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
I know we are only a few days into the Summer 1 term, but I can already tell that the changes I made to my online course as a result of my participation in the Advanced Online Teaching Fellows program back in January have drastically changed the way I view online teaching. Continue reading
A life is not important except in the impact it has on other lives
-Jackie Robinson Continue reading
When I was first starting out as a professor students would ask me questions I just found ridiculous. Like, did they need to take a particular art history course. I thought, geez, take what the catalogue tells you to take! I didn’t always comprehend that a major or minor could have options, there could be confusion, and that the students themselves maybe didn’t know who else to ask those questions of. No, I thought, as the professor, their questions for me should be strictly limited to class content! Everything else was, “See your advisor.” And the advisor was never going to be me. Continue reading