Written by Adolfo Garcia, Associate Professor of Communications
Recently my friend and colleague, David Voelker, sent me an article about contemplative pedagogy (Faculty Focus, 2015). The article reminded me how important it is to be mindful…in the classroom…for both me and my students. That is why I choose to teach and model meditation practices. This past Fall in my Communication 340 course (Mediation and Conflict Resolution) we started each day with 5-10 minutes of mediation. Continue reading
Written by Aaron Weinschenk, Assistant Professor of Political Science
This past January, I got the chance to see the Preservation Hall Jazz Band while I was visiting New Orleans. It was awesome. Preservation Hall is legendary and the music is glorious. During the concert, I marveled at how engaging the band was. Afterwards, I started thinking about what the performance could teach me about being a better professor. Just to be clear, I didn’t attend the concert with the intention of gleaning insights about teaching. But, as I reflect back on what I witnessed, it occurs to me that a lot of the things that I observed could help me become a better and more thoughtful teacher. 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 Adolfo Garcia
This is part 2 of Adolfo Garcia’s discussion on mentoring. Click here to read part 1.
On cynical days I think students probably remember very little of what I teach them. I am rewarded though when I visit with families at graduation and parents say how impactful I was along the way.
Written by Adolfo Garcia
Recently I have thought a lot about first-generation students and what they need to succeed at UW-Green Bay. Mentoring plays a big part in student success. Continue reading
A group of faculty got together recently to discuss the CATL book club selection – “Engaging Students as Partners in Learning and Teaching: A Guide for Faculty” by Alison Cook-Sather, Catherine Bovill, and Peter Felten. Continue reading
This semester, I have 4 teaching assistants—two for my American Government and Politics class and two for my Introduction to Public Policy class. As the classes have progressed, I’ve noticed my teaching assistants making interesting discoveries about teaching. Continue reading
As I get nearer to the end of the semester (hard to believe) by necessity I am setting my sights on Spring, 2015. I am bringing a group of students to South Africa during the January Interim and so I must get my syllabi completed early (not my typical modus operandi) before I travel. And that leaves me to face one of my pedagogical demons on what to do about a textbook. Continue reading
Mathematics Senior Lecturer, Theresa Adsit, shares thoughts on her CATL Teaching Enhancement Grant funded project…
Having enjoyed the benefits of having randomized, computer generated homework problems available to assign to my Calculus and Intermediate Algebra students, I wanted to extend those same benefits to my Elementary Functions: Algebra and Trigonometry Math 104 students. Continue reading