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 Illene Cupit, Professor of Human Development
A couple of weeks ago the Human Development department’s faculty meeting hosted Chancellor Miller, who spent 1 ½ hours going over the current state of UW-Green Bay’s fiscal crisis. And so my dear colleagues, I do not have to tell you that it currently is not a pretty picture. The requirement of wringing out $4.6 million dollars from a lean budget does not provide cause for celebration. We all are concerned about tenure, hiring, maintaining faculty lines in the face of retirements and program offerings. Morale on campus is at its nadir. Continue reading
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 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 Sawa Senzaki
I attended the Society for Teaching Psychology’s Annual Conference on Teaching in Atlanta, Georgia in October 2014. The conference is also known as the Best Practices Conference, and it’s a great place to learn new pedagogical techniques practiced in my own discipline. Although this conference included many interesting topics, my primary agenda was to attend the workshop on the Scholarship of Teaching and Learning (SoTL).
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.
As the semester wraps up we start to think about grading, making resolutions for next semester, preparing for the Holidays, fitting in the get togethers, the recitals, and the shopping….the list could go on. Continue reading
Many of my female faculty colleagues probably experienced being addressed as Mrs. or Ms. at least once every semester and not just by incoming freshmen. Or they read comments about shoes in their end-of-semester evaluations. But are those isolated incidents or does gender matter in how students perceive the knowledge and expertise of an instructor? Do they see differences in pedagogies? Types of course work that male and female faculty assign? Do students find female instructors more relatable? Do they themselves behave differently in the classrooms of male and female instructors? Last academic year, I finally got a chance to collect data on several of these research questions as part of our Teaching Scholars Program. Continue reading
Prior to becoming the Director for the Center of the Advancement of Teaching and Learning I was unaware of what a special entity we as a campus had available to us: the UW System Office of Professional and Instructional Development (OPID). Continue reading