Call for Faculty College 2024 (Applications Due Dec. 18, 2023)

Group photo of Faculty College participants from 2023

Each year, faculty, instructors, and lecturers from across the Universities of Wisconsin gather for Faculty College, an institute and retreat led by the Office of Professional & Instructional Development (OPID). The 44th Annual Faculty College will be held at the Osthoff Resort at Elkhart Lake (close to three of our four locations in Sheboygan County) on May 28 – 31, 2024. The theme this year is Rethinking/Redesigning Student Assignments. Our keynote speaker and guest facilitator will be Dr. Ashley Finley, Vice President of Research and Senior Advisor to the President, American Association of Colleges & Universities (AAC&U).

Learn More About Faculty College

Apply

If you are interested in being one of UW-Green Bay’s instructor representatives, please send an email to CATL@uwgb.edu with:

  • Your name and department
  • Your commitment/availability to travel from May 28 – 31, 2024
  • A brief one-paragraph explanation of why you wish to be a part of this team

Applications are due to CATL on Monday, Dec. 18, 2023.

Questions?

Please contact CATL if you have any questions about the application process. Programmatic inquiries may be directed to Fay Akindes, Director of Systemwide Professional and Instructional Development, UW System, fakindes@uwsa.edu.

Call for 2024-25 Wisconsin Teaching Fellows and Scholars Program (Applications Due Sunday, Nov. 26, 2023)

The UWGB Provost Office and the Center for the Advancement of Teaching and Learning, on behalf of the UW System’s Office of Professional and Instructional Development (OPID), invite faculty and instructional academic staff to apply for the 2024-25 cohort of the Wisconsin Teaching Fellows and Scholars (WTFS) Program.

This program is designed to provide time (one year) to systematically reflect with peers in a supportive and open-minded community and, ultimately, to move from “scholarly teaching” to the “scholarship of teaching.” Administered by OPID and directed by UW faculty, the WTFS Program is grounded in the Scholarship of Teaching and Learning (SoTL).

Full program description and call

The deadline for applications has been extended through Sunday, Nov. 26, 2023. Interested applicants should submit items 1-5 below as separate attachments to one email message. That email should be sent to CATL (CATL@uwgb.edu) with the subject line “WTFS Application.” The reference letter can be submitted directly to the CATL email by your Department Chair or Dean, but it is also due by Nov. 26. The full list of required materials is below:

  1. Application checklist;
  2. A letter stating your interest in and qualifications for the WTFS Program (two-page maximum);
  3. A teaching & learning philosophy (three-page maximum);
  4. An abbreviated curriculum vitae (two-page maximum);
  5. This budget sheet estimating costs using UW System travel reimbursement rates;
  6. A reference letter from your Department Chair or Dean (can be directly emailed to CATL@uwgb.edu).

As always, let us know if you have any questions via email: CATL@uwgb.edu.

Register for the 2024 Instructional Development Institute (IDI) on Jan. 9, 2024

Welcome to the UW-Green Bay Instructional Development Institute (IDI) registration and main information page! For quick access to conference details, use the table of contents below:

Conference Overview

The Instructional Development Institute will take place on Tuesday, Jan. 9, 2024, and is hosted by the Center for the Advancement of Teaching and Learning (CATL) and the Instructional Development Council. The 2024 IDI is a one-day, completely virtual and free teaching and learning conference that will feature live presentations by expert faculty, staff, and UWGB community members on the theme of  “Thriving in Higher Education.” We are pleased to have Dr. Kevin Gannon as the conference keynote speaker, author of the book Radical Hope. In addition to his address on the conference topic, Dr. Gannon will lead two workshops, one focused on sustainable online teaching practices and the other centered on fostering belonging in both virtual and face-to-face learning environments. The 2024 IDI has concluded and registration is closed. Please contact CATL (CATL@uwgb.edu) if you have any questions about accessing recorded conference materials available in the 2024 IDI Canvas course.

About the Conference Theme: Thriving in Higher Education

Higher education has witnessed substantial challenges in recent years. Instructors and students faced COVID-19, the ensuing dramatic shifting to pandemic pedagogy, and all that came with it. Institutions confronted budget, enrollment, and political pressures, and they are now grappling with emerging generative AI technologies and their impact on education. Amid such disruptions, it can be easy to approach our work with a mentality of survival. This year’s Instructional Development Institute instead challenges you to consider what it would mean not simply to survive, but to thrive in higher education. While there are no easy answers, we can work together as educators to set goals, support one another, surmount obstacles, and achieve at a high level, similar to the expectations we have for our students.

