 2007B from Noon to 1:00pm on the following six Mondays: 29 January; 12 & 26 February; 12 March; and 2 & 16 April.
Creating Conditions that Matter
At a time when educating postsecondary students has never been more challenging, here comes a book of practical suggestions. Based on the findings of a comprehensive research project conducted by the Center for Postsecondary Research at Indiana University, this book outlines policies, programs, and practices adopted by a diverse pool of 20 different institutions of higher education. Discussion will focus on the strategies for improving undergraduate education, and explore whether these suggestions are viable methods for promoting and/or ensuring student success at UW-Whitewater.
Facilitator: Barb Jones, Assistant Chancellor for Student Affairs
Sessions Scheduled: in Roseman Building, Room 2007B from 12:30pm to 1:30pm on the following six Tuesdays: 30 January; 13 & 27 February; 13 March; and 3 & 17 April.
A Reading Packet
The amount of research and theory about learning and student motivation in postsecondary settings is staggering. This book condenses the findings and theories of educational psychology and brings them to faculty in a way designed to foster a richer understanding of the problems that often inhibit student learning, and identifying levers capable of improving student learning. Attendees will be encouraged to take a critical look at the research findings, various learning theories, and rub them up against their personal experiences both in and out of the classroom. What may result are new approaches and a better understanding of what motivates college students to learn.
Facilitator: Steve Friedman, Interim Associate Dean, School of Graduate Studies, Co-Director of the LEARN Center
Sessions Scheduled: in Roseman Building, Room 2007B from Noon to 1:00pm on the following six Wednesdays: 31 January; 14 & 28 February; 14 March; and 4 & 18 April.
Best Practices in Scholarly and Grant Writing
A Reading Packet
Writing remains one of the most important and challenging tasks in the scholarly process. Escalating professional demands, however, make finding time to generate useful scholarly prose more difficult than ever. These sessions will explore excerpts from Professors as Writers (Boice, 1990), Publish, Don't Perish (Moxely, 1992), Models of Proposal Planning and Writing (Miner, 2003), Publish and Flourish (Gray, 2005), and others as identified by the facilitator and participants. Discussions will overview best practices that can be synthesized to yield an individualized plan to approach writing for publication and grant funding.
Facilitator: Denise Ehlen, Director, Office of Research and Sponsored Programs.
Sessions Scheduled: in Roseman 2007B from Noon to 1:00pm on the following six Mondays: 11 & 25 September; 9 & 23 October; and 6 & 20 November.
Everything Bad is Good for You
How Today's Popular Culture is Actually Making Us Smarter
(Steven Johnson, 2005, Riverhead Books)
This book argues that we should forget the claims that we are living in a dumbed-down, instant gratification culture. Johnson's provocative book argues that today's mass entertainment—including television, films, and video games—grow in sophistication each year. Drawing on theories from neuroscience, economics, and media studies, Johnson demonstrates that contemporary pop culture poses increasingly complex cognitive challenges that are actually making our minds measurably sharper. Discussion will focus on the validity of these claims and explore what such claims suggest about the efficacy of how we teach, and the accuracy of our assumptions about how our students learn.
Facilitator: John Stone, Interim Dean, School of Graduate Studies and Continuing Education
Sessions Scheduled: in Roseman 2007B from 12:30pm to 1:30pm on the following six Tuesdays: 12 & 26 September; 10 & 24 October; and 7 & 21 November.
Dealing with Difficult Topics in the Classroom
A Reading Packet
Popular wisdom holds that there are four topics to avoid discussing with a mixed audience—religion, politics, sexuality, and money. Such conversations are often a key part of the learning experience. However, the polarization of political and religious beliefs in the U.S. today has left little middle ground for productive conversation. This series will examine how to deal with difficult topics in the classroom, most of which are connected to students' political and religious beliefs (e.g., intelligent design, war in Iraq, gay/lesbian rights). Strategies designed to lead to more open, less intimidating, and civil classroom conversation will be the focus of the readings and the attending discussions.
Facilitator: David Travis, Associate Dean of the LEARN Center and Professor of Geography and Geology.
Sessions Scheduled: in Roseman 2007B from 12:00pm to 1:00pm on the following six Wednesdays: 13 & 27 September; 11 & 25 October; and 8 & 22 November.
Participants are encouraged to bring a bag lunch. Fruit and beverages provided.
Faculty and staff are encouraged to sign-up. Please register only if you will attend the discussions.
If you’d like to participate please contact the LEARN Center (<learn>; X5242) before Wednesday, 3 May 2006. Copies of the books will be sent to each participant before the end of spring term or in early summer for engaging summer time reading.