The Wisconsin Women in Higher Education Leadership group, hosted by Dean Sue Mattison, met on campus recently to discuss the book Quiet: The Power of Introverts in a World That Can’t Stop Talking by Susan Cain.
As an introvert myself, the book spoke to me with its portrayals of awkward small talk, nerve-wreaking meetings and the constant professionalfocus on brain-storming and group-work. The book restrains itself from devolving into stereotypes and instead offers introverts and extroverts alike, an important insight into how people process and share information. Cain shares her own experience from the workplace, marriage and as a parent, and provides useful and concrete advice for readers from both camps. To get a glimpse into the book, check out Cain’s immensely popular TED talk on the same topic.
With participants from across campus, the discussion mostly focused on the importance of valuing introverted traits in colleagues, supervisors and employees. However, as there were a number of faculty members present, some of the discussion focused on how to best accommodate both introverted and extroverted students in the classroom. Many faculty stated that the sophisticated facilitation of discussion in class was important to make everyone feel comfortable. The book also suggested that splitting larger classes into smaller groups that were consistent for the whole semester may help. Finally, participants in the book club reminded faculty to consider offering all students the option to offer their opinion in other ways beyond group discussions.
Interested in reading more about the power of introverts? Check out Susan Cain’s book at the CATL library.
Instructional Design Coordinator, CATL
D2L is going to be upgraded June 4 and June 5, 2014. But no need to be a sad panda! The changes in this upgrade are minimal and will entail some changes to the look and feel, as well as new features and improvements. Continue reading
Last Fall the Center for the Advancement of Teaching and Learning welcomed a new director. Professor Jennifer Lanter hit the ground running and quickly commissioned a faculty survey to assess the perception of the Center and to identify future areas of growth. The survey received a very healthy turnout with over 40 faculty responding from a broad range of academic units. Continue reading
Over 25 staff, faculty and students met recently to talk about the Rebekah Nathan’s ethnographical book My Freshman Year, the CATL Book Club selection for Spring 2014. With discussions led by Professor Denise Bartell of the GPS program, participants talked about Nathan’s insights into the Freshman experience. While the discussion and the reading led to many considerations, here are were my top takeaways! Continue reading
By the time you are standing in front of a classroom of students, ready to teach for the first time, you have probably spent at least 20 years on the other side of the lectern. You have sat through years of wonderful, inspired teaching, and probably an equal amount of less than exhilarating lectures. You have taken hundreds of tests, submitted literally tons of homework and skipped months of classes. You stand there with the benefit of an ‘Apprenticeship of Observation’ having become an expert in teaching through exposure.
Did you feel as prepared the first time you taught an online class?
So here’s the scenario…you’re teaching a course that has a dropbox folder assignment for each week of the semester. You last taught the course the previous year. The course structure has remained the same, and the dropbox portion is identical. The catch is that you had “end dates” for all the dropbox folders, and they all need to be updated to this year.
Bummer. Continue reading
For most of my life, I was the one being mentored – by my parents, friends, faculty. It all began to change when I entered the job market. I had two monumental transitions in my life – getting my first university job and becoming a parent. As I gave my research presentation during the on-campus interview, I could feel my son kicking, but my journey of teaching self-examination and change has only just began. In retrospect, as I was learning to be a parent, I was also learning to be a teacher, and, ultimately a mentor. Continue reading
I just finished my first semester as an assistant professor here at UWGB. I’ve been told that the first year in an academic position is the most challenging. There are so many demands—new course preps, getting familiar with students, meetings, maintaining an active research agenda…the list goes on and on. One of the things that I think is a primary concern for many new faculty members like myself is the question of what students think of you and your courses. One of things that I was most looking forward to during winter break (of course, the chance to catch my breath from the hectic first semester was at the top of my list) was the opportunity to see what students thought of me on my teaching evaluations. Did students find me to be an effective teacher? Did they like my teaching style? Were the group activities that I planned useful to students? Continue reading
One of the most frequent comments I hear about teaching online is how hard it is to know how it’s going. Without those physical cues of light-bulb smiles, slouching students or confused faces, it can feel that you’re teaching into a vacuum for 14 weeks. And whatever your opinion of online CCQs, the results arrive too late to impact the students in front of you now. If you’ve shared this frustration, consider offering your students an informal mid-semester survey. Continue reading
Every semester, CATL sponsors a bookclub to discuss books that broadly impact teaching, learning and life on campus. Fall 2013 saw an invested group of faculty and staff discussing Whistling Vivaldi, an insider’s view into Claude M. Steele’s research and groundbreaking findings on stereotypes and identity. Dr. Gaurav Bansal offered this review of the book.
In Whistling Vivaldi Claude Steele describes that no one is immune from the threat or fear of being stereotyped – that is the fear of what other people could think about us solely because of our race, gender, age, etc. Claude talks about the series of creative experiments he has carried out where he deliberately induced or cleverly removed the stereotype threat. The book shows that the fear of being stereotyped hinders our performance – and it affects each group differently. It affects African Americans on test of intellectual abilities, as it hinders the Math performance of female students among others. The findings presented in this book unearth the powerful and prevalent ways in which group identity affects us all. Every one of us is part of some group affected by negative perceptions and stereotype threats. The awareness of this commonality should help us reconcile with the experiences of others around us.
Copies of Steele’s book are available from the CATL library in IS1144. Interested in suggesting a book or joining us for the Spring Bookclub? Email us at email@example.com