Tag Archives: Faculty

PreservationHall

Learning about Teaching in an Unexpected Place

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

Rainbow

Staying Positive in Negative Times

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

together

Collaboration

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

math

Opportunities to Learn – Joint Mathematics Meetings

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

Writing

The Value of a Writing Community

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).

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FDC15

That’s So HIP! Part One

Come join us in just over a week at our annual faculty development conference. We are excited for the opportunity to learn, grow, and share as we explore High Impact Practices (HIP) with our keynote speaker, Peter Felton. Anyone working with students is encouraged to attend and if you haven’t registered its not too late!

In preparation for the conference, we will be sharing a two part blog series highlighting the upcoming presenters and their breakout sessions. Part one will cover general HIP presentations followed by part two which will highlight study abroad HIP and course specific HIP presentations.

We hope to see you there!

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Vintage picture of female school teachers sitting in classroom

Myth of the Gender Neutral Classroom

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