N AKATANI TEACHING
AND L EARNING C ENTER
Updates and Inspirations
Universal Design:
Applying it across UW-Stout
April 14-15: UW President’s Summit on Excellence in
Teaching and Learning (Madison)
(http://www.wisconsin.edu/vpacad/summit/)
May 23: NTLC MayDay
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May 31-June 3: Faculty College (UW-Richland Center) (http://www.uwstout.edu/ntlc/index.cfm)
Issue #009
The Nakatani Teaching and
Learning Center in collaboration with UW-Stout Online
will be hosting the Universal
Design Summer Institute,
August 8-9, 2011. This workshop will be facilitated by Dr.
Dave Edyburn, a professor
teaching in the areas of disabilities related to learning
and behavior. His research
Dr. Dave Edyburn
investigates the use of technology to enhance teaching, learning and performance specializing in applying
Universal Design concepts to academia.
SAVE the DATES for these events:
June 7: Prior Learning Institute (UW-Stout)
August 8-9: Universal Design Institute (UW-Stout)
August 16-18: New Instructor Workshop (UW-Stout)
What is Universal Design? Universal Design (UD)
is a concept whose roots are grounded in three areas,
1) design of physical environments (residential and
commercial space), 2) web development, and most
recently, 3) the field of teaching and learning. Its intent
to create barrier-free 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.
NTLC Newsletter
University of Wisconsin-Stout
October 20-23: International Society for the Scholarship of Teaching and Learning (Milwaukee)
(http://www.uwstout.edu/ntlc/index.cfm)
Keep aprised of professional development news and
events. Go to: http://www.uwstout.edu/ntlc/index.cfm
Contact the NTLC at: tlcenter@uwstout.edu
Dr. Edyburn will help launch a multi-phase pilot program for UW-Stout faculty who are currently or will
be teaching on-line courses soon and sincerely want to
learn more about effectively implementing universal
design concepts into their courses. Workshop space is
limited and preference will be given to those instructors who have either taught on-line courses or are
scheduled to teach one during 2012.
University of Wisconsin-Stout
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2011 Spring
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University of Wisconsin - Stout
NTLC Newsletter
continued from page 1, Universal Design:
Interested instructors should complete an application
(http://www.uwstout.edu/ntlc/index.cfm).
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While participating faculty will benefit from the
knowledge, resources and camaraderie of working with
cross-disciplinary colleagues, they will also receive a
$1,000 financial incentive for completing the institute
program expectations. The UW-Stout Online program
directed by Doug Stevens is providing funding for this
program.
Issue #009
Completed applications are due by April 27th and
should be submitted to Renee Howarton, NTLC Director at howartonr@uwstout.edu. You are invited to be
part of this exciting opportunity!
IInside this issue:
Universal Design .................................... 1
NTLC Advisory Board ........................... 2
WTFS Selections ................................... 3
Faculty College ...................................... 3
Curious Stout Innovators (CSI) .............. 4
Motivation Interviewing ......................... 4
NTLC Technology Grant ........................ 5
Communities of Practice ........................ 6
Sharing Communities ............................. 7-8
Scholarship of Teaching and Learning.... 9
Speed Dating Style Sessions .................. 10
Formal Assignment Design Institute....... 11
Letter from the Director ......................... 12
Testimonials ........................................13-14
Tribute to Dan Riordan .......................... 15
NTLC Staff Members
Dr. Renee Howarton, NTLC Director, Department of
Business
Ms. Jane Henderson, Director of Learning Technology Services
Ms. Millie Kotulek, NTLC Marketing Specialist;
Learning and Information Technology Operations
Program Associate
Ms. Sara Maas, NTLC Graduate Assistant
Ms. Jeanna Miskowitz, NTLC Student Assistant
NTLC Advisory Board
Fall 2010--Spring 2011 Members:
Dr. Joy Becker - Department of Mathematics, Statistics and Computer Science
