University of Wisconsin-Stout
Nakatani Teaching & Learning Center
http://uwstout.edu/ntlc/
Room 301, Millennium Hall
121 10th Ave. E
Menomonie, WI 54751
Phone: 715.232.5195
N AKATANI TEACHING
AND L EARNING C ENTER
Update on Uses, Approaches, and Research Findings (1998),
and more than thirty articles and chapters.
oming from La Trobe University
of Victoria, Australia, Angelo will
lead four workshops on practical tips
and strategies related to formative
assessment and student learning.
Wednesday, Aug. 29, in the Memorial
Student Center ballrooms. They
include 1) Ef icient Feedback for
Effective Learning: How less can be
more, 2) Promoting Deeper Learning through “Scaffolded”
Questioning: Practical face-to-face and online strategies,
3) Classroom Assessment Techniques (CATS): Simple,
adaptable formative feedback tools and 4) Making Feedback
Matter: Aligning formative and summative assessment for
learning.
C
Regarded as an internationally renowned expert on
assessment, Angelo has written several books on
formative assessment with his best-known publication
being Classroom Assessment Techniques: A Handbook for
College Teachers (with K. Patricia Cross, 1993). More
than 80,000 copies of this book are in print and a greatly
revised 3rd edition is due out this year. Other publications
include Classroom Research: Early Lessons from Success
(1991), Classroom Assessment and Classroom Research: An
His current research projects focus on formative
assessment, curriculum renewal and redesign, and
research-led teaching. He has consulted on teaching,
assessment, and learning improvement in 18 countries,
in all 50 of the United States, for more than 60 higher
education associations/systems, and more than 250
postsecondary institutions. He has also served as keynote/
featured speaker at more than 75 higher education
conferences internationally including the EDUCAUSE
Learning Initiative Conference (2011), Lilly Conference
on College Teaching (2010), Indiana Assessment Institute
(2010), and AACSB Assessment Conference (2010).
The workshops are sponsored by Learning Technology
Services and the Nakatani Teaching and Learning Center.
Registration is recommended. Please contact Millie
Kotulek at ext. 1131 to indicate which sessions you will be
attending. You are invited to attend one, two, three or all of
the sessions!
Save the Dates . . .
August 21-23: Learn@UW-Stout (D2L) Training
August 29: Keynote Speaker, Tom Angelo
January TBA: January Professional Development
May TBA: MayDay
UNIVERSITY OF WISCONSIN-STOUT
NAKATANI TEACHING AND LEARNING CENTER
Inspiring Innovation. Learn more at www.uwstout.edu /ntlc
Director’s Note:
W
elcome back! I hope that your summer was enjoyable. Summers represent a very
busy time for the Nakatani Teaching and Learning Center (NTLC) because that is
when we typically offer numerous workshops and plan our programs for the upcoming year.
This summer was no exception! In fact, we piled on the work by also tackling the revision of
our NTLC website, which I encourage you to check out. We changed the look, organization
and much of the text to give the site an updated feel and to enhance its value to our readers.
This coming fall and spring semesters, NTLC will be offering a variety of programs and
opportunities for instructors to participate in, including an array of new Communities of Practice programs, our yearlong projects (Universal Design across the Curriculum for New Cohorts, and Advancing Scholarship of Teaching and
Learning across Campus), plus hosting Thomas Angelo to conduct assessment workshops. We will also sponsor several
activities such as our annual events during January Professional Development Week and MayDay for the purpose of
celebating faculty achievement.
I encourage you to actively participate in this
year’s NTLC programs and to come visit me at 301
Millennium Hall. Our Center houses a library of
teaching and learning resources that we are always
willing to loan out. In addition, we offer meeting
spaces for NTLC related activities and discussions
and invite you to view the Center as a source for
inspiration, resources, and lots of support.
Kind regards,
Renee
NTLC Advisory Board . . .
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•
•
•
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Inside this issue:
•
•
Tom Angelo..................................... 1
Director’s Note................................ 2
2
NTLC Advisory Board....................
