Written by Illene Cupit, Professor
Me: “So why do you want to take this trip to South Africa?”
Student: “Well…Ever since I was little I wanted to see the country and I just love elephants and giraffes!”
Me: “Do you know anything about the history of South Africa, like…apartheid?
The student (quizzically): “Um, I think so…maybe.”
Thus began my journey with 11 UW-Green Bay students to the city of Port Elizabeth, which is on the Eastern Cape of South Africa. And in the three weeks we were there I saw the transformation of our students who were willing to extend themselves beyond the elephants and giraffes. 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 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.
Recently announced in the LOG, Dan McCollum, Assistant Vice Chancellor for Academic Administration, and I received a $50,000 grant from the UW System to further undergraduate research on our campus. 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
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
The Annual Conference for the International Society for the Scholarship of Teaching and Learning (ISSOTL) was held in Quebec City last month. I had the privilege during this conference to hear a plenary from Bernard Petiot who is the Vice-President for Casting and Performance for Cirque du Soleil. He spoke on the environment that welcomes creativity at Cirque du Soleil and 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
Teaching inside and learning outside the classroom
I am still new to teaching, but I already understand that although teaching is the goal, ensuring that students are learning is the more difficult task. When I think back to my time at UWGB, I remember having a successful classroom career. I faithfully took notes during lecture, reviewed them, and answered questions efficiently on exams. The mitochondria are the powerhouse of the cell. Wilhelm Wundt was the first to conduct psychological experiments. I can still bring a pretty good argument to the table as to why jazz developed in New Orleans and not somewhere else like, say, Paris. Continue reading
When teaching, there is a diverse array of factors that an instructor has to be aware of. On a class to class basis you have to be sure that you have the right amount of content, that you provide opportunities for active learning and that you build in factors to increase engagement. When it comes to more of the minutia of class management, an instructor also has to make a lot of decisions in advance about what the norms for appropriate classroom behavior will be. These can range from behaviors more directly related to learning and attention such as the use of laptops, texting, and attendance, to factors such as eating and talking to neighbors, which may not be as directly tied to attention. Continue reading