Dr. Amanda Brown - Department of Speech Communication, Foreign Languages, Theatre and Music
Dr. David Ding - Department of Operations and
Management
Ms. Jane Henderson - Director of Learning Technology Services
Dr. Renee Howarton - Director of Nakatani Teaching
and Learning Center
Dr. Jill Klefstad - School of Education Instructional
Unit
Dr. Paul Lokken - Department of Business
Dr. Julie Peterson - Department of Art and Design
Dr. Laura Schmidt - Department of Mathemetics,
Statistics and Computer Sccience
Dr. Debbie Stanislawski - School of Education
Instructional Unit
Ms. Joan Thomas - Dean of Students
Dr. Julie Watts - Department of English and Philosophy
Dr. Meridith Wentz - Director of Planning, Assessment, Research and Quality
University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
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2011 Spring
Newsletter
University of Wisconsin - Stout
NTLC Newsletter
UW-Stout’s Wisconsin Teaching Fellows
and Scholar for 2011-2012
Teaching Fellow
Dr. Derek Wissmiller
Teaching
T
hi F
Fellow
ll
Dr. Jo Hopp
Teaching Scholar
Dr. Diane Klemme
. . .
Sponsored by the UW System Office of Professional and Instructional Development (OPID), Faculty College
provides an annual opportunity for UW System faculty and academic staff to unite in concentrated study and
discussion aimed at improving undergraduate teaching and learning. This event will be held May 31 to June 3
at the UW-Richland campus, in Richland Center, Wisconsin.
Four faculty members from diverse disciplines have been selected from UW-Stout to attend Faculty College:
Dr. Jennifer Grant, Department of Biology; Dr. Jeanette Kersten, Department of Operations & Management; Dr. Lorraine Mitchell, School of Education Instructional Unit; and Dr. Ahmet Turkmen, Department of Engineering & Technology.
The College experience supports the professional development of educators and is aligned with many of
the UW System initiatives including shared Learning Goals and Diversity Initiatives. The event showcases
speakers, group discussions and activities that complement and reinforce UW-Stout’s Vision, Enduring Goals
and Polytechnic tenets as well as dedication to supporting quality teaching and applied student learning.
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University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
Issue #009
Wisconsin Teaching Fellows and Scholars attend WTFS
events throughout the year including Faculty College at
UW-Richland, a Summer Institute, and fall and winter
seminars. These faculty members are expected to serve
as leaders and mentors, and keep an online poster of
their project ideas on the WTFS website for OPID.
Teaching Fellows and Scholars are expected to present
their work and outcomes in a variety of public forums.
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Congratulations to Dr. Jo Hopp of the Department of
Physics, Dr. Derek Wissmiller of the Department of
Engineering & Technology, and Dr. Diane Klemme
with the School of Education Instructional Unit on their
selection as the 2011-12 Wisconsin Teaching Fellows
and Scholar for UW-Stout.
2011 Spring
Newsletter
University of Wisconsin - Stout
NTLC Newsletter
Curious Stout Innovators
4
Issue #009
Dr. Jennifer Grant was invited to participate in
this year’s CSI: Stout (Curious Stout Innovators)
program due to the merit
of her Wisconsin Teaching Fellows and Scholars
(WTFS) application. The
CSI award was developed
by NTLC to encourage
the continuation of WTFS
research ideas by offering
faculty a creative, supDr. Jennifer Grant
portive environment and
a financial incentive. WTFS recipients are asked
to participate in a pilot program that supports their
scholarship while simultaneously establishing a
“Best Practices” research support system.
For Jennifer’s research strategy, she has designed
a project that enables students to demonstrate their
mastery of subject material in her Human Biology
course by creating illustrated novels. This teaching
tool is also intended to promote students’ interest in the STEM disciplines. Within this learning
activity, students create a 15-20 page illustrated
novel that is meant to be used as a class resource
for future high school and college biology students.