Regan Gurung................................ 3
MayDay........................................... 4
5
Sharing Communities, 2011-12......
Communities of Practice, 2011-12.. 5
Communities of Practice, 2012-13.. 6-7
8
Infusing Diversity............................
9
Universal Design............................
First Year Faculty Pilot Program..... 10
UW-Stout WTFS............................ 11
•
•
•
•
•
•
•
Bryan Beamer
College of Management
Meridith Drzakowski
Director of Budget Planning, & Analysis
Aaron Durst
College of Arts, Humanities and Social Sciences
Jane Henderson
Director of Learning Technology Services
Co-Director of NTLC
Renee Howarton
Director of NTLC
Jill Klefstad
College of Education, Health and Human Sciences
Millie Kotulek
NTLC Program Assistant
Learning and Information Technology
Amanda Little
College of Science, Technology, Engineering and
Mathmetics
Paul Lokken
College of Management
Julie Peterson
College of Arts, Humanities and Social Sciences
Debbie Stanislawski
College of Educaton, Health and Human Sciences
Joan Thomas
Dean of Students
Julie Watts
College of Arts, Humanities and Social Sciences
Todd Zimmerman
College of Science, Technology, Engineering and
Mathematics
Regan Gurung came to UW-Stout!
R
egan Gurung, a nationally know scholar in the ield of psychology,
gave two presentations on May 1, 2012. Based on his research
expertise, he spoke about how students perceive learning and what is
actually known about how to improve study habits. The sharing of this
valuable information was very helpful for faculty, staff and the general
public desiring to assist their students/children in progressing from a
super icial to a deeper learning paradigm.
Gurung discussed trends in student study habits, what in luences student
motivation, steps for increasing student learning, as well as his research
into study habits. The audience also bene ited from hearing about
the value of understanding learning styles, why it is imperative
that educators care about enhancing student study skills and
which techniques and activities are most successful in improving
study habits among students. The evening presentation entitled,
Social Media, Learning and Living; How Facebook & Texting Can
Rewire the Brain, focused on exposing myths based on research
that examined how social media impacts the brain.
For both presentations, Gurung shared his wonderful energy,
humor and story-telling skills as well as included extensive
research indings. Several of the faculty attending the
presentations indicated that they wanted to show the lecture
to future students, and since he approved the sharing of his
presentations for educational purposes, NTLC will make videotaped presentations available upon request.
Thank you to everyone who came to one or both presentations!
Over 250 people actually attended Gurung’s afteroon presentation,
while over 300 people came to the evening event. These activities
were hosted by the Nakatani Teaching and Learning Center
with inancial support provided by the Ofϔice of Professional and
Instructional Development, UW-System.
“I savor psychology and I am facinated
by how psychology can help make
life better. I like the challenge of
being as good a teacher as I can, and
correspondingly, to help students learn
to the best of their abilities and beyond.”
~Regan Gurung
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Inspiring Innovation. Learn more at www.uwstout.edu
2012 MayDay Event
n May 21st, faculty, staff and
administrators attended this year’s
MayDay activities. We heard from the
Wisconsin Teaching Scholar, and learned
about several yearlong group projects including Infusing
Diversity across the Curriculum, the second phase of the
Student Expectations and Motivations grant, Universal Design
across the Campus, and the First Year Faculty Pilot Program.
Attendees were also treated to individual presentations on
a variety of topics: Integrating Oral Communication Skills
across the Curriculum; Learning Objective Based Grading;
Mother and Academia; Critical Friends across the Campus;
and Interdisciplinary Teaching Circle.
O
Presenters for the 2012
MayDay Event included:
Diane Klemme (SOE)
Virginia Lea (SOE)
Tami Weiss (SOE)
Mandy Little (Biology)
Maleka Hashmi (Biology)
Todd Zimmerman (Physics)
Laura Schmidt (Mathematics)
Julie Peterson (Art & Design)
Renee Surdick (Discovery Center)
Julie Zaloudek (Human Development & Family
Studies)
Deb Stanislawski (SOE)
Dean Wirtanen (Construction)
Ana Vande Linde (Chemistry)
Renee Chandler (SOE)
Amanda Brown (Speech)
Daniel Kelsey (Rehab & Counseling)
Tom Scheiding (Social Science)
Robert Fraher (Art & Design)
Tina Lee (Social Science)
Beth Janetski (Speech)
Amanda Barnett (Human Development &
Family Studies)
Kitrina Carlson (Biology)
Lorri Mitchell (SOE)
John Scheffler (Engineering & Technology)
Georgios Loizides (Social Science)
A Big Round of Applause for
2011-12 Sharing Communities!