Keynote Speaker

Photo of Dr. Kevin Gannon
Dr. Kevin Gannon is Director of the Center for the Advancement of Faculty Excellence (CAFÉ) and Professor of History at Queens University of Charlotte, in North Carolina. He is the author of Radical Hope: A Teaching Manifesto (West Virginia University Press, 2020), and his writing has also appeared in The Chronicle of Higher Education, Vox, CNN, and The Washington Post. In 2016, he appeared in the Oscar-nominated documentary 13th, directed by Ava DuVernay. He is currently working on a project centered around reimagining introductory and survey courses in higher education.

Keynote Address: Hopeful Teaching in Less-Than Hopeful Times

Let’s not mince words: these are almost overwhelmingly difficult times to be in higher education. After (barely?) surviving multiple years of “pandemic pedagogy,” we find ourselves on a landscape marked by faculty burnout, student disconnection, fiscal shenanigans, and an external climate that seems to get more foreboding by the day. How, then, is it possible to bring any meaningful sense of hope to our work in teaching and learning? And how might we imagine a context where we’re not simply surviving, but where we and our students are actually thriving? This session will not claim to provide all the answers, nor will it simply throw out empty inspirational quotes like one of those motivational page-a-day calendars. Rather, we’ll focus on agency as a foundation for hopeful teaching, and consider the ways in which we might help our students discover, develop, and value their own agency as learners. In doing so, we’ll look at some promising strategies which evidence suggests will be helpful in this work. Participants will leave this session with specific ideas which they can incorporate into their own teaching.

Keynote Workshop: Sustaining Our Students and Ourselves in Online Teaching and Learning

This session will explore strategies by which we can make the workload involved in online teaching both manageable and sustainable. We’ll use the idea of “presence” from the Community of Inquiry framework as a way to interrogate our own practices and consider what alternatives might exist. We’ll then look at examples of tools and practices which can both enhance presence in our courses and make our workflow more manageable.

Keynote Workshop: (Re) Connecting with Students after “Pandemic Pedagogy”

One of the most prevalent observations from faculty in recent months has been how difficult it is to connect (or reconnect) with students since the disruptions of the pandemic. What are the reasons for this attenuated sense of connection? Why does engagement seem so difficult now? How do we deepen student engagement in our courses without adding unsustainable amounts to our workload? This session will explore the sources of this disconnect, and consider some specific ways in which we can foster meaningful engagement from students—with both course material and one another.

Schedule

LIVE SESSIONS

8:45 – 9:00 a.m. | Welcome & Land Acknowledgement

  • Kate Burns (Provost and Vice Chancellor of Academic Affairs) and Kris Vespia (Center for the Advancement of Teaching and Learning Director)

9:00 – 10:00 a.m. | Keynote Address

  • Hopeful Teaching in Less-Than-Hopeful Times
    Dr. Kevin Gannon (Center for the Advancement of Faculty Excellence Director, Queens University)

10:15 – 11:00 a.m. | Session #1

Concurrent Session Options:

  • Community-Based Learning: A Pillar of Thriving in College and Beyond
    Katia Levintova (Professor), Isabel Gosse (UW-Green Bay Student), Ashley Heath (Academic Program Manager), Heather Kaminski (Assistant Professor), Grace Knudsen (Campus Compact AmeriCorps VISTA), Beth Kowalski (Director, Neville Public Museum), & Brady Reinhard (UW-Green Bay Student)
  • The Role of Resilience in Non-Clinical Case Management at UW-Green Bay
    Erin A. Van Daalwyk (Dean of Students) & Katie Morois (Assistant Dean of Students)
  • Holistically Envisioning “Real-World” Applicability: A Conversation
    David Voelker (Professor)

11:05 – 11:50 a.m. | Session #2

Concurrent Session Options:

  • Trust No One: Implementing Information Literacy in a First-Year Seminar
    Clifton Ganyard (Associate Professor) & Renee Ettinger (Assistant Director, Library Research Services)
  • Thriving OER Projects at UWGB: A Roundtable Discussion
    Carli Reinecke (OER Librarian), Joan Groessl (Associate Professor), Amy Kabrhel (Associate Professor), Kevin Kain (Teaching Professor), & Sawa Senzaki (Professor)
  • The Myth of Standard Language Ideology: Language Inclusivity in the Higher Education Classroom
    Cory Mathieu (Assistant Professor) & Shara Cherniak (Assistant Teaching Professor)

11:55 a.m. – 12:25 p.m. | Lunch

  • Psychology and Stuff Podcast: Evidence-Based Strategies for Thriving in Academia
    Alison Jane Martingano (Assistant Professor), Jason Cowell (Professor), Tom Gretton (Assistant Professor), Ryan Martin (Dean, College of Arts, Humanities, and Social Sciences), Abigail Nehrkorn-Bailey (Assistant Professor), Georjeanna Wilson-Doenges (Professor), & Chelsea Wooding (Assistant Professor)