The purpose of this project is to allow students
to 1) engage in several different learning styles,
2) generate creative, original scientific content,
3) enhance their understanding of science while
simultaneously applying their personal strengths
and discipline-based training (sketching ability,
writing skills, interest in education), and 4) share
these original projects with a local high school biology class. As this project evolves, Jennifer plans
to develop a website suite of materials for use in
both college and high school courses. Relative
to assessment, students are graded on scientific
accuracy, scientific depth, creativity, and effort.
Examples of the illustrated novels and assessment
outcomes will be shared during the NTLC MayDay 2011 activities.
Sharing Effective Techniques
for Motivational Interviewing
Dr. Char Schmidt presented research this past fall
at the Motivational Interviewing Trainer Forum
in San Diego, California
that she had conducted in
her Nutrition Counseling
course. The NTLC was
pleased to provide partial
financial support for her
travel to the event as a result of her former participation in one of its Communities of Practice.
Dr. Char Schmidt
Char’s course is housed within the dietetic program,
an accredited program approved by the Commission
on Accreditation for Dietetics Education. In an effort to enhance her professional development Char
completed a series of training in motivational interviewing.
Motivational interviewing is a client/person-centered, directive method of communication for enhancing intrinsic motivation to change by exploring
and resolving ambivalence (Rollnick, Miller and
Butler, 2008). Dietetic students have been learning
this style of counseling and demonstrating baseline
skills in this course for some time, however, mastery requires years of training and mentoring. Char
University of Wisconsin-Stout
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301 Millennium Hall
Menomonie, WI 54751
4
2011 Spring
Newsletter
University of Wisconsin - Stout
has developed effective techniques for helping her
students develop these skills. In an effort to inspire
other colleagues, she recently shared her research
findings via a brown bag presentation with on-campus faculty.
Desiring that her graduate students (ENGL 745-Communication Strategies for Emerging Media) maintain
a blog as a reading journal, she required that they create individual blog spaces and respond to questions
as well as comment on other’s posts. Students were
expected to post their comments and respond to their
peers on a weekly basis. Books and journal articles
were used in the course to encourage students to apply theories and practices to their own experiences as
students, teachers, or technical writing consultants.
Daisy’s ultimate intent was to hook students on the
value of blogging in hopes that they would continue throughout their graduate program. Throughout
the course experience, students exhibited enormous
growth in their blog entries, from just including text
to sharing links and embedding images and videos.
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Check out many of those awards located
on the NTLC website:
http://www.uwstout.edu/ntlc/AwardsHonors/
showcase.cfm
Instructor Stories . . .
UW-Stout instructors explain strategies
they use to enhance learning.
View 53 different videos showcasing instructors sharing their stories.
Go to http://www.uwstout.edu/ntlc/Strategies/instructor-stories.cfm
continued, Motivational Interviewing:
Incorporating blogging into her course, professional research and personal life, Daisy has actively
reflected upon the years that have passed since
Hurricane Katrina and its impact upon the New Orleans blogging community. More specifically, she
has studied how the local bloggers often extended
their activism efforts to social networking sites like
Facebook and Twitter; public spaces that offer even
wider audiences’ detailed timelines of their lives.
University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
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Dr. Daisy Pignetti
Dr. Daisy Pignetti in the
College of Arts, Humanities, and Social Sciences,
was awarded an NTLC
Emerging Technology grant
this fall for the purchase of
four books that focus on
blogs and their effectiveness in creating a sense of
community and enhancing technological literacy.
Each year members of the UW-Stout community are recognized for their outstanding
contributions to teaching and learning.
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Technology Grant Supports
Communication Strategies
Awards and Honors . . .
NTLC Newsletter
continued from page 4, Motivational Interviewing:
2011 Spring
Newsletter
University of Wisconsin - Stout
NTLC Newsletter
The NTLC’s Communities of Practice (CoP) is a year-long program which
focuses on a topic or issue related to enhancing teaching, learning and related research.