•
Critical Friends across the Campus
Facilitated by Lorraine Mitchell (Education)
•
Exploring Racism, Colonialism and
Empire
Facilitated by Virginia Lea (Education)
•
Interdisciplinary Teaching Circle
Community
Facilitated by Georgios Loizides (Social
Science)
•
Learning Objectives Based Assessment
Facilitated by Todd Zimmerman (Physics)
•
Mother and Academia
Facilitated by Maleka (Polly) Hashmi
(Biology)
T
he NTLC’s Sharing Communities are groups of
faculty members who investigate challenges
faced in Higher Education with the common goal of
improving student learning and enhancing faculty
development. These Sharing Communities meet
throughout the year and usually consist of 6-10 faculty
members, but some grow to be much larger. Please
contact Renee Howarton at howartonr@uwstout.edu
for more information and to share your ideas.
Communities of Practice (CoP)
. . . A Novel Idea
T
his past fall and spring, Jen Grant (Biology) facilitated
the Illustrated Novel CoP with Mitch Ogden (English &
Philosophy) and Matt Prissel (Chemistry). This innovative
teaching technique is designed to inspire student’s interests
and to provide a format for creatively assessing their course
knowledge and talents. Inherent in this idea is the pedagogical
notion that requiring students to produce visual narratives
enables and enhances learning in any disciplinary context.
Creating, critiquing, and revising visual narratives are appealing ways to engage students
who are, and have come of age as hyper-visual cultural consumers.
In the Illustrated Novel CoP, science students created visual narratives that explored and
explained the biological basis for a disease or the reactive geometry of complex organic
molecules, while ilm students created storyboards to experience the nuances of the
adaptation of literary text to ilm. Over the semester, it became apparent to the faculty
that the graphic medium allowed ample opportunity for student self-expression, whether
it be in the development of creative metaphors that described scienti ic topics, or the
ability to impart mood into a storyboard.
UNIVERSITY OF WISCONSIN-STOUT
Nakatani Teaching and Learning Center . . . http://www.uwstout.edu/ntlc/
NAKATANI TEACHING AND LEARNING CENTER
Inspiring Innovation. Learn more at www.uwstout.edu
New for fall:
2012-13 Communities of Practice Offerings:
An NTLC Community of Practice (CoP) is a collaborative, yearlong program which focuses on a topic
or issue related to enhancing teaching, learning and related research. The CoP creates a supportive
environment and conducts focused work that leads to results that other university professionals can use.
Participants meet twice a month to develop and implement a research project. Members who successfully
complete the program receive a inancial incentive. To propose and/or join a Community of Practice
please complete the forms found at: http://www.uwstout.edu/ntlc/enrichment/communities.cfm
NTLC, in joint cooperation with Research and Services will offer . . .
Collaborative Grant Writing: Engaged Faculty and Productive Outcomes
This CoP supports instructors as they explore various aspects of collaborative grant seeking. The program
will incorporate speakers, discussion, identi ication of granting agencies, and submission of one or more
jointly written grant proposals. Conversations will be structured around information and examples
contained in the book “Collaborative Grant Seeking” by Jeremy Miner, Lynn Miner, and Jerry Grif ith.
Facilitator: Jennifer Grant
To apply, go to: http://www.uwstout.edu/ntlc/enrichment/communities.cfm
Infusing Sustainability across the Campus
Over the past thirty years, governments and industries around the world have been slowly changing the
way things are done in an effort to mitigate risks, better manage resources, and in general provide a more
healthful, forward thinking, more sustainable, environment for all. While we are a long way from attaining
these goals, sustainability in practice is no longer the rallying cry of the committed few, but becoming part
of everyday decision-making and ethics.
