The CATL Office on campus shares word that UW System faculty and staff are invited to submit proposals for a UW System Conference on Academic Literacy to be held at the UW Marathon County Center for Civic Engagement in Wausau on Thursday, June 4, 2015. Titled “Effective Teaching and Program Development for Underprepared and At-Risk Learners,” the conference is sponsored by the UW Colleges English Department through a UW System Conference and Professional Development Grant. The deadline for proposals is Jan. 15. The proposal submission form can be found at https://jfe.qualtrics.com/form/SV_bxBkCTtUoHVNO7z.
The application deadline for the Online Teaching Fellows is Thursday (Nov. 6). The program offers faculty the opportunity to engage in discussion and activities that enhance online teaching and learning. There are two tracks:
• For faculty who are new to online teaching – Starter Online Teaching Fellows
• For faculty who are experienced in online teaching and interested in Quality Matters – Advanced Online Teaching Fellows
The annual UW-Green By Faculty Development Conference will take place Jan. 21, 2015 in the University Union. This year’s theme is “Engaging Students as Partners in Teaching and Learning: A High Impact Practice for All.” To submit a proposal or register on line go to www.uwgb.edu/catl/conference. Proposals are due Friday, Nov. 14.
UW-Green Bay has been awarded funding by UW System in the amount of $50,000 to support undergraduate research expansion across all disciplines. The grant, made through the System’s new Undergraduate Research and Discovery initiative, will be used during the current fiscal year. The proposal was written by Associate Prof. Jennifer Lanter, director of the Center for the Advancement of Teaching and Learning, and Associate Vice Chancellor Dan McCollum.
The Board of Regents created the grant program to help the state’s public universities enhance their ability to foster undergraduate research and promote innovation. At UW-Green Bay, the overall goal will be to provide support and coordination focused on engaging students in research opportunities that could yield multiple benefits for both students and the larger community. Those benefits could include a richer educational experience, improved student retention, and development of skills that promote entrepreneurial exploration and contribute to a dynamic regional economic environment. The funds will be used to achieve the specific objectives of providing professional-development opportunities through CATL in integrating research practices in curricula; providing resources for student travel and supplies related to student/faculty research collaborations; development of an electronic platform for sharing undergraduate research results; and development of a database to assist in connecting research opportunities with students.
The Center for the Advancement of Teaching and Learning is offering another iteration of its successful Online Teaching Fellows program during Winterim 2015. They will offer two intensive tracks for instructors with different levels of experience teaching online. Once you’ve selected which track is best for you, continue reading or visit the links below.
• For instructors who are new to online teaching, consider the Starter Online Teaching Fellows — www.uwgb.edu/catl/online/starter.asp.
• For instructors experienced in online teaching and interested in Quality Matters, consider the Advanced Online Teaching Fellows — www.uwgb.edu/catl/online/advanced.asp.
If you have any questions about the program or the application process, contact Joanne Dolan at email@example.com.
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Starter Online Teaching Fellows — Winterim 2015
Applications due Thursday, November 6. Application form and full details available at www.uwgb.edu/catl/online/starter.asp
The Center for the Advancement of Teaching and Learning is offering $1,500 grants to instructors to take part in an intensive hybrid 2-week workshop on online teaching and course development. This workshop will foster lively, interdisciplinary conversation about best practices in online teaching.
It is intended for instructors who are new to online teaching (having never taught online, or taught only one online course) and would like to develop (or redevelop) an online course. Consideration will be made for instructors who wish to develop a hybrid course.
Participants must commit to attend all 4 face-to-face sessions as outlined below and participate in all online components of the course.
• January 7, 9am – 1pm
• January 9, 9am – 1pm
• January 12, 9am – 1pm
• January 14, 9am – 1pm
Applicants will be chosen in a blind review by the Awards Subcommittee of the Instructional Development Council. Application form and rubric can be found at www.uwgb.edu/catl/online/starter.asp.
Advanced Online Teaching Fellows – Winterim 2015
Applications due Thursday, November 6. Application form and full details available at www.uwgb.edu/catl/online/advanced.asp
The Center for the Advancement of Teaching and Learning is offering $2,000 grants to instructors to take part in an intensive hybrid 2-week workshop on advanced online teaching concepts and course development.
This program will foster lively, interdisciplinary conversations about best practices in online teaching and prepare and support instructors to submit an online course for Quality Matters recognition (more information on Quality Matters). It is intended for instructors who have experience teaching online and are interested in having their course Quality Matters recognized.
The program has the following requirements:
• Participants must nominate a course for redevelopment and review. The course must have been taught at least twice online for UW-Green Bay by the end of Fall 2014.
• Participants must commit to attend all 4 face-to-face sessions as outlined below and participate in all online components of the course.
• Participants must commit to complete a successful Quality Matters review by the end of Fall 2015.
Participants chosen commit to attending the following 4 face-to-face sessions:
• January 6, 9am – 1pm
• January 8, 9am – 1pm
• January 13, 9am – 1pm
• January 15, 9am – 1pm
Applicants will be chosen in a blind review by the Awards Subcommittee of the Instructional Development Council. Application form, rubric and sample applications can be found at www.uwgb.edu/catl/online/advanced.asp.
