Course: “Pandemic to Online” (Jan. 4‚Äď18)

This course is for instructors who would like to take their recently created pandemic courses and turn them into fully online classes. This is for you if you anticipate offering your pandemic course in the online environment in the future.

ūüĎď Description

The Pandemic Teaching to Online Teaching January training aims to help instructors build on their experience teaching a pandemic course while engaging with what it means to be an online instructor and how an online course differs from its in-person counterparts. The target audience for this training is instructors that are planning on adapting a course taught during the pandemic to a fully online course. 

ūüéĮ Learning outcomes¬†

  • Participants will deepen engagement with current best practices in online pedagogy.¬†
  • Incorporate their ‚Äúpresence‚ÄĚ in their online course.¬†
  • Implement strategies to increase student engagement in the online classroom.¬†
  • Select¬†tools and features of Canvas that can assist when teaching online.

‚Ź≥ Time commitment

This is a two-week course running from Jan. 4 to 18. This session will be largely asynchronous with optional, live meetings interspersed.  

ūüĒ® Deliverable¬†

This course will have two deliverables. In January, participants will create an introductory module for the online course they’re developing and a plan for their first instructional module.  Later in the spring they will reflect on how their plans have fared and seek to refine them further. 

ūüíĶ Compensation¬†

Instructors will earn $500 for completing their module and course plan in January and another $500 for completing their reflection by the end of the contract period in May.

ūüĒĎ To register¬†

Please see our registration form to register for this or any other January program.

Call for Applications: UWGB Teaching Scholars (2020-21) 

Dear Colleagues: 

Access. Think of all the ways you have heard that word recently. UW-Green Bay is an¬†‚Äúaccess institution.‚Ä̬†Do we practice equity-minded instruction that promotes¬†inclusion and access?¬†Do our students¬†have adequate internet access to¬†engage in learning right now? Are we using universal design principles to¬†ensure access for all?¬†How will our current range of instructional modalities influence¬†how we and our students¬†access education and each other?¬†How does living in a pandemic influence our personal bandwidth access to function as educators and learners?¬†¬†

Given the myriad ways¬†it¬†is a critical issue right now,¬†access¬†is¬†the¬†2020-21 theme for¬†the UWGB Teaching Scholars.¬†The Center for the Advancement of Teaching and Learning (CATL), with financial support from the Office of the Provost,¬†is¬†currently¬†accepting applications¬†for the academic year.¬†¬†This program provides faculty and instructors¬†of all experience levels¬†‚Äď from new instructors to the most senior tenured professors ‚Ästthe¬†opportunity to share their¬†teaching expertise and further develop their¬†craft. Being a Teaching Scholar is¬†an honor and a¬†recognition of¬†teaching excellence. It is also a¬†professional development¬†opportunity designed to promote continuous¬†growth¬†as an educator.¬†

Directed by Kris Vespia (Psychology), the program offers opportunities to discuss teaching with colleagues, develop new teaching strategies, read materials about teaching and learning, and assess a learning goal through a scholarship of teaching and learning (SoTL) project. We will also build a community to support one another through the challenges and joys of this academic year. 

The Teaching Scholars program has the following major components: 

  • Scholars will¬†attend at least¬†four of the¬†five¬†scheduled meetings, to be held on¬†the following dates¬†from 10:00 to 11:30¬†a.m.:¬†Oct. 2,¬†Oct. 23,¬†Feb. 5, and April¬†9.*¬†All meetings¬†will be virtual.¬†
  • Scholars will read and discuss¬†materials¬†(e.g., chapters, articles) selected to fit with¬†the annual theme (Access) and¬†the selected¬†scholars‚Äô particular interests within it.‚ÄĮ¬†¬†
  • Scholars will develop and implement a scholarship of teaching and learning project¬†with guidance from the¬†director.¬†This year scholars may complete projects in pairs or as a group, particularly if they are interested in assessment of learning goals related to advanced ‚Äúcore-hort‚ÄĚ CATL trainings from this summer.¬†
  • Scholars will participate in a formative¬†peer-review¬†of their teaching.¬†
  • Scholars will share the results of their¬†SoTL¬†project with the campus community¬†in the Fall of 2021.¬†

*Note: It may be possible to change the meeting times after Scholars are selected, so please do not let that be an obstacle to applying. 