This CoP is designed to help faculty draw upon core ideas behind sustainability that they have been
working with but may not be aware of, and to help them better understand how to take advantage of new
ideas and synergies coming out of sectors that have already adopted these practices.
A course currently taught by Wendy Jedlicka, “Introduction to Sustainable Design and Development”, will
serve as a framework enabling participants to take a hands-on approach as they explore various aspects
of what it means to do something more “sustainably.” Faculty will re lect upon what they already cover
in their courses that includes sustainability-based concepts, while also considering new possibilities.
CoP participants will use the Living Principles methodology for systems thinking (http://www.
livingprinciples.org/frmework/introduction/) to guide, de ine, and organize their sustainability ideas.
Throughout the fall and spring semesters, CoP members will explore sustainability-based concepts,
discuss case studies pro iling leading practitioners, and learn about systems thinking that can be
creatively applied to their speci ic courses. They will exchange ideas with faculty from diverse disciplines
and discuss the book, “147 Practical Tips for Teaching Sustainability: Connecting the Environment, the
Economy, and Society”. During the spring semester, they will infuse sustainability projects, activities,
and/or lectures into one or more of their courses, measure student learning outcomes, and identify ways
to disseminate their project indings.
Facilitator: Wendy Jedlicka, CPP
To apply, go to: http://www.uwstout.edu/ntlc/enrichment/communities.cfm
2012-13 Communities of Practice Offerings:
Learning Objectives Based Assessment (LOBA)
Sometimes called Standards Based Grading, LOBA is a paradigm shift for grading that changes student
focus from acquiring points to becoming pro icient in the learning objectives of the course. For faculty
tired of students coming to them in the 15th week of class and asking what they can do to earn extra
points or not wanting to have to give students extra points to get them to read assisgments or come to
class prepared, LOBA may be an effective solution.
The philosophy behind LOBA is twofold, 1) students must be given multiple opportunities to
demonstrate whether they have mastered a particular concept or skill and 2) assessment should be
part of the learning process and not just a summative result. Assessments can take many forms, such
as traditional tests or quizzes, or other things like papers, oral exams, or video presentations. A key
component is that students are allowed to reassess on learning objectives at a later time. This gives
students an incentive to learn the material they might not have masted earlier in the course. At UW-Stout,
several of the faculty in the Physics Department have already adopted LOBA and have been sincerely
impressed with the improvement in student learning and study habits exhibited in their courses.
Facilitator: Todd Zimmerman
To apply: http://www.uwstout.edu/ntlc/enrichment/communities.cfm
Nakatani Teaching and Learning Center
UW-Stout
UNIVERSITY OF WISCONSIN-STOUT
NAKATANI TEACHING AND LEARNING CENTER
Inspiring Innovation. Learn more at www.uwstout.edu
Infusing Diversity across the Curriculum
S
eventeen UW-Stout faculty members explored what
diversity and multiculturalism might look like within
their speci ic courses and disciplines. These instructors
participated in a multi-phase research project from
August 2011 to May 2012 that was designed to infuse
diversity concepts throughout their curriculum.
Their disciplines included Social Sciences, Education,
Hospitality and Tourism, Art and Design, Psychology,
Speech Communication, Technology, Operations and
Management, and Biology. Funding for this program
was provided by the UW-System Ofϔice of Professional
and Instructional Development, the UW-Stout Provost,
and campus Deans. The project was facilitated by the
Nakatani Teaching and Learning Center.
Their accomplishments included 1. In August 2011, they participated in a two-day
workshop designed to lay the foundation for
developing a critical multicultural awareness and
greater understanding of the characteristics of
culturally responsive, intentionally inclusive curriculum and pedagogy.
2. During fall, they met monthly to propose and develop assignments and assessment tools that they
would implement in one of their spring 2012 courses.