For more information: http://www.uwstout.edu/ntlc/OnCampusOpportunities/communitypractice.cfm
Lesson Study
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L
Issue #009
ast fall, this Lesson Study CoP met every other
week to learn more about the lesson study process and to begin implementing a lesson study project. To accomplish these goals, they used the book
Leading Lesson Study: A Practical Guide for Teachers and Facilitators to guide their initial discussions.
Facilitated by Dr. Joy Becker (STEM), this CoP
recruited two teams of lesson study participants, one
from English and one from Biology, to apply this
teaching approach to their particular disciplines. This
CoP plans to form a “best practices in lesson study”
document to help other instructors who want to use
lesson study as a way to investigate student learning.
Joy’s involvement in studying and applying this particular teaching strategy has resulted in her disseminating valuable knowledge
via different presentations
and publications. In March,
she co-presented with Bill
Cerbin (UW-La Crosse) and
Nancy Chick (UW Colleges),
a Lesson Study for College
Teaching and Learning at
the OPID Spring Meeting in
Madison.
Dr. Joy Becker
Inquiry Based Learning
T
his CoP led by Dr. Anne Hoel (COM), is
investigating Appreciative Inquiry in an effort to find out if students’ willingness to express
their opinions would increase if challenges were
framed in a positive way.
In order to investigate
Appreciative Inquiry, the
group used a four step
process which includes
focusing on the positive aspects and valuing “the best
of what is” (discovery),
developing a vision of
“what might be” (dream),
discussing what could be
in terms of change (deDr. Anne Hoel
sign), and grasping “what will be” (destiny). Using a standardized project and measurement tools,
this CoP group collected examples of students
openly sharing what they thought, discovered, and
questioned about issues and their connections to
their larger world. What is particularly meaningful about this CoP research is that the students
came from a variety of classes and the instructors
possessed teaching styles that differed, suggesting
broad applications of inquiry research across the
curriculum.
University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
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2011 Spring
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University of Wisconsin - Stout
For more information: http://www.uwstout.edu/ntlc/OnCampusOpportunities/sharingcommunities.cfm
NTLC Newsletter
The NTLC’s Sharing Communities are faculty members who investigate challenges
faced in Higher Education with the common goal of improving student outcome and learning.
Mother and Academic
T
he Interdisciplinary Teaching Circle led by
Dr. Georgios Loizides (CAHSS) is a sharing
community where faculty members discuss issues
relating to education in general. A few
topics that the group discussed during fall included
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Exploring Student Motivation
and Expectations
T
his sharing community is unique in that most
of its participants had been previously involved
in writing and receiving an Undergraduate Teaching Learning Grant (UTLG) in 2010-11 entitled
Clarifying Expectations: Implementing Hopes for
Learning and Instruction as a Conduit for Motivating Learners. Starting in
fall, Dr. Laura Schmidt
(STEM) agreed to facilitate this grant which
focuses on investigating a way to close the
gap between student and
instructor expectations by
improving communication
between the two groups.
Additionally, it seeks to
Dr. Laura Schmidt
University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
Issue #009
Interdisciplinary Teaching Circle
ways to increase student
engagement using various
techniques, successful strategies for the use of laptops in
the classroom, and matching teaching schedules to
Dr. Georgios Loizides
instructor personality. The
group chose to continue meeting and exchanging
ideas throughout this spring semester.
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T
he “Mother and Academic” sharing community
allows mothers who are in academics to share
their experiences and learn strategies to balance
both their roles. “We read provocative articles and
watch documentaries. We listen to each other and
empathize with each other’s predicaments,” reports
Dr. Lopa Basu (CAHSS), facilitator of the group.
The group members have learned the importance
of improving policies in higher education so that
they are more family-friendly. “We need to make
our voices heard and
seek solutions to our
problems so that women
in the future can fulfill
both roles in their lives
with grace and dignity,”
according to Lopa. Due
to genuine interest and
application of the topic
to real life scenarios, the
group continues to meet,
Dr. Lopa Basu
read articles and talk about current issues.
