Supporting First-Generation College Students (Mar. 24 & Apr. 28, 2023)

CATL is excited to partner with Lisa Lamson, Assistant Teaching Professor in Humanities and 2022-23 EDI Consultant, to offer two workshops this spring on supporting the success of first-generation college students.

Transparency in Syllabus Design for First-Gen Student Success (Mar. 24, 1 – 2 p.m.)

The first of the two workshops, Transparency in Syllabus Design for First Gen Student Success, will be held in person on Friday, Mar. 24 from 1 – 2 p.m. in the Alumni Room (University Union 103). This workshop addresses the whys and hows of syllabi – how can faculty best utilize the first-day foundational document throughout the semester to best support first-generation students as they navigate college? Despite best efforts, there seems to be a disconnect between how faculty see class syllabi and how students engage with the syllabi. This workshop intends to act as a bridge to help faculty articulate how their syllabi and learning outcomes shape the learning experiences throughout the semester and how it connects to their “genre knowledge” to help students see the value in a syllabus. In doing so, this workshop seeks to help faculty support first-generation students’ sense of belonging in the classroom and in the university by making clear the activities in the classroom’s connection to the university’s learning outcomes and beyond.

Unpacking the Hidden Curriculum for First-Generation Student Success (Apr. 28, 1 – 2 p.m.)

The the second workshop, Unpacking the Hidden Curriculum for First-Generation Student Success, will be held in person on Friday, Apr. 28 from 1 – 2 p.m. in MAC 107. “How do you know what you know?” – “Hidden Curriculum,” or the unspoken expectations of college in and outside of the classroom, often acts as a barrier to first-generation student success. While much of the academic scholarship on the “hidden curriculum” focuses on student experiences, this workshop intends to bring the conversation explicitly into the classroom – how can we uncover the information we, as faculty, just know and translate that for our students? How can we teach something we have learned through doing? This workshop proposes an opportunity for faculty to articulate the hidden “just knows” for their classroom to improve student achievement and, ultimately, success. Working through an assignment of their choosing, faculty will identify hidden expectations in their assessments and rubrics, and develop ways to make clear how the expectations of the assignment align with the course outcomes and beyond.

Language Inclusivity at UWGB: Reflecting on Our Practices and Policies to Serve Language-rich Students (Feb. 24, Mar. 3, Mar. 31, & Apr. 12, 2023)

What language practices do your students bring to our UWGB community? How do you value and sustain those language practices in your classrooms and other interactions with students? Join Dr. Cory Mathieu, 2022-23 EDI Consultant, and Edith Mendez, undergraduate student in Education, in a workshop series to prompt UWGB faculty and staff to engage in these questions to begin to cultivate a culture of language inclusivity across our campus. Each workshop is tailored to one of the four UWGB colleges with examples and recommendations that are responsive to the needs of various academic and professional fields. Workshops will be interactive, reflective, and in-person.

Save the date for your college!

  • CHESW: Friday, February 24, 12 – 1 p.m., Wood Hall 303
  • CAHSS: Friday, March 3, 12 – 1 p.m., MAC Hall 210
  • CSET: Friday, March 31, 12 – 1 p.m., STEM Innovation Center 136, 137, & 138
  • CSB: Wednesday, April 12, 12 – 1 p.m., Wood Hall 202

If you need an accommodation for any of the sessions, please contact CATL@uwgb.edu.

Events on AI, Machine-Generated Content, and ChatGPT (Feb. 10, Feb. 17, Mar. 24 & Apr. 7, 2023)

Have you heard the term “ChatGPT” and wondered what everyone was talking about? Are you thinking about how artificial intelligence and machine-generated content could help you as a teacher or complicate your ability to assess true student learning? Experts from across UW-Green Bay are coming together to help you! Please read on to learn more about the sessions being offered in Spring 2023.

ChatGPT Workshop (Feb. 10 & 17, 8 – 9:30 a.m.)