3. In spring, faculty were interviewed and videotaped regarding their perceptions of:
• why they wanted to participate in the Infusing Diversity across the Curriculum project
• what they wanted to do to raise student awareness of equity, multiculturalism and diversity in their
particular course
• what overall understanding they wanted their students to walk away with
• what the faculty members learned from the experience that signi icantly impacted them
These interviews were later used to produce a digital story documenting the project perceptions. In
addition, a diversity-based videogame was developed by 2D Game Design students. Check out our
website to actually view the story and game!
4. An overarching survey was designed and distributed to all students enrolled in the diversity-based
courses along with individual faculty-driven qualitative and quantitative assessment tools. The survey
(N-245/584) outcomes revealed that students felt that with their teachers intentionally disussing
diversity topics during spring semester:
• their courses were better than previous ones
• they were more comfortable talking about diversity-based issues and the classroom environment
was more comfortable, encouraging them to share their thoughts more freely.
• they believed that everyone was treated equitably in class and that their instructor respected
everyone.
5. Most recently, faculty have been disseminating information about the project experience:
• MayDay 2012 at UW-Stout (panel discussion of project)
• 17-poster session and presentation at Faculty College, UW-Richland
• Accepted presentation at the October 2012 ISSoTL Conference in Hamilton, Canada
6. The yearlong project continues to be expanded and a new cohort of eight UW-Stout faculty will gather
this August to kick off another year of planning assignments, implementing and assessing how to
infuse diversity and multiculturalism concepts into their courses.
Congratulations to the following faculty for completing the Infusing Diversity across the Curriculum
project: Tamara Brantmeier (Art & Design), David Ding (Operations and Management), Kristal Gerdes
(Hospitality & Tourism), Sharon Giroux (Hospitality & Tourism), Makeka Hashmi (Biology), Terri Karis
(Psychology), Amanda Little (Biology), Lama Othman (SOE), Thomas Pearson (Social Science), Frederick
Prassas (Hospitality & Tourism), Ben Pratt (Art & Design), Dorothy Rombo (Human Development & Family
Studies), John Schef ler (Engineering & Technology), Kate Thomas (Social Sciences), and Tami Weiss (SOE).
Thank you to Virginia Lea (SOE) and Holly Teuber (Speech) for serving as the project’s Co-investigators and
Elizabeth Steans for working as the undergraduate research assistant.
Universal Design across the Campus
L
What is Universal Design?
Universal Design (UD) is
a concept whose roots are
grounded in three areas:
1) design of physical
environment (residential
and commercial space),
2) web-development, and
most recently 3) the field of
teaching and learning.
Its intent to create barrierfree environments is enabling
today’s teachers to apply
universal design concepts in
ways that support the needs
of the widest range of learner
differences. As classrooms
become more diverse,
application of UD principles
creates more accessible
curriculum.
ast August 8-9, 2011, the Nakatani Teaching and Learning
Center, in collaboration with UW-Stout Online, hosted the
Universal Design Summer Institute. This workshop was facilitated
by Dave Edyburn, a nationally recognized expert on infusing
universal design concepts across the curriculum. He helped launch
a multi-phase pilot program for faculty who were currently or
would be teaching online courses who sincerely wanted to learn
more about effectively implementing universal design concepts
into their courses.
Funding for this project was provided by UW-Stout Online.
Participants were involved in a variety of activities including
reading the book, Universal Design in Higher Education: From
Principles to Practice, attending monthly meetings during fall to
discuss and plan teaching and learning activities and assessment
tools. They also participated in a synchronized discussion with
Edyburn during the fall semester, implemented universal design
principles and activities into one of their courses during spring
2012, and disseminated project outcomes in a variety of venues,
including NTLC’s MayDay Event. Several participants have had
conference papers and presentations accepted. Finally, they
completed the project by participating in a May follow-up session
with Edyburn. Information from their inal reports will be used to
develop a checklist of guidelines for infusing universal design into
UW-Stout courses. This will be shared with campus colleagues.
