Post-Symposium Workshop Sessions. Check the schedule carefully; some sessions are hosted at other campus locations and may require separate registration. View workshop sessions in their entirety (pdf).

12:15–3:15 p.m.

CAMPUS CULTURE BUS TOUR
Social Capital and Campus Citizens: The Past is Prologue

When the unit of analysis shifts from teaching to learning, our focus shifts from the teacher to the student, even from pedagogy to the organizational culture in which the teacher and student are embedded. Social capital, self-organizing systems, diversity, distributed intelligence, and service learning are all hot epistemological topics in higher education. Those of us at UW-Madison have a unique opportunity to reach back 100 years and examine some of the strategies, attitudes and even facilities that our campus culture produced then that are gaining in relevance now. We have a strategic advantage, if we choose to develop it. This unusual bus tour of our campus area will help us explore our shared history and assumptions and set the context for a peer discussion of the campus culture here at UW-Madison, how it influences teaching and learning, and what that means to us.

Register online to reserve a space on the bus and a bag lunch.

1–2:30 p.m.

Responding to and Evaluating Student Writing

6176 Helen C. White Hall
600 North Park Street

This interactive workshop invites instructors from all disciplines and experience levels to join a hands-on discussion about responding to student writing and motivating students to revise and improve their writing. We will practice responding to a short piece of writing, identify strategies for focusing our efforts, review current research on the subject, and discuss different approaches to evaluating student learning.

Beth Godbee, Writing Across the Curriculum
Brad Hughes, Writing Across the Curriculum, Department of English
Sarah McDaniel, General Library System

1:30–3 p.m.

Improving Campus Teaching and Learning: Examples from Participants in the Delta Program in Research, Teaching and Learning and the Wisconsin Program for Scientific Teaching

1st Floor Atrium, Microbial Science Center, 1550 Linden Drive

In this post-symposium open house session, participants from across the Delta Program in Research, Teaching and Learning and the Wisconsin Program for Scientific Teaching will share their innovative approaches to improving teaching and learning. These innovations include table-top demonstrations used to teach the public about science, instructional materials developed to improve undergraduate learning of concepts in science and engineering, and internship projects and their impact on student learning. Join us for this great networking opportunity!

1:30–3:30 p.m.

Assessment of Computational Modules: Using Interactive Computer Simulations to Enhance Learning

3609 Engineering Hall

This workshop will solicit feedback for improvement of computational modules developed to teach fundamentals of manufacturing and transport phenomena to College of Engineering undergraduates. The computer simulations allow students to explore core concepts in an interactive, problem-solving oriented manner. The goal of this workshop is to solicit feedback on how to enhance the existing course materials. Ultimately, the vision is for this existing framework to be directly incorporated into courses in other departments.

Please register for this workshop by emailing rkershner@wisc.edu (preferred) or by calling (608) 265.5328.

Ryan J. Kershner, Department of Mechanical Engineering
Paul Evans, Materials Science and Engineering
Paul Oliphant, Computer-Aided Engineering Center, College of Engineering

1:30–3:30 p.m.

Designing Learning Experiences with Second Life

Mac Lab, 356 Teacher Education Bldg., 225 N. Mills Street

An introduction to Second Life, an online virtual world and simulated learning environment. Join UW-Madison faculty and staff actively teaching and learning in Second Life. Participants will tour the UW-Madison Second Life Island, as well as other spaces designed for teaching in the arts, sciences, and humanities. Faculty and staff will describe aspects of student engagement in a simulated learning environment, as well as the social dynamics of learning in a virtual world. Session includes time to share class objectives and learning scenarios designed in Second Life. Attendees are encouraged to create a Second Life account and avatar prior to the workshop. Please email the UW Madison virtual support group at virtualworlds@lists.wisc.edu for help with creating an avatar and tips on joining education communities in Second Life.

Catherine Stephens, Media, Education Resources and Information Technology
Dan LaValley, DoIT, Academic Technology
Michael Connors, Department of Art

2–3 p.m.

Development of an Online Tutorial for Nursing Students: Information Literacy

1309 Health Sciences Learning Center

High-quality, online information sources relevant to current best practice serve nurses and student nurses. When surveyed about how they sought information needed for clinical practice, practicing nurses as well as many of our own UW-Madison nursing students indicated a preference for using mainstream internet sources (such as Google). In contrast, our library instruction emphasized how to search bibliographic databases. Based on this data, we developed an online tutorial that included a wider variety of information sources and tips for assessing their credibility. Our presentation will open with a general description of our process (survey development/results) that led to the development of the tutorial. We will then run the tutorial (10 minutes) and share student and faculty responses and plans for the future. Our goal is to help others learn how to develop their own tutorial or module relevant to their specific student population.

Interested participants should register by emailing voge@wisc.edu.

Cassie Voge and Paula Jarzemsky, School of Nursing

3–4:30 p.m.

Designing Effective Library Research Assignments

6171 Helen C. White Hall
600 N. Park St.

What makes a successful and engaging research assignment? Not sure what your expectations are, or that you’re communicating clear expectations to your students? Disappointed with the quality of the research your students produce? In this discussion-based workshop, we will learn about the ways that good assignment design can guide students to develop valued research skills, engage critically with source materials, and avoid common pitfalls such as plagiarism.

Registration is requested, though not required by emailing bthughes@wisc.edu.

Brad Hughes, Writing Across the Curriculum and Department of English