Call for 2019-20 Teaching and Learning Community of Practice

Promoting Equity-Minded Institutional Change

Overview:

Though it feels isolating, if you have ever felt disempowered when helping students navigate systemic problems (e.g., poverty, discrimination) that impede their learning, you are not alone. Next year’s Teaching and Learning Community of Practice (CoP) will provide support and a sense of collective empowerment for those who engage or wish to engage in promoting equity-minded institutional change. Those who join will come together to discuss research on equity-minded teaching, curricular development, and institutional policy, and we will also consistently reflect on how larger systems of power and oppression impact the experience of higher education (Costino, 2018). During the spring, the community will engage in individual or collective project-based work to progress towards goals we establish at the end of the fall semester. This may involve subtle or significant transformation to approaches to teaching & learning in a singular course, broader curricular development, and/or supporting policy recommendations to the wider campus community.

General expectations for the CoP: 

  • Participate in and support a community of practice that would meet six times during the 2019-20 academic year. We intend to schedule these three meetings a semester on Friday mornings: 10/4, 11/1, 11/29, (1/23 – IDI), 2/7, 3/6, and 4/17.
  • Attend the Instructional Development Institute on January 23rd, 2020.
  • Engage in discussions of a series of readings related to equity-minded institutional change.
  • Help articulate shared goals and outcomes for the learning community.
  • Engage in project-work in Spring 2020 that works towards our collective goals.
  • Share three reflections a semester on Canvas.
  • Share your work with the university community during a fall 2020 event.

Please don’t let a conflict with a particular date prevent you from applying. We can work together to find a solution.

Support for project work

In addition to the emotional and intellectual support that a learning community provides, community fellows will receive reading materials and $275 S&E that they may spend on professional development such as books, course materials, or travel to a teaching/higher ed-related conference such as the UW System’s OPID Teaching and Learning Conference in April 2020.

Eligibility

Any instructors teaching in the fall and spring of 2019-20 may apply.

How to apply

Please send your application via e-mail to the Center for the Advancement of Teaching and Learning (catl@uwgb.edu) anytime before August 23rd. Our short application only includes:

  • A brief letter of interest that discusses how you wish to explore the theme of “equity-minded institutional change” within the Teaching and Learning Community. If you already have a potential project in mind, please feel free to articulate this in your letter.
  • A brief e-mail memo of support from your unit chair (one sentence is fine).

 

Call for Participants: First-Year Experience Community of Practice

This community of practice will engage instructors and staff in facilitated discussions about how we can best support our first-year students as they transition to college. All participants will receive a copy of Saundra Yancy McGuire’s Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation. We will organize the community around themes in the book, and colleagues from each of UW-Green Bay‘s four campuses will share resources, insights, and advice from their years of experience. The community will meet face-to-face four times across the academic year, with each campus cohort supported by a facilitator and connected via web conferencing. The projected dates for these meetings are Fridays from 12-1:30pm on 11/2, 11/30, 2/22, and 4/5. Before and after each meeting, community members will engage in brief reflections and asynchronous discussions via Canvas. Additionally, participants will meet face-to-face in Green Bay at the Instructional Development Institute on January 24, 2019.

Eligibility

Instructors and staff who regularly engage first-year students. This may include instructors of first-year seminars, lower-level gateway courses, and/or general education courses. While the community will largely discuss instruction and classroom-level interventions, staff who also support first-year students are very welcome to apply. Participants who are unable to engage in each face-to-face meeting are able to join if they share these conflicts in advance with the co-facilitators.

Support

People who complete the experience and provide artifacts that reflect revisions to their teaching and/or practices will receive a certificate and will have an opportunity to share their knowledge with the broader campus community. Thanks to one-time UW System funds to support “faculty collaborations” across campuses, we are also able to provide $200 of S & E funds to participants to support a project related to the first-year experience.[1]

Interested?

Sign-up now to enroll and to receive a free copy of McGuire’s Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation.

Questions?

Contact Caroline Boswell, Director of the Center of Teaching and Learning @ boswellc@uwgb.edu or Jennifer Flatt, co-director of the First-Year Experience Community of Practice @ jennifer.flatt@uwc.edu.