2011 Spring
Newsletter
University of Wisconsin - Stout
NTLC Newsletter
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Issue #009
determine if improved communication can aid in
the identification of effective teaching practices
and help increase student motivation. Faculty from
a variety of disciplines developed questions and
agreed to survey their students at four regular intervals throughout the spring semester. The questionnaires dealt with two areas: 1) addressing gaps
between faculty and student expectations and 2)
identifying teaching practices that faculty were using. After getting student feedback, the instructors
identified effective teaching practices, as well as
communicated reasons for using the teaching practices they employed. This group recently submitted
another UTLG proposal, Clarifying Expectations to
Improve the Learner-Instructor Working Relationship: A conduit for enhancing learner engagement,
self- efficacy and metacognition.
Team-Based Learning
T
his spring, the NTLC added an additional sharing community that consists of faculty members who are interested in implementing a more
systematic team-based learning
approach into their classes.
Facilitated by Dr. Aimee Whiteside (CAHSS), this group is
discussing Larry Michaelsen’s
systematic approach to TeamBased Learning (TBL). Michaelsen pioneered a TBL
approach that helps instructors
harness instructional power by
Dr. Aimee Whiteside
implementing four principles:
1) groups must be properly formed and managed,
2) students must be made accountable, 3) team
assignments must promote both learning and team
development, and 4) students must receive frequent
and immediate feedback. The group is exploring
the benefits and challenges of implementing Michaelsen’s TBL approach into their own classes as
well as working on developing individual and team
Readiness Assessment Tests (I-RAT and T-RAT). To
aid their research efforts, participants are reading
the book, Team-Based Learning: A Transformative
Use of Small Groups in College Teaching.
Reading Group I
U
nder the guidance of Dr. Krista James
(STEM) and Dr. Sadguna Anasuri (CEHHS),
a group of faculty read and discussed the book,
Diversity Across the Curriculum: A Guide for
Faculty in Higher Education during the fall semester. Participants were encouraged to explore the
opportunities, benefits, and
challenges of incorporating
racial and cultural awareness
topics and projects within
their current course curricula.
“It’s important to know that
almost every course taught on
campus can add diverse perspectives into the pedagogy,”
reported Krista James. The
book describes exceptional
Dr. Krista James
teachers from a wide range of
academic disciplines actively
incorporating diversity into
their teaching. This group’s
efforts also laid the foundation for inspiring the writing
of an Undergraduate Teaching
and Learning Grant proposal,
Infusing Diversity Across the
UW-Stout Curriculum – A
Practical Approach.
Dr. Sadguna Anasuri
University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
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2011 Spring
Newsletter
University of Wisconsin - Stout
T
Teaching and Learning centers promote the use of the Scholarship
of Teaching and Learning (SoTL) research model because it aptly
serves the needs of educators interested in questions of pedagogy
and learning. Therefore, the SoTL model belongs in any discipline
where faculty members have questions concerning student learning
and systemically go about finding an answer to that question. The
model encourages researchers to 1) ask learner-centered questions,
2) build upon other’s work (Review of Literature), 3) collect data
(Methodology), 4) analyze the evidence, 5) participate in public dissemination, and 6) apply research findings
in ways that inform and improve their future instructional practices. For more infomation, go to: http://www.
uwstout.edu/ntlc/SOTL/resourcessotl.cfm
Research generated from the application of the SoTL research model is so highly respected, that it is supported on a state, national and international level through grant and conference opportunities. The upcoming
ISSoTL Conference (http://www.uwstout.edu/ntlc/SOTL/resourcessotl.cfm) is an example of an international
conference where many UW-Stout faculty will be presenting. Numerous publications have been created for
the purpose of sharing these scholarly findings with larger audiences.
