View Wednesday's schedule in its entirety (pdf). All sessions will be held at UW–Madison's Pyle Center, 702 Langdon Street.

12:30–1:30 p.m.

Lunch (on your own)

1:45–2:45 p.m.

Breakout Sessions

Moving Toward Student-Centered Learning with Collaborative Technologies

You’ve heard the buzz words: knowledge construction collaborative group work, Web 2.0. But what does this look like in a real university course? How do instructors move towards student-centered learning with collaborative technologies? Presenters will share examples of courses that successfully use collaborative technologies to benefit student learning. Participants will learn how several tools are currently being used on-campus to facilitate collaborative learning and become more informed about pedagogical considerations for increasing student interaction with collaborative technologies.

Lauren Shawl, School of Pharmacy
Doug Worsham, Letters & Science Learning Support Services

Development of Critical Thinking and Sensitivity Through the Value Discussion Approach in the Classroom: Learning to Use the Head and the Heart Together

The Value Discussion Approach (VDA) is a dilemma discussion-based approach that synthesizes elements from critical pedagogy, feminist pedagogy and value education. Drawing from research on using VDA for gender sensitization in India and with undergraduates at UW–Madison, participants will learn how VDA offers valuable opportunities for developing critical thinking and sensitivity to different perspectives and facilitating cognitive as well as affective educational objectives.

Manisha Shelat, Journalism and Mass Communication

Using Performance Criteria to Assess Student Outcomes

An effective assessment method of student outcomes as part of an accredited curriculum depends on having measurable performance criteria in place. Performance criteria provide clear expectations for students and direction to faculty in developing course objectives and instructional strategies to support student learning. This workshop will engage participants in: 1) the process of developing performance criteria 2) indentifying appropriate assessment strategies, 3) aligning performance criteria to desired student outcomes, and 4) linking performance criteria to student outcomes across the curriculum.

Moira Lafayette, College of Engineering

Getting Them Engaged: Activating Learning in the Classroom

In this session, we will explore the concept of active learning in our classrooms. Rather than focus on academic or scholarly definitions, we will think pragmatically about the idea of first creating an engaged classroom as a way to activate learning. Participants will be challenged to consider what does an engaged learner look or act like? Are our lectures as active as we think they are? How can we transform them from passive to active? Participants will also generate one or two things to try in their own classrooms, including a list of engaged and disengaged behaviors, and discuss what it “looks” like in the classroom.

Teri Balser, Institute for Biology Education and Department of Soil Science

Learning Circle: Impact of Student Drinking and Non-engagement on Student Learning in Large Lecture Courses

Facilitators
Aaron Brower, Office of the Provost and Department of Social Work
Greg Moses, Department of Nuclear Engineering and Engineering Physics
Susan Crowley, University Health Services
Mo Noonan Bischof, Office of the Provost

2:45–3 p.m.

Refreshment Break, Alumni Lounge

3–4 p.m.

Breakout Sessions

Contemporary Engineering Problem Solving with Technology Enhanced Learning

In this session, faculty presenters will discuss which factors influence student learning outcomes related to course design including: content sequencing, technology-enhanced learning (TEL) pedagogy, instructor expertise, and student-instructor interaction. Preliminary results from a pilot study will be discussed in terms of best practices in the use of TEL in four similar hybrid courses that share common curriculum related to problem-solving using computer-based software tools. Participants will engage in discussion and view the online assessment resources that were instrumental in assessing students perceived learning in these courses

Gregory Moses, Nuclear Engineering and Engineering Physics
Jim Rawlings, Department of Chemical and Biological Engineering
John Hoopes, Department of Civil and Environmental Engineering
Rob Nowak, Department of Electrical and Computer Engineering

Captions: Access for Students Who are Deaf or Hard of Hearing; Benefits for All

We are at a crossroads where there are many more types of media (DVDs, podcasts, YouTube, etc.) and more ways to use captions for students with and without disabilities. In this session, participants will learn about captions, the process of adding and delivering them, and their benefits for student learning. Beginning with activities to demonstrate the benefits of captions for access and instruction, we will share strategies, new technologies, captioning tools, and new procedures to help faculty deliver media with captions in the classroom. Participants will watch a video with and without captions and assess what they learn to highlight the importace of captioning for all learners.

Todd Schwanke and Joan-na Cookie Roang, McBurney Disability Resource Center

Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind

In 2005, Lee Shulman (Carnegie Foundation for the Advancement of Teaching) discussed the concept of Signature Pedagogies in the Professions. He argued that what we do in our classrooms as instructors help our students learn certain “Habits of Mind” that characterize a profession. For example, imagine the differences in the “Habits of Mind” taught in medical schools compared with law schools. Come to learn and discuss what the signature pedagogies might be in your discipline. Participants will discuss with each other the concept of signature pedagogy and identify possible elements of signature within their own discipline.

Michel Wattiaux, Department of Dairy Science
Gary Don, Department of Music and Theatre
Helen Klebesadel, Women's Studies Consortium

The Case for Case Scenarios and Narratives in Teaching and Learning

Educational research suggests that an effective approach to learner-centered teaching is to immerse students in narrative cases or scenarios. Students then act as protagonists, who deal with complex situations and problems, choose among possible strategies, and reflect on the results of their choices. In this interactive session, panelists will discuss the pedagogical rationale behind case scenario-based learning and then show several examples of how case scenarios have been used for training writing tutors and health care professionals as well as teaching students diagnostic procedures in communicative disorders. Participants will brainstorm and share ideas for using case scenarios in their own teaching. We will also debut an exciting new instructional tool from DoIT's Engage program which enables faculty, staff, and TAs to create case scenario learning objects for access on the Web.

Brad Hughes, Writing Center and Department of English
Les Howles, Academic Technology, DoIT
Melissa Tedrowe, Writing Center
Nadine Connor, Department of Communicative Disorders Rebecca Tribby, School of Nursing

Social Justice in the First-Year Classroom:
Three First-Year Interest Groups (FIGs)

Part of the mission of FIGs is to contribute to campus diversity education efforts. While the central themes of a number of FIGs center on race and ethnicity, this presentation focuses on three in particular that not only emphasize issues of social justice but also include elements of community service. “Health Care Systems in Contemporary America,” taught by Sarah Kruger, introduces students to disparities in the delivery of health care; “Race, Ethnicity, and Equality in American Education,” taught by Tara Affolter, emphasizes social justice in the sphere of public education; “Multicultural Coalition Building,” taught by Tess Arenas, examines the barriers to multicultural coalition building and the strategies necessary to overcome these barriers.

Presenters will discuss classroom strategies and assignments as well as the role that community service plays in helping students understand how what they learn in the classroom can be implemented in real world situations

Greg Smith and Tess Arenas, College of Letters & Science
Sarah Kruger, School of Nursing
Tara Affolter, Department of Educational Policy Studies