Up to five faculty members and instructors will be selected, and each will receive $500.00¬†as a stipend. Preference will be given to applicants who plan to design their¬†SoTL¬†project in the Fall¬†of 2020¬†and implement it in¬†Spring 2021.‚ÄĮ¬†If you are a 12-month, non-instructional staff member who teaches an introductory/gateway course, please reach out to your supervisor to see if they are supportive of this opportunity. 12-month staff receiving this stipend on overload may need to complete an¬†Alternative Work Schedule Request¬†to account for stipend-related activities performed on¬†regularly-scheduled¬†work time for their primary appointment, and the stipend will need to be approved by the¬†Position & Compensation Review Committee.¬†

To apply for this professional development opportunity, please submit the following as one PDF to CATL (  

  • A¬†2page letter of interest detailing your: a)¬†teaching philosophy,¬†b)¬†teaching accomplishments,¬†c) interest in the students and¬†access¬†theme (very broadly defined), and d)¬†a¬†very¬†rough description of a teaching or learning challenge or problem you propose to¬†address with a¬†SoTL¬†project.‚ÄĮPlease¬†include a sentence or two indicating your commitment to attend at least 4 of the 5 scheduled meetings, along with your¬†availability¬†on¬†the currently selected days/times.¬†
  • A brief CV (approximately 2-3 pages, with an emphasis on teaching and any¬†SoTL¬†experience)¬†
  • A¬†simple¬†one-sentence¬†statement¬†of agreement¬†from your unit chair indicating they are aware of and support your application to the program.¬†

Deadline: September 21, 2020  

Sample proposals from previous Scholars are available on the CATL website if you would like additional guidance on the letter of interest. If you have any questions about the program or your proposed SoTL project, please contact Kris Vespia (

Learning Circles

What is a Learning Circle? 

Learning circles are a new addition to our suite of CATL programming! 

These circles offer you a way to bring together instructors, staff, and/or students who have a shared interest in an issue that affects the landscape of higher education to build collective knowledge and support your professional development.  

We hope these learning circles gather people from different areas or disciplines to engage in conversations around shared issues. 

How do we get started?

If you and a few of your colleagues have been kicking around ideas about topics in higher-ed for which you would like to learn more, you should consider starting a Learning Circle. Once you have a few people already on board, then submit a proposal to open the circle to the rest of the UWGB community. Once you apply and hear back from a CATL member, CATL will handle signups and then hand over a full participant list so that your group can coordinate meetings. 

Call for Proposals:

Facilitator(s) will need to organize the following information for their proposal: 

  • Facilitator contact information,¬†
  • Learning circle¬†topic/issue¬†and brief description,¬†
  • Information about the expected number of meetings and when those meetings will take place,¬†
  • A plan¬†for meeting¬†with your participants:¬†remotely,¬†in-person, asynchronously or synchronously; this plan should account for participants joining remotely¬†in all scenarios.¬†
  • A description of a deliverable or product this learning circle‚Äôs members might produce,¬†
  • A list of learning materials¬†and their¬†approximate¬†cost (e.g. subscription to an e-book or journal, a physical book, printed materials, etc.),¬†
  • After you submit your proposal,¬†CATL will reach out about a budget proposal for up to $330 in supplies and expenses.¬†

To start a learning circle:

Submit a Proposal

Learning Circle Criteria

  • Learning Circles can be a semester long commitment or an academic year.¬†
  • Learning Circles can be open¬†to the UWGB campus community, but topics may split membership depending upon interest (faculty, instructional academic staff, non-instructional academic staff, graduate students, teaching assistants, and students).¬†
  • Should¬†be between 5-15 individuals¬†(if there aren‚Äôt at least 5 people interested in participating, we‚Äôll keep the proposal for upcoming semesters in case there may be renewed interest; if there are more than 15, then we may split the group into two).¬†
  • The group must generate a product to share with the rest of the UWGB Campus via the CATL website or blog.¬†