Congratulations to the following participants who completed
this yearlong project: Kitrina Carlson (Biology), Renee
Chandler (SOE), David Ding (Operations & Management), Mark
Fenton (Business), Glendali Rodriguez (Construction), Debbie
Stanislawski (SOE), Kevin Tharp (Communication Technology),
Ana Vande Linde (Chemistry), Dean Wirtanen (Construction), and
Julie Zaloudek (HDFS).
UNIVERSITY
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NAKATANI
IInspiring
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Learn more at www.uwstout.edu
First Year Faculty Pilot Program (2011-12)
T
his yearlong program was created to provide a forum
for new tenure-track faculty to explore issues that are
beyond the scope of the New Instructor Workshop and are
characteristic of ongoing faculty responsiblities. It offered 8
sessions designed to provide faculty with collegial support,
access to seasoned faculty and administrators, and an
opportunity to ask questons and network over lunch.
Funding for this workshop series and lunches was provided
by the Provost.
Examples of sessions that were offered during the past
year included:
• Student Motivation & the Re lective Teacher
• The Teacher as Evaluator: Faculty as Educator - Tackling
the Tougher Student Issues
• Faculty as Scholar-Effectively Navigating Scholarhip
• Faculty and Workload and Life Balancing Issues
• The Teacher as Advisor: Charting the Promotion
and Tenure Pathway
• Celebrating & Evaluating Program Completion
Congratulations to the following new faculty for
completing the First Year Faculty Pilot Program:
Amanda Barnett (Human Development & Family
Studies)
Dave Beck (Art & Design)
Naveen Chikthimmah (Food & Nutrition)
Nancy Flyen (Business)
Robert Fraher (Art & Design)
Beth Janetski (Speech)
Daniel Kelsey (Rehab & counseling)
Wesley Kerr (mathematics)
Eun Lee (Food & Nutrition)
Tina Lee (Social Science)
Mitch Ogden (English & Philosophy)
Tom Scheiding (Social Sciences)
Alicia Stachowski (Psychology)
Jessica Swanner (Psychology)
Catherine Winters (SOE Instruction)
UW-Stout’s Wisconsin Teaching Fellow and Scholar 2012-13 Recipients
S
ponsored by the UW-System Ofϔice of Professional and Instructional Development (OPID), this award
honors both experienced and early-career educators and recognizes their excellence in teaching and
research. These recipients submitted Scholarship of Teaching and Learning research projects designed to
enhance student learning within the classroom. The awardees will participate in WTFS events throughout
the year, including attending Faculty College at UW-Richland, a summer institute, as well as fall and winter
seminars. These faculty members are expected to serve as leaders and mentors, sharing their project ideas
and outcomes in a variety of public forums.
UW-Stout’s Wisconsin Teaching Scholar is Laura Schmidt
(Mathematics).
Schmidt is continuing her research into increasing student motivation in
general education mathematics courses. She will be exploring creative ways
to more effectively assess student feedback, especially capturing it from past
students, as well as working with faculty in mathematics and psychology to
Laura Schmidt
The UW-Stout Wisconsin Teaching Fellows are Maleka (Polly)
Hashmi (Biology) and Jo Hopp (Physics).
Hashmi is researching how to more effectively elicit thoughtful questions during class. She will explore “why” students are hesitant to ask questions during
class time as well as “how” to encourage them to do that in a meaningful way.
Polly Hashmi
Hopp will research “How can an elementary school outreach service project be
used to support and enhance the course objectives of an introductory college
physics course while also impacting children’s attitudes towards science at
the elementary level?” She plans to evaluate the experiences of her college
students, cooperating elementary teachers, and children involved in the service
projects. She will be interested in assessing how effectively the science-based
service project enhances understanding of course material, creativity and
critical thinking skills, as well as teamwork and interpersonal skills.
Jo Hopp
OF WISCONSIN-STOUT
UNIVERSITY OF UNIVERSITY
WISCONSIN-STOUT
NAKATANI
TEACHING
ANDCENTER
LEARNING CENTER
NAKATANI TEACHING AND LEARNING
Innovation.
Learn more at www.uwstout.edu/ntlc
Inspiring Innovation. Inspiring
Learn more
at www.uwstout.edu