Curious about SoTL and how your colleagues have applied this model? Just go to the Scholarship of Teaching
and Learning link on our website: http://www.uwstout.edu/ntlc/SOTL/sotl.cfm
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University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
Issue #009
Scholarship of Teaching and Learning (SoTL)
9
his fall sharing community read and discussed the book, Over Ten Million
Served: Gendered Service in the Language and Literature Workplace. According to the facilitator, Dr. Glenda Jones (CAHSS), “gender and academic service is
an emerging topic warranting needed investigation.” Publishers describe the book
as an exploration of “what academic service is and it investigates why this labor is
often not acknowledged as labor by administrators or even by faculty themselves,
but is instead relegated to a gendered form of institutional care giving. By analyzing the actual labor of service, particularly for women and racial, ethnic, and sexual
minorities, contributors expose the hidden economy of institutional service, challenging the feminization of service labor in the academy for both female and male
Dr. Glenda Jones
academic laborers.” The member’s conversations were lively and very thoughtprovoking with many of the participants sharing what they read with their students
and colleagues, thus continuing the discussion beyond the parameters of the reading group.
NTLC Newsletter
Reading Group II
2011 Spring
Newsletter
University of Wisconsin - Stout
NTLC Newsletter
NTLC Speed Dating Sessions January 2011 Professional Development Activity
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Dr. Renee Howarton
Issue #009
For the January 2011 Professional Development activities, the Nakatani Teaching and Learning Center (NTLC) sponsored a “speed dating” method of information exchange. Faculty members were invited to interact with different station
presenters who were willing to discuss and demonstrate their GIFTS (Great
Ideas for Teaching Strategies) with others. The GIFTS varied but all speakers focused on identifying at least one teaching strategy that they had effectively used
to solve a student learning challenge in their classroom. Donning a referee shirt
and a whistle, Dr. Renee Howarton kept participants moving from table to table
with humor and a sense of timeliness.
Presenters for 2011 Speed-dating Style Stations . . .
Dr. Fei Huang
Topic:“Did My Students
Really Learn?”
Dr. Virginia Lea
Topic:“A Multicultural,
Freirean Perspective to
Teaching”
Dr. Todd Zimmerman
Topic:“Calibrated Peer
Review”
Dr. Holly Teuber
Topic:“Diversity Across
the Curriculum”
Dr. Mandy Little
Topic:“Service Learning
Strategies That Work”
Dr. Lorraine Mitchell
Topic:“Using Twitter as
a Tool in Teaching”
Dr. Leni Marshall
Topic:“Using ‘Lab
Notes’ to Develop Students’ Textbook Engagement”
University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
Dr. Laura Schmidt
Topic:“Closing the Gap
Between Instructors and
Student Expectations”
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2011 Spring
Newsletter
University of Wisconsin - Stout
January 2011 Professional Development
The workshop highlights strategies for teaching
and learning in the digital learning environment.
Those who attend, receive information designed
to help facilitate their transition into the UW-Stout
classroom, enhance their understanding of D2L,
assist them in becoming more knowledgeable
about services designed to support teaching excellence, and introduce them to other faculty passionate about teaching styles, research interests and
ways of coping with student issues.
New instructors receive a financial incentive for
participating. They are expected to attend followup sessions aimed at helping them become more
accustomed to teaching in a polytechnic, wireless
environment and more successful in navigating
their academic career.
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In January, Andrea directed a follow-up session
in which faculty shared how they had integrated
at least one strategy into their fall classes. The
session was very animated, creative and thoughtprovoking as faculty discussed what they had
implemented into their courses.
Strategies . . .
The NTLC encourages faculty to consider a
variety of strategies to make teaching and
Learning more effective.
Explore teaching and learning strategies
at: http://www.uwstout.edu/ntlc/Strategies/
strategies.cfm
University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
Issue #009
Each year, in August, the Nakatani Teaching and
Learning Center hosts a three-day workshop for
new instructors joining UW-Stout. This year’s
workshop will take place August 16-18, 2011.