12:30 – 1:30 p.m. | Keynote Workshop #1

  • Sustaining Our Students and Ourselves in Online Teaching and Learning
    Dr. Kevin Gannon (Center for the Advancement of Faculty Excellence Director, Queens University)

1:45 – 2:30 p.m.| Session #3

Concurrent Session Options:

  • Foundations for the Thriving Student in the Age of ChatGPT
    Jodi Pierre (Research Librarian) & Kristopher Purzycki (Assistant Professor)
  • What the Health? Strategies to Thrive in the Stressful World of Higher Education
    Jared Dalberg (Associate Professor)
  • Slaying the “Techno-issue” Dragon
    Vallari Chandna (Professor), Anup Nair (Assistant Teaching Professor), & Praneet Tiwari (Assistant Teaching Professor)

2:45 – 3:45 p.m. | Keynote Workshop #2

  • (Re) Connecting with Students After “Pandemic Pedagogy”
    Dr. Kevin Gannon (Center for the Advancement of Faculty Excellence Director, Queens University)

3:45 – 4:00 p.m. | Wrap-Up

  • Kris Vespia (Center for the Advancement of Teaching and Learning Director)

ON-DEMAND SESSIONS

  • Combining Engineering Ethics and Information Literacy in a STEM First-Year Seminar
    Nabila Rubaiya (Assistant Teaching Professor) & Jodi Pierre (Research Librarian)
  • Escape from the Chemistry Lab!
    Breeyawn Lybbert (Associate Professor)

Institute FAQs

A: The 2024 IDI is completely virtual and will be held through a Canvas course. The conference will feature a keynote address and two workshops led by Dr. Kevin Gannon. In addition to Dr. Gannon’s sessions, attendees will also be able to engage with a variety of live and one-demand presentations hosted by UWGB faculty, staff, and community partners. 

A: Everyone who registers for the conference will be sent an email on January 2, 2024, with a link to self-enroll in the IDI Canvas course. Follow the steps in the email to set up a Canvas account (if applicable) and complete the self-enrollment process.  By joining the IDI Canvas course, you will have full access to all the live and on-demand sessions, materials, and discussions. If you have any issues joining the course, please contact us at CATL@uwgb.edu. 

A: All live conference sessions will be hosted through Zoom and links to each individual Zoom session will be made available within the IDI Canvas course at 8 a.m. on Tuesday, January 9, 2024.

A: In addition to the live presentations, you can also explore a mix of on-demand sessions from pre-recorded presentations, podcasts, and online resources that explore concepts in teaching and learning. These sessions will be available in the IDI Canvas course and can be accessed after the conference as well.  

A: Yes, all live sessions will be recorded and posted in the IDI Canvas course after the conference. We will post an announcement in the course once all session recordings have been made available. You will be able to watch the recordings at any time up to a year after the conference date. 

A: Yes! The 2024 IDI is free and open to all educators in the UW system and beyond. 

A: Yes, we welcome those who are unable to attend live on Jan. 9 to still register for access to the session recordings after the conference. 

Workshop Wednesdays (Fall 2023)

New for Fall 2023, CATL will be hosting a “Workshop Wednesday” on the last Wednesday of each month from 3:30 – 4:30 p.m.

This Semester’s Workshop Wednesdays:

  • Sept. 27 | 3:30 – 4:30 p.m. | Engaging Students with Evidence-Based Activities
  • Oct. 25 | 3:30 – 4:30 p.m. | Cold Lunch & Hot Topics: Grading Practices and Efficiencies 
  • Nov. 29 | 3:30 – 4:30 p.m. | Career Infusion in Higher Education (Zoom link)

Engaging Students with Evidence-Based Activities (Sept. 27, 3:30 – 4:30 p.m.)

Congratulations on surviving your first week of the Fall 2023 semester. Your students are engaged and motivated to learn, eager to jot down every word, and participate in every activity you assign. Or maybe not. If you find that your students have started drifting off or pulling out their phones instead of doing their work, it might be time to consider some engagement strategies.

While we wish we could wave a magic wand and increase the engagement of all our students, we know that’s not realistic. There are some activities, however, that can increase participation and general motivation over time. Want to know more? Join CATL for our first virtual ‘Workshop Wednesday’ of the year on Wednesday, Sept. 27, at 3:30 p.m. where we will tackle this issue.

Cold Lunch & Hot Topics: Grading Practices and Efficiencies (Oct. 25, 3:30 – 4:30 p.m.)

Share Your Best Grading Tips with CATL & Other Instructors!

Do you have any grading advice to offer to fellow instructors? CATL is soliciting recommendations for using the Canvas Gradebook, staying on top of grading, implementing alternative grading approaches, or making the most out of Canvas Rubrics and SpeedGrader. Send us your best tips by completing this survey.