Circle Members

Each circle will have a facilitator¬†(the person who applies!)¬†who will be the liaison to¬†CATL,¬†but the facilitator¬†doesn’t need to have¬†specialist¬†knowledge¬†in the learning circle¬†topic.‚ÄĮThe facilitator¬†will¬†also¬†be responsible for any¬†awarded budget.¬†Learning¬†Circles are intended to be¬†non-hierarchical¬†and all members play an equal role in their success.‚ÄĮMembers decide as a group on the specific format of the circle in order to best meet the learning needs of the group, so as people apply to participate, CATL will remain in contact with the Learning Circle¬†facilitator¬†to firm up details and plans.¬†


Products and deliverables for learning circles are not extensive: a book or literature review; a shared annotated bibliography; a checklist informed by your learning materials; a recommended statement to propose to the UC or Faculty Senate; a playlist of relevant media for others who wish to learn more. 

Call: “Mitigating Equity Gaps” 2020-21 Community of Practice

Are you someone who is always searching for new ways to promote equity in your courses? This year’s community of practice will bring like-minded individuals together to try out new interventions in our introductory and gateway courses to promote greater equity in student success. 

Structural inequities in higher education‚ÄĒexacerbated by the pandemic‚ÄĒmay leave you struggling¬†to¬†find ways to¬†promote change.¬†This year-long community of practice¬†will connect us with our colleagues so that we¬†can¬†collectively¬†research¬†strategies¬†to enhance student learning and retention in our¬†introductory or gateway courses. In the fall, we will discuss three different forms of interventions: interventions you can apply as the instructor; interventions you can encourage students to apply¬†in their courses; and interventions you can leverage from the¬†university.¬†In the spring semester,¬†you will select and apply one strategy to¬†a specific introductory or gateway¬†course¬†you are¬†teaching,¬†and¬†we¬†will¬†work together to assess our¬†impact on¬†teaching and students.¬†This community will also be able to investigate larger systemic issues that create barriers for students and instructors, and we will be able to share our ideas for change with decision-makers on campus.¬†


This year’s community of practice will meet once a month via Microsoft Teams and will engage in asynchronous work and discussion in Canvas between meetings.  Our synchronous meetings will be from 12-1 p.m. on Sep. 25, Oct. 16, Nov. 13, Dec. 11, Jan. 29, Feb. 19,  Mar. 26, and Apr. 23. We encourage you to apply even if you cannot make some of these times; we will provide alternative means of engagement for those unable to make a virtual meeting. 


This community of practice is open to anyone who teaches an introductory course or a course that serves as a gateway to the major. Research has uncovered national trends in high-enrollment courses across disciplines such as Economics, Accounting, Biology, Philosophy, and College Writing. While the experience is open to all who teach gateway or introductory courses, we are particularly interested in supporting instructors who teach courses in these and other disciplines that have systemic, national issues. We have space for 15 instructors. If you are a First-Year Seminar instructor, we encourage you to seek out the First-Year Seminar community of practice because it is designed to provide you with specific resources to support students in those courses. 


Instructors who complete the community of practice are eligible for a $500 stipend. If you are a 12-month, non-instructional staff member who teaches an introductory/gateway course, please reach out to your supervisor to see if they are supportive of this opportunity. 12-month staff receiving this stipend on overload may need to complete an Alternative Work Schedule Request to account for stipend-related activities performed on regularly-scheduled work time for their primary appointment, and the stipend will need to be approved by the Position & Compensation Review Committee. 

How to apply

Click below to apply in Qualtrics. It will ask you to list the class you wish to work on with our community and to share what sort of intervention(s) you may wish to explore. While you will have all of the fall semester to consider what you wish to do in the spring, we wish to hear what instructors are interested in doing so it can inform our program.  

Apply Here

2020 SNTA “Recipients”

Because of the unique circumstances especially surrounding teaching and learning in 2020, there were no “traditional” Student Nominated Teaching Awards. Instead, students were given an opportunity to provide open-ended “kudos” thanking instructors and staff for their impact during a trying year. These tokens of thanks were shared directly with instructors in lieu of SNTAs.