Instructional
Development Programs |
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A
monthly brown bag series explores teaching strategies to advance student
learning. Experienced faculty and teaching staff will share best teaching
practices on a given topic each month, and cultivate a dynamic exchange
of theory and practice among participants. Open to a variety of disciplines.
• To improve teaching and advance learning • To facilitate collaborative inquiry of Best Practices and scholarly research in teaching and learning among new and experienced faculty/staff • Foster connection and community among those who teach |
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| UWM Freshman Seminar Retreat - spring | ||||||||||||||||
In conjunction with the L & S Edison Initiative, the Center for Instructional and Professional Development (CIPD) at UWM presents annual four-day retreats for faculty preparing to teach a Freshman Seminar. Participants examine and experiment with pedagogical techniques that foster active learning, improved writing, and better assessment strategies, in an atmosphere of shared inquiry and collegial support. Each year we invite participants from other UWM schools and colleges, and other UW System campuses to attend and participate. The Freshman
Scholars Program places students at the center of the classroom. Each
Freshman Seminar encourages interactive learning and student participation
based on the principle that one of the best ways for students to learn--and
then apply their knowledge--is through active, creative participation.
Freshman Seminars invite faculty to design special topic courses that
explore a subject in depth. These courses emphasize student/faculty discussion,
collaboration, and teamwork; inviting students to become creative, analytical
thinkers and active problem solvers.
The four-day retreat offers first-time seminar instructors
the opportunity to explore how to design seminars that develop collaborative
learning communities, campus connections, life-long skills, and depth
and breadth of knowledge. Individual consultation is available following
each session daily. Through speakers, small groups, and large group discussion,
and teaching vignettes, we will examine expectations of freshmen, technology
for learning, common problems and solutions, pedagogical strategies, and
learning theory, create course goals and assignments, and apply assessment
techniques. If you are thinking about designing similar courses or
programs in your unit or on your campus, you will find this opportunity
an effective way to gather good information about what works. The
Retreat is free for UWM Letters and Science faculty. All others will be
asked to pay $50/day, which includes continental breakfast, lunch, breaks,
and materials. |
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| Freshman
Seminar Network - fall All faculty/staff participants in the May Freshman Seminar Retreat are invited to participate in this informal, bi-monthly network to share experiences, strategies and support as new FS instructors. Meetings begin in fall. |
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Eureka
and “Aha” in Teaching: Archimedes vs. Sisyphus- fall
program |
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| Very new faculty
and teaching academic staff are invited to trouble shoot common challenges often experienced as new instructors. Through bi-monthly discussion and e-reserve resources we will explore how to counter the commonly voiced observations: They’re Not Talking! They’re Not Prepared for Class! They’re Not Attending! They’re Not Engaged! They’re Not Learning, and Definitely Not Performing on Tests! Mid-semester course evaluation, course observation, and consultation will be encouraged. Future faculty development opportunities will be presented. Meetings begin in September. |
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| Teacher Connection - fall | ||||||||||||||||
| A small group of instructors from a variety of disciplines acquire a foundational knowledge of learning theory and its direct application to teaching through cross disciplinary discussion. A collection of readings is distributed in advance to registered attendees. Sessions begin mid-September and continue through fall semester. Topics include chapters from, How People Learn: review and application of learning theories; active learning and assessment strategies; and designing assignments for deeper understanding. | ||||||||||||||||
| Classroom Assessment Program (CAP) - summer, fall, winterim | ||||||||||||||||
| The Classroom Assessment Program (CAP) is available for a small group of faculty and teaching academicstaff who want to devise an assessment process for a specific aspect of student learning . Registered participants attend three meetings to discuss and design an assessment strategy. Participants discuss defining assessment, examining assessment techniques, and designing course strategies around student learning and assessment. | ||||||||||||||||
| Dialogues in Diversity - by request | ||||||||||||||||
| DiD is an hour and a half interactive forum to help departments discuss strategies for enhancing student success, particularly for women and students of color. Through five mini-forums, participants explore identity, teaching styles, course design, and pedagogies that welcome, recognize and value diversity. Departments will consider priorities and future directions aimed to increase student success as well as recognize barriers and challenges to creating a diverse learning experience. CIPD will discuss materials and format with the host department. The host department may wish to follow-up with an activity to explore, in depth, a topic introduced at the forum. | ||||||||||||||||
| How People Learn - summer | ||||||||||||||||
| A six week reading group provides an opportunity for bi-monthly cross disciplinary exploration of current research on learning and implications for teaching. The group will read the first three chapters in How People Learn: Brain, Mind, Experience, and School, edited by John Bransford, Ann Brown, and Rodney Cocking. HPL provides extremely interesting and current research on how people learn, transfer, and develop conceptual understanding. The book also examines current research on expert and novice learning. | ||||||||||||||||
| Courage to Teach - summer | ||||||||||||||||
| Faculty and academic staff are invited to cross disciplinary exploration of teaching and learning through reflection and discussion. The small group will read, The Courage To Teach, by Parker Palmer. We will meet for six, hour and half sessions. Participants will explore the inner landscape of teaching. | ||||||||||||||||
| Designing Courses and Syllabi with Coherence - summer | ||||||||||||||||
| In this five week program, participants unpack the mystery and frustration of making a course hang together. Faculty and staff new to teaching, those creating a new course, revamping a course, or inheriting courses they wish to make their own, are encouraged to attend. We will look at assignments, course goals, pedagogy, assessment and evaluation, and syllabus creation through the lens of design. | ||||||||||||||||
| Modifying Large Classes for More learning - summer | ||||||||||||||||
| This programs explores effective strategies for enhancing deeper learning and engagement in large lecture courses. We will refer to the book, Engaging Large Classes by Christine Stanley and M. E. Porter (Eds.). | ||||||||||||||||
| Learner-Centered Teaching Book Discussion - summer | ||||||||||||||||
This program is offered entirely online through a CIPD D2L site. Participants will receive the recently released and much talked about book, Learner-centered Teaching, by Maryellen Weimer. Chapter one introduces learner-centered teaching and the research literature that supports five key changes in practice that shift students from surface learning to deep learning, including including changes in: the balance of power; the function of course content; the role of the teacher; responsibility for learning; and the purpose and process of evaluation. This provocative text challenges the reader to consider some of the unanswered questions and research-supported solutions to the challenges inherent in learner-centered teaching. |
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| Special Topics Series | ||||||||||||||||
Previous special topics have included: Designing with Coherence and Large Classes, and More Learning.
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