Then join CATL, along with other UWGB instructors, for our next “Cold Lunch & Hot Topics” on Wednesday, Oct. 25, from 3:30 – 4:30 p.m. in which we’ll share the tips you’ve submitted and host an informal discussion about grading practices and efficiencies. This hybrid event will be hosted on Zoom for those who want to join virtually and in person in the CATL conference room (Cofrin Library 405C).

Career Infusion in Higher Education (Nov. 29, 3:30 – 4:30 p.m.)

CATL’s Workshop Wednesdays continue this month with a session on career infusion! Join CATL Director Kris Vespia for a brief presentation and open discussion about concrete ways instructors can infuse marketable skills and career information into their courses, including liberal arts and STEM fields. This virtual event will be hosted via Zoom on Wednesday, Nov. 29, from 3:30 – 4:30 p.m. You can register to receive an Outlook calendar reminder or simply drop in using the Zoom link.

Teaching with Technology Certificate and Course Enrollments (2023-24 AY)

CATL is continuing the Distance Education Certificate program under a new title this year, the “Teaching with Technology Certificate.” Instructors interested in learning more about how to leverage Canvas and other tools for effective teaching, regardless of modality, are encouraged to participate and complete the full certificate.

The Teaching with Technology Certificate consists of three courses which act as progressive steps in a sequence. Instructors will earn a digital badge after completing the first and second courses in the series, and the Teaching with Technology Certificate after completing the third course. Full-time instructors for the 2023-24 academic year will also earn stipends after completing the second and third courses in the sequence.*

Note: If you have already completed the Distance Education Certificate, this is not a new credential; it has simply been re-titled, so there is no need to re-enroll.

Course Availability, Deadlines, & Compensation

Course 1: Learning and Integrating Technology for Education (LITE) 101

  • All full-time instructors are automatically enrolled in LITE 101: Modalities & Technologies. The course will remain open indefinitely, and there is no deadline for completion.
    • If you are not a full-time instructor but would like to be added to the course, please email CATL@uwgb.edu.
  • LITE 101 is not tied to a stipend.
  • All instructors working toward the Teaching with Technology Certificate who complete LITE 101: Modalities & Technologies will be able to enroll in LITE 201: Course Design the following semester.

Course 2: LITE 201

  • The Spring 2024 cohort of LITE 201: Course Design will begin on Monday, Feb. 5, 2024, and run until the end of the spring semester.
  • Registration for the Spring 2024 cohort of LITE 201 is open through Friday, Feb. 2, 2024. Register today!
  • Full-time instructors who complete LITE 201 within the 2023-24 academic year will qualify for a $750 stipend.*
  • All instructors working toward the Teaching with Technology Certificate who complete LITE 201 will be able to enroll in LITE 301 the following semester.

Course 3: LITE 301

  • The Spring 2024 cohort of LITE 301: Course Revisions will begin on Monday, Feb. 5, 2024 and run until the end of the spring semester.
  • Registration for the Spring 2024 cohort of LITE 201 will remain open through Friday, Feb. 2, 2024. Register today!
  • Full-time instructors who complete LITE 301 within the 2023-24 academic year will qualify for a $750 stipend.*
  • All instructors who complete LITE 301 will receive the Teaching with Technology Certificate.

*Only full-time instructors for the 2023-24 AY are eligible for compensation. To receive compensation, participants must receive approval from their unit chair. Instructors that have already met their maximum overload payment for the contract period do not qualify for compensation.

If you have questions about these courses, please contact CATL at catl@uwgb.edu. If you have questions about compensation or the payment process, please contact Human Resources at hr@uwgb.edu.

Course Descriptions

The first course in the series is called Learning and Integrating Technology for Education (LITE) 101: Modalities & Technologies. This self-paced course includes information about the different course modalities offered at UW-Green Bay, as well as the technologies you might use for teaching in each one, including in-person teaching. This course also serves as the foundation of the Teaching with Technology Certificate series because it provides an overview of our specific distance education modalities and the technologies that will help you to be successful in them.

LITE 201: Course Design (formerly called Trail Guides) picks up where the first course leaves off. LITE 201 course centers on developing learning pathways for students. This self-paced course is for you if you would like to explore how to develop distance education courses more systematically. Through LITE 201, you will develop a module for a distance education course. LITE 201 is self-paced but offered on a semester basis.

In LITE 301: Course Revisions (formerly called Retreats), you will be encouraged to reflect on your own teaching practices. LITE 301 focuses on the process of using feedback, reflection, and scholarly teaching practices to refine classes. You will, for example, explore scholarship of teaching and learning (SoTL) literature relevant to issues in your course or to revisions or teaching innovations you are considering. You will also engage with several of your colleagues through synchronous and asynchronous activities designed to support your efforts in reflecting on and refining your teaching practices. LITE 301 is offered as a cohort-based, semester-long community of practice.