Wriiten by Aaron Weinschenk, Assistant Professor
One of the things that I enjoy most about my job is the chance to work with students who are engaged, exited, and eager to learn. It probably does not come as a surprise that I especially enjoy working with students on independent study research projects. As you might guess, students who want to do an independent research project are usually pretty engaged, exited, and eager to learn more. I think that such experiences are impactful for students (an independent study that I did as an undergraduate student propelled me to graduate school!) but they are also impactful for me because I usually learn a lot along the way as students explore their research question (bonus!).
Written by Vanya Koepke, Student
In the fall of 2014 a group of nine students and four professors came together to put together a capstone for the Political Science major. Often, opportunities like that do not materialize. Students might be intimidated by working with their professors. Faculty, on the other hand, might be tempted to work by themselves, a much quicker way to come up with a syllabus. In hindsight, the benefits of such collaboration were so profound that they could convince others to try it. For the students involved in the process it was a unique opportunity to be mentored by Dr. Weinscheink, Dr. Staudinger, Dr. Helpap, and Dr. Levintova. Overall, this blog will focus on the importance of faculty and student collaboration, while identifying the challenges and benefits of the process. Continue reading
Written by Alison Staudinger, Assistant Professor
The jetway was strewn with canes and walkers, my first indication that I would be one of the few on the flight to Quebec City without an AARP membership. I wondered if, perhaps, the meeting of the International Society for the Scholarship of Teaching and Learning (ISSOTL) catered to an octogenarian crowd. But these passengers were tan and toting beach wear, not pedagogy journals, and when my seat mate asked me what cruise I would be embarking upon, I got it. Continue reading
Written by Heidi Fencl, Associate Professor
As I write this, I’m about half way through lesson planning to flip my introductory physics sequence. These musings are on the process of flipping a course, rather than on effectiveness or student response. I am excitedly, and perhaps naively, anticipating both when I teach the flipped sequence next fall. Continue reading
Written by Illene Cupit, Professor
Me: “So why do you want to take this trip to South Africa?”
Student: “Well…Ever since I was little I wanted to see the country and I just love elephants and giraffes!”
Me: “Do you know anything about the history of South Africa, like…apartheid?
The student (quizzically): “Um, I think so…maybe.”
Thus began my journey with 11 UW-Green Bay students to the city of Port Elizabeth, which is on the Eastern Cape of South Africa. And in the three weeks we were there I saw the transformation of our students who were willing to extend themselves beyond the elephants and giraffes. Continue reading
Written by Heidi Fencl
I’m sure I’m not alone in teaching a field that is more about “how” than it is about “what.” And so I think a lot about teaching by example. There is a great deal of research in physics education about setting a good example in class as we teach physics process, but of course most physics learning happens outside the classroom when students work on their homework assignments. And that is where I worry about practices that set a bad example. Continue reading
Written by Adolfo Garcia
As a member of Chancellor Miller’s Enrollment Working Group it has been enlightening to learn about the challenges that area high school students face in enrolling at UW-Green Bay. It is especially challenging for students that are from traditionally underrepresented groups like Hispanics, African Americans, Native American, and Hmong students. Green Bay is facing a major population revision, and it is time that UW-Green Bay faces up to challenges that will change the way we enroll and retain our diverse local population. Continue reading
Written by Megan Olson Hunt
For my fall 2014 Teaching Enhancement Grant, I attended the Joint Mathematics Meetings in San Antonio, Texas over four days in January (most of which weren’t much warmer than the weather in Green Bay, but I did see a touch of sun, thankfully!). In that time, I managed what now seems like a bit of a feat, going to 45 presentations, each of which lasted anywhere from 15 minutes to four hours. Continue reading
Written by Mike Klein
Life is a two-way street where give and take is the key to success. I believe this is how it can work best with student-athletes and professors for a successful and learning experience; and keeping their academics as priority number one. Here in Phoenix Country it is a priority that our student-athletes communicate and try to go the extra mile so that their professors are willing to work with them when traveling and competition schedules challenge their academic schedule. We are very blessed here in Phoenix Country with an awesome faculty and staff that unselfishly works with our student-athletes when challenges arise. Here is a brief picture of how we (athletics) expect our student-athletes to work with and communicate with our faculty and staff to try to avoid the unexpected.
Written by Sherri Arendt
The T&LC, Tutoring & Learning Center, is located on the lower level of the Cofrin Library, and is tucked away near the elevator entrance. To those of you who did not know, the original space was a designated hang-out and TV lounge for those of us who graced this campus in the 80’s. Thick purple shag carpet hug on the walls. This writer can recall walking over bodies to find an empty spot on the floor while balancing a plate of food to eat. It was a place to meet friends between classes while watching favorite soap operas. Continue reading