Where: 4th floor of the Cofrin Library
When: 8:30 | Breakfast; 9:00 | Session 1: The Ethics of Digital Scholarship
To see the full schedule click here: DigSchoPacket
Thanks to the College of Arts, Humanities and Social Sciences, the Cofrin Library, and the Center for the Advancement of Teaching and Learning, we’ll be hosting a Digital Scholarship Institute on May 14 & 15. We’ll be bringing in Miriam Posner, Assistant Professor from UCLA’s Graduate School of Education & Information Studies, and Amanda Visconti of The Scholars’ Lab at UVA Library, who are both experts in the field of Digital Humanities and Digital Pedagogy.
At the Institute, Miriam and Amanda will be co-leading sessions to help our campus move forward with existing digital scholarship projects, and to help us identify what our next steps might include. Students, instructors, and staff who are interested in digital scholarship are encouraged to attend. Email CATL@UWGB.EDUwith any questions.
Download the Packet here: DigSchoPacket
The Student Nominated Teaching Awards have wrapped up for another year. This year the award was changed from being awarded to just two instructors, to all instructors who received at least 2 nominations demonstrating real impact on the student experience.
CATL and the IDC awarded the following 53 instructors:
- Mandeep Bakshi, Natural and Applied Sciences
- Danielle Bina, Information and Computing Sciences
- Bryan Carr, Information and Computing Sciences
- Heather Clarke, Business Administration
- Jason Cowell, Human Development
- Ryan Currier, Natural and Applied Sciences
- Karen Dalke, Public and Environmental Affairs
- Christin DePouw, Education
- Heidi Fencl, Natural and Applied Sciences
- Jamie Froh Tyrrell, Education
- Regan Gurung, Human Development
- Stefan Hall, Humanities
- Jennifer Ham, Humanities
- David Helpap, Public and Environmental Affairs
- Michael Hencheck, Human Biology
- Georgette Heyrman, Human Biology
- Patricia Hicks, Human Development
- Michael Holstead, Humanities
- James Horn, Natural and Applied Sciences
- Isabel Iglesias, Humanities
- Kevin Kain, Humanities
- Ryan Kauth, Business Administration
- Harvey Kaye, Democracy and Justice Studies
- Carly Kibbe, Human Biology
- Emily Kincaid, Writing Center
- Mary Sue Lavin, Phuture Phoenix
- Minkyu Lee, Art and Design
- Ekaterina Levintova, Democracy and Justice Studies
- Tetyana Malysheva, Natural and Applied Sciences
- Ryan Martin, Human Development
- Rebecca Meacham, Humanities
- Brian Merkel, Human Biology
- Amanda Nelson, Human Biology
- Cristina Ortiz, Humanities
- Debra Pearson, Human Biology
- Uwe Pott, Human Biology
- Emily Ransom, Humanities
- Kim Reilly, Democracy and Justice Studies
- Ellen Rosewall, Art and Design
- Laura Rowell, Human Biology
- Nichole Rued, Writing Center
- Sarah Schuetze, Humanities
- Sawa Senzaki, Human Development
- Christine Smith, Human Development
- Alison Staudinger, Democracy and Justice Studies
- Jagadeep Thota, Natural and Applied Sciences
- Linda Toonen, Humanities
- Sara Wagner, Human Biology
- Sam Watson, Art and Design
- Aaron Weinschenk, Public and Environmental Affairs
- Elizabeth Wheat, Public and Environmental Affairs
- Georjeanna Wilson-Doenges, Human Development
- Julie Wondergem, Natural and Applied Sciences
Have you ever puzzled over why some students didn’t appear to grasp your expectations for an assignment, while others seemed to “get it”? Ever wondered why it’s the “A” students who show up to your office hours? In 2018-19, the Center for the Advancement of Teaching and Learning will facilitate a teaching and learning community that will consider how teaching with greater transparency may help us ensure all students are able to navigate our courses successfully.
Studies show that improving the transparency within your syllabi and course assignments can promote student success within your course. Research also suggests promoting greater transparency may be especially helpful for underrepresented students because it helps them to learn the “unwritten rules” of college and build navigational capital that they can use in all courses (Winkelmes, 2015; Winkelmes, 2016).
Over the course of eight meetings, this community will explore research that examines the relationship between transparency in teaching, student learning, and persistence to graduation. We will also consider how the practice of culturally relevant pedagogy may provide the necessary framework to teach with genuine transparency. Community fellows will meet to discuss educational research, work together to develop practical transparent teaching ideas, incorporate greater transparency into one of their courses, and share experiences and assessed results with their cohort and the UWGB campus community.
In addition to the comradery that a learning community provides, community fellows will receive reading materials and $275 S&E that they may spend on instructional development such as books, course materials or travel to a teaching-related conference such as the UW System’s OPID Teaching and Learning Conference in April 2019.
Any instructors teaching in the fall and spring of 2018-19 may apply.
How to apply
Please send your application via e-mail to the Center for the Advancement of Teaching and Learning (email@example.com) by May 16, 2018. Your application only need include:
- A brief letter of interest that provides a description of the course you wish to explore with the Teaching and Learning Community fellows. You may want to consider courses that exhibit a wide or irregular distribution of scores or where student performance doesn’t align with your expectations. Please include information on class size, typical student demographics (e.g. largely non-majors and first years), and what part or parts of the course you intend to focus on.
- A brief memo of support from your unit chair (one sentence is fine).