[pdf-embedder url=”https://blog.catl.uwgb.org/wp-content/uploads/2018/10/Call-for-instructor-and-staff-participants.pdf” title=”Call for instructor and staff participants”]

[1] “This activity was supported by the UW System. The views expressed are those of the organizers/authors and are not necessarily those of the UW System.”

Teaching and Learning Community: Teaching with Transparency

Have you ever puzzled over why some students didn’t appear to grasp your expectations for an assignment, while others seemed to “get it”? Ever wondered why it’s the “A” students who show up to your office hours? In 2018-19, the Center for the Advancement of Teaching and Learning will facilitate a teaching and learning community that will consider how teaching with greater transparency may help us ensure all students are able to navigate our courses successfully.

Studies show that improving the transparency within your syllabi and course assignments can promote student success within your course. Research also suggests promoting greater transparency may be especially helpful for underrepresented students because it helps them to learn the “unwritten rules” of college and build navigational capital that they can use in all courses (Winkelmes, 2015; Winkelmes, 2016).

Over the course of eight meetings, this community will explore research that examines the relationship between transparency in teaching, student learning, and persistence to graduation. We will also consider how the practice of culturally relevant pedagogy may provide the necessary framework to teach with genuine transparency. Community fellows will meet to discuss educational research, work together to develop practical transparent teaching ideas, incorporate greater transparency into one of their courses, and share experiences and assessed results with their cohort and the UWGB campus community.

Compensation

In addition to the comradery that a learning community provides, community fellows will receive reading materials and $275 S&E that they may spend on instructional development such as books, course materials or travel to a teaching-related conference such as the UW System’s OPID Teaching and Learning Conference in April 2019.

Eligibility

Any instructors teaching in the fall and spring of 2018-19 may apply.

How to apply

Please send your application via e-mail to the Center for the Advancement of Teaching and Learning (catl@uwgb.edu) by May 16, 2018. Your application only need include:

  • A brief letter of interest that provides a description of the course you wish to explore with the Teaching and Learning Community fellows. You may want to consider courses that exhibit a wide or irregular distribution of scores or where student performance doesn’t align with your expectations. Please include information on class size, typical student demographics (e.g. largely non-majors and first years), and what part or parts of the course you intend to focus on.
  • A brief memo of support from your unit chair (one sentence is fine).

2018-19 Theme Announced!

The 2018-19 Teaching and Learning Community will explore transparency in teaching and learning. Fellows will engage with scholarly research on the impact of transparency in course, outcome, and assignment design and consider how incorporating a transparent framework may promote equity in student learning and success. Fellows will make revisions to one course throughout the year while the learning community discusses the challenges of implementing transparent design. Look for the call mid-semester!

Stay tuned for more details!

2017-18 Teaching and Learning Community Fellows Program Goals

Teaching and Learning Community: Capstone Experiences

Purpose:

To create a community of practitioners invested in providing learners a cumulative learning experience that integrates learning across the curriculum and promotes the development of the whole person. To share what we learn and what we do with our colleagues.

Essential questions:

  1. How do we ensure the capstone experience serves instructor, student, programmatic and institutional goals?
  2. How might we use the capstone experience to promote integrative learning and deep reflection through a problem-focus approach?
  3. How do we balance the real issues facing our seniors—particularly the formidable transition that lies ahead of them—with our goals for learner and personal development? In other words, how do we avoid the neoliberal trap (student success=retention, graduation, and job placement) without ignoring the very real pressures and concerns our students experience?

Possible Learning Outcomes:

  1. Acquire a personalized understanding of the purpose of a capstone experience that balances institutional and scholarly expectations with your (and your students’) dreams for the course.
  2. Explore, isolate, and design learning assessments that promote learners’ achievement of your experience’s goals and objectives.

Emergent Outcomes and/or Goals

  1. What do you wish to learn and do this year?
  2. Caroline & Kate: Help with institutional assessment of the capstone to design the best possible resources and development opportunities to support instructors.

Tasks:

  1. Readings
  2. Monthly meetings
  3. Journaling
  4. Reflection
  5. Assessment design/re-design
  6. Others