LEARN Center Workshops 1999-2000
Tuesday, 11 January 2000
Faculty on the Front Lines Revisited
University Center, South Commons
This session will begin by replaying the most requested videotape in the LEARN Center library—the April 1999 Video Conference, Faculty on the Front Lines: Reclaiming Civility in the Classroom. The tape mixes panel discussion with sample vignettes to examine:
- the major causes of disruptive and apathetic behavior by students;
- what some colleges and universities are doing to confront these issues; and
- practical steps, strategies and resources for dealing with disruptive students.
During the post-tape discussion, participants will share their experiences and ideas for better classroom management. Attendees at the original broadcast applauded the "well rounded consideration of the topic," "the relevancy of the information," and appreciated the "chance to meet others from the campus who are encountering similar challenges."
Mary Beth Mackin, Assistant Dean of Student Life
Tuesday, 16 November 1999
"Why Don't They Retain What We Think We Taught Them?"
University Center, South Common, 2:00pm – 3:00pm
Part of the LEARN Center's Roseman Winners on Student Learning Series
"Why is it that my students forget approximately 80-90% of what they seemed to have learned on the first exam when I test them again at the end of the semester?" Professor Charles Green from the Sociology Department will share his thoughts on this vexing phenomenon. He will lead an informal discussion focusing not only on ideas for increasing retention, but will also forward a thought-provoking proposition: "much of what we teach in college shouldn't be taught at all."
Charles Green, Professor of Sociology and Recipient of the 1998 Roseman Award for Excellence in Teaching.
Wednesday, 3 November 1999
Research-Based Strategies for Enhancing College Student Motivation
Noon – 1:00pm, University Center, South Commons
This session will overview in-classroom and out-of-classroom tactics for motivating college students to take greater ownership in their learning. The session will be highly interactive, focusing discussion on motivational strategies emergent from educational research literature.
Pam Clinkenbeard, Associate Professor in the Department of Educational Foundations, and currently a UW-System Teaching Fellow.
Wednesday, 29 September 1999
Making Grading and Evaluation Transparent: Strategies for Reducing Student Hostility
Noon — 1:00pm, University Center, South Commons
(Part of the LEARN Center's creating Civil Classrooms Series)
After a brief discussion of the meaning of grades to faculty and students, this workshop will identify strategies that both appeal to students' sense of fairness and promote learning. Grading rubrics, test preparations, and contract systems of grading will be among the strategies discussed by participants.
Jim Winship, Associate Professor in the Department of Social Work and former director of the UWW Teaching Enhancement Center.
Thursday, 28 August 1999
Leveraging Learning with a Listserv
8:30am — 9:45am McGraw 214
(Part of the LEARN Center's Using Technology Series)
This workshop teaches the basics of creating and administrating a listserv, and examines the utility of the listserv as a tool for leading asynchronous discussions. After engaging in an online discussion, participants will explore the value of this tool with their instructional assignment. Space is limited for this session. To reserve a spot, contact the LEARN Center at 414.472.5210; (email@example.com).
Ken Macur, Associate Professor in the Accounting Department, Two-Time Winner of the College of Business and Economic's Leon P. Hermsen Excellence in Teaching Award.
When Others Observe: Tenets of Effective Peer Review
8:30am — 9:45am McGraw 2XX
With recent revisions in tenure and promotion guidelines, the peer review process has taken on added significance for many departments. This workshop examines the expanding literature on peer evaluations, identifying the benefits, limitations and best practices of the peer review process. Sample peer review instruments and processes from other universities will be shared and discussed.
John Stone, Associate Professor in the Department of Communication and Co-Director of the LEARN Center.
Following the Yellow Brick Road: Writing a Grant Proposal for the First Time
10:00am — 11:15am McGraw 2XX
(Part of the LEARN Center's Grant Writing Series)
This workshop, designed for first-time grant writers, is the first in a series for a cohort group that will meet monthly during the fall term. During this session, Dr. Sally Vogl-Bauer will share surprises she unearthed during her first-time grant writing experience last year. In subsequent meetings, participants will work through the process of conceptualizing a fundable idea, identifying worthy funding sources and drafting and submitting a proposal.
Sally Vogl-Bauer, Assistant Professor, Department of Communication; Meg Waraczynski, Associate Professor, Department of Psychology; and Denise Ehlen, Grants Administrator, the Office of Research and Sponsored Programs.
Tuesday, 24 August 1999
Ten Levers for Higher Learning
Hamilton Center, 9:00am to Noon, 1:00pm to 4:00pm
Would you trust a physician, engineer, athletic coach, or stock broker who didn't keep up with and apply lessons from relevant research in his/her field? Or one who couldn't apply basic principles of good practice in new situations, with new client populations, or in using new technologies? Probably not. This interactive session will present ten research-based guidelines and provide examples of simple powerful ways to apply them to improve learning in and beyond our classroom. Making Real the Scholarship of Teaching.
In his influential 1990 monograph, Scholarship Reconsidered, Ernest Boyer urged higher education to develop a "scholarship of teaching" to parallel the long dominant "scholarship of discovery" embodied in traditional, discipline-based research. Boyer singled out Classroom Research (CR). The first half of this workshop will quickly review the defining characteristics of CR, consider several examples, and discuss a case study illustrates how a teacher turns a vexing teaching/learning problem into a productive CR project. In the second half, you'll work through a systematic process to plan a practical, useful Classroom Research project to carry out in one of your own classes — a project with potential value to a promotion and/or merit portfolio.
Tom Angelo has worked with nearly 10,000 faculty and faculty development professionals across North America and Europe, using his highly interactive workshops to help faculty bring the benefits of assessment and educational research into their classrooms. He has co-authored with K. P. Cross, Classroom Assessment Techniques: A Handbook for Faculty (1993), and edited Classroom Research: Early Lessons from Success (1991). He is currently the Director of the School for New Learning at DePaul University.