We are excited to announce that the Cofrin School of Business, with support from CATL, is hosting a workshop on ChatGPT! Come learn about ChatGPT by Open AI. Join CSB faculty in this interactive workshop to experience the most advanced chatbot and discuss implications for teaching and learning.

The workshop is moderated by Oliver Buechse, Executive in Residence, Cofrin School of Business. It will be offered on two different Fridays, Feb. 10 and 17, from 8 – 9:30 a.m. in the Willie D. Davis Finance and Investment Lab on the first floor of Wood Hall. The workshops are free and open to all UWGB employees.

If you need an accommodation for any of the sessions that are a part of the “ChaptGPT Workshop” please contact Kathryn Marten (martenk@uwgb.edu).

AI, Teaching, & Learning Series (Feb. 17, Mar. 24, & Apr. 7, 11:40 a.m. – 12:30 p.m.)

UW-Green Libraries, CATL, The Learning Center, and UWGB faculty are all coming together to offer a series of three workshops on machine-generated content applications and artificial intelligence tools such as ChatGPT and their potential impacts on teaching and learning. Participants will have the option to attend this series in-person or via Zoom. 

Teaching and Learning in the Time of ChatGPT | Friday, Feb. 17, 11:40 a.m. – 12:30 p.m.

UW-Green Bay instructors with expertise in artificial intelligence and machine learning will introduce us to AI-content generating tools, like ChatGPT, and their potential uses and pitfalls. Join other instructors for an engaging discussion about the impact on teaching and learning and a brief opportunity to test the tools themselves. 

Writing Assignments and Artificial Intelligence | Friday, Mar. 24, 11:40 a.m. – 12:30 p.m.

ChatGPT and other text-generating tools have raised concerns among instructors whose curriculum relies upon writing assignments from creative writing to lab reports and research papers. In this session, we’ll focus on the implications of these tools on writing and pedagogy, assessment, and curriculum design.  

Designing and Managing Authentic Assessments | Friday, Apr. 7, 11:40 a.m. – 12:30 p.m.

Students may inevitably use artificial intelligence and text-generating tools, but there are strategies instructors can explore and use to alleviate instructional stress around student learning. In this session, we will explore strategies for planning and developing authentic assessments to help students actively engage in their learning. This session will also offer instructors resources to help navigate the issues surrounding artificial intelligence and discuss ways to create assessments that embrace or acknowledge the use of AI and text-generating tools.

If you need an accommodation for any of the sessions that are a part of the “AI, Teaching & Learning Series,” please contact Kate Farley (farleyk@uwgb.edu).

Event Follow-Up: Transparent Assignment Design (Apr. 15, 2019)

Faculty and staff from Green Bay, Manitowoc, Marinette, and Sheboygan joined other institutions participating in the Taking Student Success to Scale high-impact practice (HIP) project in an interactive webinar about designing transparent assignments. The session was hosted by Mary-Ann Winkelmes on 4/15/19. More information on Dr. Winkelmes’s work can be found beneath the embedded video.

Session Recording (4/15/19)

Session Resources

More Information

The National Association of System Heads (NASH) sponsored a webinar with Mary-Ann Winkelmes on Transparent Assignment Design. All members of the campus community were invited.  Mary-Ann is the founder and director of the Transparency in Learning and Teaching in Higher Education Project (TILT Higher Ed).

Transparent instruction is an inclusive, equitable teaching practice that can enhance High Impact Practices by making learning processes explicit and promoting student success equitably. A 2016 AAC&U study (Winkelmes et al.) identifies transparent assignment design as a small, easily replicable teaching intervention that significantly enhances students’ success, with greater gains by historically underserved students. A 2018 study suggests those benefits can boost students’ retention rates for up to two years. In this session we reviewed the findings and examined some sample assignments. Then we applied the research to revising some class activities and assignments. Participants left with a draft assignment or activity for one of their courses, and a concise set of strategies for designing transparent assignments that promote students’ learning equitably.