I enjoyed a few days in beautiful, sunny, warm San Diego in late November to learn about how Undergraduate Research, Scholarship and Creative Activities (URSCA) could be integrated on campus with other high impact practices. Jillian Kinzie of Indiana University presented on how best to optimize high-impact practices and I wanted to share a few thoughts with you to encourage you to consider the use of high-impact practices as you work with students! Continue reading
“You and your group are walking in the woods when you find a bloody, unconscious young woman. You look through the backpack, you discover a two-way radio and a gas-mask. Her arm is wounded and looks badly infected but from this distance you can’t tell if it’s a bite or not. She’s starting to wake up. Work with your group to decide what to do.”
“Charting the Course”, “Navigating the Currents of Change”, “Set Sail on a Course Tour”, “A Voyage through QM”.
The harbor-based puns (and subsequent groaning) came hard and fast at the 6th Annual Quality Matters Conference held in Baltimore, which I was lucky enough to attend and present at in September. The conference attracts faculty, designers and administrators from across the county to learn more about Quality Matters and it is a great opportunity for CATL to learn more about the process, share our progress and network with institutions with similar goals. Continue reading
WiSCUR: The Wisconsin Council on Undergraduate Research
A few weeks ago I mentioned that I would be attending a Council on Undergraduate Research (CUR) Summit in Washington, D. C. to learn with individuals from several other State Systems and Consortia about how best to institutionalize undergraduate research. I, along with the representatives of the other UW System schools, was delighted to meet with individuals from campuses across the following Systems/Consortia: the California State University System, the City University of New York, the Council on Pubic Liberal Arts Colleges (COPLAC), the Great Lakes Colleges Association (GLCA), as well as from the Pennsylvania State System of Higher Education. As you can see, there were a variety of types of schools (large, small, public, private, etc.) that joined in the discussion about how to strategically foster undergraduate research on our campuses. Continue reading
In 2008 the Center for the Advancement of Teaching and Learning (CATL) was officially formed. CATL was established in response to a recommendation made by the Task Force on Teaching Evaluation in fall 1998, a Faculty Development Council proposal submitted to the Academic Affairs Team in spring 1999, the recommendation of the Comprehensive Academic Program Review Task Force in fall 2006, and the receipt of initial funding to support the Center through the UW-Green Bay Growth Initiative. Continue reading
The Faculty Development Conference was held Friday, January 24th at UW-Green Bay. Outside it was cold and snowy, but inside it was warm with enthusiasm! I watched as the folks picked up their registration material and moved to the conference center with smiles and eager looks on their faces. Continue reading