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New Instructor Workshop 2011
During a summer workshop, Dr. Andrea Muldoon
helped faculty learn stategies for developing a
process of designing formal
assignments which would
enhance student learning
and make their teaching and assessment more
consistent, efficient, and
manageable. Participants
were taught to consider a
variety of different factors
that impact the successful design of assignments
including conceptualization of the assignment,
presenting the assignment to students, “minding
the gap,” and helping students stay on track, and
effectively assessing the assignment.
NTLC Newsletter
Formal Assignment Design Institute
2011 Spring
Newsletter
University of Wisconsin - Stout
NTLC Newsletter
Letter from the Director of NTLC
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Since becoming the NTLC Director, it has been a busy and productive time for NTLC!
I invite you to check out the NTLC website at http://www.uwstout.edu/ntlc/ where you
will find a wonderful resource for news that celebrates faculty achievements, identifies
conference and grant opportunitites, and lists valuable resources designed to inspire
excellence in teaching and enhance student learning. Looking for creative ideas?
Check out the NTLC website for ways to engage in activities that have become synonymous with the NTLC such as Communities of Practice and Sharing Communities.
Issue #009
If you are curious as to who is involved in doing Scholarship of Teaching and Learning
research activities, both this newsletter and our website give examples that exemplify
the diversity of disciplines and research topics being explored. Instructors desiring to participate in long-term
collaborative scholarship activities are encouraged to read more about the Universal Design Summer Institute.
Dr. Renee Howarton
Director of NTLC
While the topics that the NTLC addresses may vary, its dedication to supporting quality teaching and effective
student learning is steadfast and especially needed in the face of current challenges impacting higher education.
Cordially,
Renee
Renee Howarton, Ph.D.
Nakatani Teaching and Learning Center Director
University of Wisconsin-Stout
Wisconsin’s Polytechnic University
301 Millennium Hall
715-232-5196
howartonr@uwstout.edu
tlcenter@uwstout.edu
Millennium Hall
University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
12
2011 Spring
Newsletter
University of Wisconsin - Stout
Joy Becker, Ph.D.
Department of Mathematics, Statistics and Computer Science
Amanda Brown, Ph.D.
Department of Speech Communication, Foreign Languages, Theatre, and Music
“When I began working at UW-Stout, I did not expect to become involved in pedagogical research.
However, because UW-Stout is so focused on teaching and because of the nature of my teaching assignment (Six, two-credit spcom 100 courses per semester), investigating pedagogical issues became a way
to help me feel more engaged in my courses and develop the quality of my courses. This focus led me to
become involved in the NTLC where I was able to discuss pedagogical issues with faculty from across
the university from a variety of disciplines.
Involvement in the NTLC has allowed me to network professionally and personally and develop as a
scholar and educator.”
Specialization: Speech Communication, mass media/popular culture, women and communication.
Xuedong (David) Ding, Ph.D.
ASQ Certified Six Sigma Black Belt, ASQ Certified Quality Auditor
Department of Operations and Management
“It means a lot. NTLC provides opportunities and resources to improve my teaching skills and professional development.”
Specialization: ISO Quality Management System Implementation / Operations Management / Service
Quality / Lean Six Sigma / Lean Supply Chain Management / Financial Risk Control / Process Mapping
and Simulation.
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University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
Issue #009
Specialization: Lesson study & student engagement in online courses.
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“ I greatly enjoy participating in NTLC events as a chance for me to learn about what other instructors
are doing and learning in their classrooms, as well as an opportunity for me to share what I am doing
and learning in the classroom. The teaching and learning discussions have been an invaluable part of my
growth as a faculty member at Stout. As I try new techniques or explore research areas in education, I am
especially grateful for the discussions and support of my colleagues. I also appreciate he new ideas that
are generated at the various NTLlC sessions. Seeing and hearing how much people care about students
and their learninghelps re-energize my efforts in the classroom.”
