Watch for a date the week of March 30-April 3
Watch for an email about how to sign up for the next CATL “Tough Talk” around the book Beyond the Asterisk: Understanding Native Students in Higher Education by editors Heather J. Shotton, Shelly C. Lowe, and Stephanie J. Waterman. This book will help us lead discussions about how to better support our First Nations students and support those who are trying to remove the asterisk as a signaling tool for First Nations peoples in research and practice. Please sign up for a book here!
When: April 5, 2019 from 10-11 AM
Where: Theatre Hall 316, UW-Green Bay Campus
Facilitators: Dr. Caroline Boswell, Director of the Center for the Advancement of Teaching and Learning; Associate Professor of Humanities and History; and Dr. Kate Burns, Associate Dean of the College of Arts, Humanities, and Social Sciences; Associate Professor of Human Development, Psychology, and Women’s and Gender Study.
While collaborative and group-based learning is on the rise, students are often unaware of the stereotypes and biases that inform group dynamics, student learning, and work productivity. Drawing on recent research on equitable team dynamics, this workshop will allow us to discuss how instructors may use equity-based methods to support the creation of group procedures and dynamics that work to minimize stereotyping and bias.
Register here: https://bit.ly/uwgb-inclusive-groups
Join us for our third High-Impact Practices @ 10 reading series discussion on February 18, 2019 from 3:00-4:30 PM in MAC Hall 201 or virtually via Blackboard Collaborate Ultra!
The Association of American Colleges and Universities High-Impact Practices turn “10” this year! In honor of that milestone, and an initiative sponsored by UW System and the National Association of System Heads, we’ll highlight readings about Civic Engagement, Undergraduate Student Research and more with the help of the NASH Grant Leadership team.
Ryan Martin will lead a discussion on two chapters from Nancy H. Hensel edited collection, Course-Based Undergraduate Research: Educational Equity and High-Impact Practice.
- Register for the event here
- Access the book via the Cofrin Library’s eBook Central: Course-Based Undergraduate Research: Educational Equity and High-Impact Practice. Participants will need to log in using their UWGB credentials in order to access these chapters.
Peter Levine (Assoc Dean of Citizenship and Public Affairs, Tufts University) argues that the answer to the fractiousness of our society and the breakdown of civil society lies with greater civic engagement. We’ll be discussing his book We are the ones we have been waiting for, which considers both the values that we need to re-invigorate our society as well as strategies to strengthen participatory democracy through greater civic engagement.
Please register here: https://uwgreenbay.ca1.qualtrics.com/jfe/form/SV_cDdfBFODKDt3HtH
Due to busy schedules, we’ve moved this HIPS @ 10 reading series to November 7 from 10-11 am in CL 204 H
Greetings from Green Bay! Our very own Center for the Advancement of Teaching and Learning (CATL) is hosting a reading series about The Association of American Colleges and Universities’ High-Impact Practices (HIPs). HIPs turn 10 this year, and in honor of that milestone and an initiative sponsored by UW System and the National Association of System Heads, CATL will highlight readings about Civic Engagement, Undergraduate Student Research, ePortfolios, and more with the help of the NASH Grant Leadership team.
Our first meet-up will be Friday, Sept. 21 from noon-1PM, and will discuss a series of short, recent pieces evaluating the effectiveness of high-impact practices. We’ll host a synchronous meeting you can join from here: Join Skype Meeting
Those who are able to be in Green Bay, please meet in Theatre Hall 378 on the Green Bay Campus. If we need more room, we’ll move over to Theatre Hall 316. Here’s the campus map for parking information (we’ll be in building #2).
Here are the short readings for our first session:
- George Kuh, Ken O’Donnell & Carol Geary Schneider (2017) HIPs at Ten,Change: The Magazine of Higher Learning, 49:5, 8-16: https://www.uaa.alaska.edu/academics/institutional-effectiveness/departments/center-for-advancing-faculty-excellence/Kuh%20et%20al.%20-%202017%20-%20HIPs%20at%20Ten.pdf
- Marjorie Valbrun (25 April 2018), “Maybe Not So ‘High-Impact’?,” Inside Higher Ed, retrieved from :https://www.insidehighered.com/news/2018/04/25/study-questions-whether-high-impact-practices-yield-higher-graduation-rates
- George D. Kuh and Jillian Kinzie (1 May 2018), “What Really Makes a ‘High-Impact’ Practice High Impact?,” Inside Higher Ed, retrieved from https://www.insidehighered.com/views/2018/05/01/kuh-and-kinzie-respond-essay-questioning-high-impact-practices-opinion