Tag Archives: Learning


“Learning Through Research”

Written by Dr. Jennifer Lanter

Earlier this year I learned that I had been elected to serve as a Councilor for the Council on Undergraduate Research (CUR).  The tagline for this organization is “Learning Through Research,” a statement that is very much in line with the way I view my experiences with students as they serve as undergraduate research assistants in my Language Learning Lab.

For example, the undergraduate students in my lab have typically taken an Infancy and Early Childhood class where they have read about numerous clearly-described studies showing significant results related to child development.  Often, when reading about it in a textbook or even reading the primary source article, the whole process can look “easy” and problem-free.  However, once they are actively involved in executing studies with two- to six-year old children they learn that the studies do not always go as planned and that being prepared for a three-year-old to launch a toy across the lab or to not want to answer your question becomes essential.  In short, the process that may have seemed “easy” now looks “messy” and their realization of what research with children can be like becomes much more realistic.


In addition, now students aren’t just reading about inter-rater reliability but are, themselves, seeing how their coding of a testing session lines up with how another research assistant codes a session.  They are not just summarizing the methodology of a student but are, instead, attending to such precision in a student’s design so that they execute the method exactly the same way as two or three other research assistants.  They are now no longer learning through reading about research studies but are instead “learning through research.”

I think I get especially excited about my undergraduate researchers around this time of year because this is typically the point in the semester where they have the opportunity to present their work to the local and state-wide community.  My research assistants and I have been very busy lately preparing for the local Academic Excellence Symposium, the Posters in the Rotunda event in Madison, and the UW System Symposium for Undergraduate Research & Creative Activity.

These three events take place in mid- to late-April and will allow my students the opportunity to showcase their experiences with undergraduate research and their understanding of the related literature, methodology used, results, and implications of our study on the impact the meaning of the plural form has on children’s ability to produce the plural form.  My research assistants have learned through this research assistant experience that our findings could ultimately help a child who has difficulty with the plural forms of words as we seek to find the ideal conditions to foster plural production.

As you can likely tell, I am passionate about these undergraduate research experiences.  After all, had it not been for the undergraduate research experience I had at the University of Illinois in the Language Acquisition Lab I doubt I would be directing my own Language Learning Lab today and “learning through research.”

Joanne DolanJennifer Lanter, Ph. D
Human Development & Psychology,
CATL Director


The Phoenix in South Aphrica

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


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

Rippleys Math Equation

To Sum It All Up

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

at the circus

Innovative Teaching & Cirque du Soleil

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

katie von holzen3

A Former UWGB Student’s Reflection

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