NTLC Newsletter
Testimonials: What NTLC Means to Faculty
2011 Spring
Newsletter
University of Wisconsin - Stout
NTLC Newsletter
Jill M. Klefstad, Ed.D.
School of Education
“Without the support of the NTLC my research agenda wouldn’t have been clearly defined nor developed. One could say that I was in the ‘right place, at the right time, meeting with the right people who
connected me to others who had the same interest in research topics and in teaching.’ My involvement
in the NTLC made it easier to write proposals and then to present and publish because of the support of
colleagues who shared in the passion and love for teaching an learning.”
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Specialization: Early Childhood Education, Critical Thinking, Critical Reflection, Multicultural Appreciation.
Issue #009
Julie Peterson, Ph.D., WRID
Art and Design
“One of the best advantages of being involved with the NTLC is getting to know others outside of my
college and department. I am constantly being introduced not only to new people, but also to new opportunities to foster my learning and growth as an educator. The NTLC is a critical link to faculty professional development on campus.”
Specialization: Adult learning and engagement by utilizing information technology, integrating learning
styles, and other forms of applied learning.
Laura Schmidt, Ph.D.
Mathematics, Statistics, and Computer Science
“My involvement in the NTLC has been extremely valuable to my career. In terms of professional development, I have published, presented and attended SoTL activities over the years. Working on the SoTL
projects has been my main interest now for the last 5 years. With support from the NTLC and my department, I have been able to pursue my teaching and learning interest and have enjoyed every minute of
it.”
Specialization: Polytopes and SoTL in Mathematics
Debbie Stanislawski, Ph.D.
School of Education
“The NTLC has allowed me to rethink my teaching practices. This means being able to implement new
practices and have both a rationale and reasoning for my students. It means being able to let go of
methods and assignments that aren’t working to try new ones. Also, it has allowed my to feel at home
with reflecting on teaching with my colleague in a productive and healthy way.”
Specialization: Rhetoric and Professional Communication
University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
14
2011 Spring
Newsletter
University of Wisconsin - Stout
NTLC Mission Statement
The mission of the Nakatani Teaching
and Learning Center is to share and
value teaching and learning. Programs
sponsored by the NTLC will especially
suppoprt the University’s priorities, its
Enduring Goals, and the mission of the
Nakatani Endowment Fund.
In 2008, Dan helped formalize the creation of the
NTLC as an actual center, funded from an endowment
given to UW-Stout by the family of Arthur Nakatani.
This past summer, Dr. Riordan retired, but his efforts
and legacy are strongly rooted in the ethos of teaching
excellence. His contribution to promoting teaching and
learning to support our faculty is deeply appreciated.
Although he is off enjoying retirement, his contributions will never be forgotten!
To accomplish this mission, NTLC will:
• foster collaboration in teaching and
learning
• create programs for faculty development
• facilitate the use of technology in
teaching and learning
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University of Wisconsin-Stout
Nakatani Teaching and Learning Center
301 Millennium Hall
Menomonie, WI 54751
Dr. Dan Riordan
Issue #009
The Nakatani Teaching and Learning
Center nourishes a campus culture of
learning and teaching characterized by
discovery, curiosity, innovation, collaboration and research.
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NTLC Vision Statement
The Nakatani Teaching and Learning Center (NTLC) is
a relative newcomer to UW-Stout, but the impact it has
had on promoting quality teaching and faculty development is significant. While the initial impetus for the
center came from Bob Sedlak, former UW-Stout Provost, coupled with OPID support, the face frequently
associated with the growth of NTLC has been that of
Dan Riordan. Over the years, his expertise, creativity
and passion encouraged a dialog among faculty that
has led to the development of training opportunities
designed to help instructors enhance their teaching
practices, and ultimately improve student learning.
NTLC Newsletter
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