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!

Call: “First-Year Experience” 2018-19 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.

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[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.”

Call: “Teaching with Transparency” 2018-19 Community of Practice

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).

Recognizing “Capstone Experiences” CoP Participants

CATL would like to recognize the members of the “Capstone Experiences” Community of Practice:

  • Caroline Boswell – CATL/History
  • Karen Dalke – Public and Environmental Affairs
  • Kate Farley – CATL
  • Myunghee Jun – Nursing
  • Rebecca Meacham – English
  • Eric Morgan – Democracy and Justice Studies
  • Kimberley Reilly – Democracy and Justice Studies
  • Karen Stahlheber – Biology
  • David Voelker – History
  • Elizabeth Wheat – Public and Environmental Affairs
  • Georjeanna Wilson-Doenges – Psychology

Thanks for your continued good work!

2018-19 CoP Theme Announced: “Teaching with Transparency”

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!