As part of the faculty development program at UW-Green Bay, the Center for the Advancement of Teaching and Learning and the Instructional Development Council have set aside grant funds to provide monetary support (up to $1,000 each) for professional development activities or projects that can lead to “the improvement of teaching skills” or the “development of innovative teaching strategies.” The grants are not intended to support the acquisition of content for a course, but rather to focus on pedagogy (i.e., the teaching talents, methods and abilities of the instructor).
Two calls for Teaching Enhancement Grant proposals are issued each year, one in fall, one in spring. Funds must be expended before the end of the fiscal year. An email with detailed information was distributed to faculty, instructional assistants and adjuncts on Monday. If you cannot access or did not receive this email please contact CATL program assistant, Ashley Damp, firstname.lastname@example.org to receive information about submitting your proposal. For questions related to the grant, please contact Associate Prof. Jennifer Lanter, CATL director, at email@example.com.
The 19th Annual Faculty Development Conference will be held Jan. 21, 2015 in the University Union at UW-Green Bay. This year’s theme is “Engaging Students as Partners in Teaching and Learning: A High Impact Practice for All.” The premise: Typically we teach to students… what happens if we approach the task differently, aiming to teach with students? Emerging research suggests that engaging students as partners in teaching and learning has a potential to enhance, and perhaps even transform, student learning-and also faculty teaching. The keynote speaker is Prof. Peter Felton, assistant provost and director of the Center for Engaged Learning at Elon University. His publications include the co-authored books Transforming Students: Fulfilling the Promise of Higher Education and Engaging Students as Partners in Learning and Teaching.
Call for Presenters: Conference participants are invited to submit a proposal no later than Nov. 14. Forms and more information can be found on the website, www.uwgb.edu/catl/conference.
The Center for Advancement of Teaching and Learning (CATL) announces a program on Friday, Oct. 31, from 9 to 10:30 a.m. in the Vista Conference Room (301) of Mary Ann Cofrin Hall. Titled “Teaching Without a Textbook? How to make your courses more relevant and, yes, fun!” the session will be led by Prof. Carol Cirka of the Center for Integrative and Entrepreneurial Studies at Ursinus College in Pennsylvania. The invitation reads, in part, “Have you ever complained about textbooks? Too dense, too expensive, too much content for the course, students don’t read them (maybe they don’t even buy them)? This session will describe the experiences of one faculty member who teaches three management courses without using a traditional textbook.” Cirka’s program will include sample syllabi, course design, teaching tips and a Q&A period.
Already broadcast campuswide but repeated here for the record: The Center for the Advancement of Teaching and Learning is now forming Fall 2014 Reading Groups. The book chosen for discussion is Engaging Students as Partners in Learning and Teaching: A Guide for Faculty (2014) by Alison Cook-Sather, Catherine Bovill, and Peter Felten. Student-faculty partnerships is an innovation that is gaining traction on campuses across the country. There are few established models in this new endeavor, however, Engaging Students as Partners in Learning and Teaching: A Guide for Faculty offers administrators, faculty, and students both the theoretical grounding and practical guidelines needed to develop student-faculty partnerships that affirm and improve teaching and learning in higher education. Groups are open to all faculty and staff members. Books will be provided by CATL office.
Participants will choose from one of four discussion sessions:
• Wednesday, Dec. 3, 9:30-10:30 a.m.
• Thursday, Dec. 4, from 9 to 10 a.m.
• Friday, Dec. 5, from 1 to 2 p.m.
• Monday, Dec. 8, from 2-3 p.m.
If you would like to participate, send an e-mail to Ashely Damp, CATL Program Assistant at firstname.lastname@example.org to indicate your interest and to let her know which book group discussion(s) you would prefer to attend. (Yes, you may attend more than one.) Responses are required by next Monday (Sept. 29).
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Co-author will keynote January conference here: Worth emphasizing in relation to this fall’s book group discussions of Engaging Students as Partners in Learning and Teaching: A Guide for Faculty is that nationally known co-author Peter Felton of Elon University will be the keynote speaker for the Faculty Development Conference that will be hosted by UW-Green Bay on Jan. 21, 2015.
The Center for the Advancement of Teaching and Learning (CATL) invites the campus community to share in the accomplishments of the 2013-14 Teaching Scholars in a program from 3 to 5 p.m. Monday (Sept. 8) in Phoenix Room A of the University Union. The following faculty members will be sharing their project results:
• David Helpap, Public and Environmental Affairs (Political Science) • Jenell Holstead, Human Development (Psychology) • Katia Levintova, Public and Environmental Affairs (Political Science) • Christopher Martin, Humanistic Studies (Philosophy) • Deirdre Radosevich, Human Development (Psychology, Women’s & Gender Studies) • Alison Staudinger, Democracy and Justice Studies (Political Science) • Gail Trimberger, Social Work • Elizabeth Wheat, Public and Environmental Affairs (Political Science)
The Teaching Scholars program is a year-long faculty development opportunity, currently co-directed by Professors Ryan Martin (Human Development) and David Voelker (Humanistic Studies). Each scholar completes a project exploring student learning in a particular course.