Register for Conference: Equity in the College Classroom: Educating Ourselves as Educators (Oct. 1 & 15)

UW System, Wisconsin Technical College System, WAICU, College of the Menominee Nation, and Ojibwe College are sponsoring a two-day, virtual professional development conference for Wisconsin faculty & instructors as part of our state-wide 60 Forward Initiative. The theme this year is Equity in the College Classroom: Educating Ourselves as Educators. The two-day workshop will include student panels, faculty panels, small group discussions and two plenary sessions. The plenary session on October 1 features Elder Ada Deer and UW-Green Bay’s Dr. Lisa Poupart. The plenary session on October 15 features Chinese-American author, educator and filmmaker, Lee Mun Wah.

If interested please visit the event webpage to review the schedule and register for one or both days.

The conference will also serve as the kick-off event for UW-Green Bay’s 2021–2022 Equity in Gateway and Introductory Courses Community of Practice. Our first group meeting will be in November and will focus on what participants learned from the conference and how they might apply it to their own classes. If interested in joining our Community of Practice, please contact

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 educationexacerbated by the pandemicmay 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 universityIn 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

Call: “Intellectual Road Trip” Community of Practice

Someday, this semester will end, and we’ll look around, dazed, and start thinking about what it all means. The work of reflection is made richer when it is done with others— so that our own perspectives are contextualized and the possibilities for future action open up.

The Center for the Advancement of Teaching and Learning (CATL) and the Center for Civic Engagement (CCE) invite you to join on a week-long intellectual journey that focuses on trying to understand what COVID-19 has meant and will mean for our community at UWGB.  We also seek ways to move forward individually and collectively to create the institution we need, while also questioning who is included in the “we.” CCE and CATL invite members of the UWGB community who wish to explore these questions with us so that we can get a sense of where we’ve just been and how we might orient our campus community towards a just future.

Please read the call for instructions on how to sign-up and more about the “rules of the road.”

A few of the topics we’ll explore collectively are:

  • Ways incorporate discussions of the pandemic into courses through disciplinary lenses/contexts
  • Ways to  incorporate a framework – such as Universal Design,  Community of Inquiry, or Open Pedagogy – into courses/curriculum, which will enhance instruction in all modalities and make the pivot between modalities easier.
  • Ways to connect across disciplinary, staff/faculty and other divides to consider how to best support and build sustainable and meaningful community
  • Other ideas suggested by our fellow travelers

There’s room for 40 on this journey and participants will receive a $100 stipend.

Apply by May 8.

Call: “Promoting Equity Minded Institutional Change” 2019-20 Community of Practice


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.


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 ( 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).


Recognizing “Teaching with Transparency” CoP Participants

CATL would like to recognize the members of the “Teaching With Transparency” Community of Practice:

  • Caroline Boswell – CATL/History
  • Debbie Burden – English Composition
  • Franklin Chen – Physical Sciences
  • Joan Groessl – Social Work
  • Myunghee Jun – Nursing
  • Nathan Kraftcheck – CATL
  • Lorena Sainz-Maza Lecanda – Modern Languages
  • Gail Trimberger – Social Work
  • Elizabeth Wheat – Public and Environmental Affairs

Thanks for your continued good work!