University of Wisconsin–Madison

Program 2018

Timothy Renick

7:30 a.m.  Registration Opens, Varsity Hall

8:30–9:45 a.m. Welcome and Keynote, Varsity Hall

Welcome Remarks by Steven Cramer, Vice Provost for Teaching and Learning and Professor, Civil and Environmental Engineering

Keynote Speaker: Timothy Renick, Senior Vice President for Student Success and Professor, Religious Studies at Georgia State University
Connecting at Scale: Leveraging Data and Analytics to Transform Student Outcomes

Through a series of student-centered and analytics-informed initiatives, Georgia State University has raised graduation rates by 22 percentage points and closed all achievement gaps based on race, ethnicity, income-level and first-generation status. It now awards more bachelor’s degrees to African Americans than any other college or university in the nation. Through a discussion of innovations ranging from chat bots and data-based outreach to meta-majors and adaptive learning, Tim Renick has spearheaded the transformation at Georgia State.  He will show how new approaches and technologies are delivering daily, individualized attention to students at scale. He will share results and lessons learned from Georgia State’s work and outline several practical steps that campuses can take to improve outcomes, especially for underserved students.  Dr. Renick will highlight ways in which common academic practices at large public universities unwittingly contribute to achievement gaps, arguing that fundamental change is both needed and possible.

 

10–11 am Breakout Sessions

  • Active Learning and Community: WisCEL Student Experiences

    Sarah Mason, WisCEL

    Christine Lien, WisCEL

    Tyler Gregory, WisCEL

    410 Wendt Commons, WisCel Center

    Participants in the session will explore how active learning in WisCEL goes beyond an instructional method and influences the student learning community. WisCEL staff will highlight ways in which WisCEL active learning environments and local culture fosters student community and facilitates the Wisconsin Experience­—in and out of class. The presentation will include student perspectives from video interviews and instructor feedback from annual surveys.

  • Are My Students Learning What I Think They’re Learning?

    Mo Bischof, Office of the Provost

    Steven Cramer, Vice Provost for Teaching & Learning

    Beth Martin, Pharmacy

    Northwoods, 3rd Floor

    Mike Pitterle, PharmacyImproving how faculty and instructors access and use information to assess what students are learning is becoming increasingly more ­important, and an exciting new direct-assessment pilot is helping campus do just that. The pilot allows faculty and instructors to digitally connect course assignments and student performance (grades) with learning outcomes to better assess and understand what student are learning. Furthermore, as UW–­Madison continues to integrate campus-wide ­digital systems, including the learning management system (Canvas) and the learning assessment system (AEFIS), faculty and instructors will be able to more easily and effectively gather real-time data about students and their learning while also streamlining course and program assessment practices.

  • Student Liaison Teams: Collecting and Responding to Student Feedback More Effectively

    Christian Castro, Madison Teaching and ­Learning Excellence

    Barbara King, Nursing

    Nick Balster, Soil Science

    Industry, 3rd Floor

    Student feedback can help instructors reflect on and respond to ideas for improving learning and teaching in a course. It is especially useful when collected throughout the semester as a mechanism to “check the pulse” of the class, understand that it’s working, and make just-in-time adjustments to deepen learning. In this interactive session, participants will adapt the Student Liaison Teams (SLTs) model to their courses to collect and respond to student feedback more effectively.

  • Health Occupations and Professions Exploration (HOPE) Program

    Bridgett Wiley, Allied Health Education and Career Pathways, UW Health

    Beverly Hutherson, Medicine and Public Health

    Fifth Quarter, 2nd Floor

    The Health Occupations and Professions Exploration Program was founded five years ago at UW Health and pairs underrepresented high school students with college mentors to learn about health care careers in a hands-on, active, student-centered learning seminar. Students and mentors who participate in HOPE are then eligible to apply for summer internships in areas throughout UW Health. To date, the HOPE / Summer Internship program has included over 1,500 high school and college students, more than 250 of which have also completed an internship. This session will include an overview of the curricular components of the HOPE program and internships, as well as participation in a student-centered learning activity.

  • Developing the Whole Student: ­Leveraging Campus Partners for Learner Development

    Alex Stark, UW–Madison Libraries

    I-Pang Fu, Division of Continuing Studies

    Agriculture, 3rd Floor

    Competency-based supplemental micro-courses are a new way to increase learner success and prepare students to enter a competitive workforce. This trend in higher education focuses on developing concise, sustainable, and scalable self-directed online courses focused on a specific topic. During this session, participants will review the skills required to be successful in their discipline, critically reflect what skills can be obtained through supplemental learning or professional development, and examine campus partners’ expertise.

  • Using Analytics to Inform and Improve Engaged Learning

    Paul Oliphant, Business

    Xizhou Canoe Xie, Business

    Landmark, 3rd Floor

    During this session, we will share how we use ­Google Analytics on Canvas to give faculty insights on students’ use of the technology. We will show examples of analytics reports we have created, as well as Canvas course website enhancements instructors have made after reading the reports. Attendees are encouraged to share what is most interesting to them about learning analytics.

11:15 am–12:15 pm  Breakout Sessions

  • Intersectionality and Inclusivity: Knowing Your Students & Approaching Challenging Teaching Moments

    Sarah E. Frank, Sociology

    Industry, 3rd Floor

    Contemporary education in the modern world requires an intersectional approach. Teachers must reflect on their own intersectional identities and those of their students to best present material and address tough topics. This presentation will encourage educators to understand their students, teach inclusively, and prepare for challenging discussions in their courses.

  • Really Connecting with Our Students: Innovative Writing Assignments That Promote Student Engagement and Build Community

    Bradley Hughes, Writing Center/Writing Across the Curriculum

    Ahna Skop, Genetics

    Alexis Dennis, Sociology

    Revel Sims, Planning and Landscape ­Architecture, Chican@ and Latin@ Studies

    Landmark, 3rd Floor

    In this panel, experienced faculty and TAs from genetics, sociology, and planning and landscape architecture share how they design writing assignments that value students’ experiences and positionality, promote student engagement, deepen learning, and build an inclusive classroom community. Through informal writing activities like journaling and in-class section comments as well as collaborative group presentations and multimodal websites, these instructors go far beyond the traditional research paper to create exciting new forms of active learning and critical thinking.

  • EI Online Learning Initiative: UW Online Course Instructional Design Inventory

    Steven Cramer, Vice Provost for Teaching & Learning

    John Zumbrunnen, Political Science

    Greg Konop, DoIT Academic Technology

    Steven Boldt, Division of Continuing Studies

    Northwoods, 3rd Floor

    The Educational Innovation (EI) Online Learning Initiative: UW Online Course Instructional Design Inventory aims to review online courses offered between fall 2016 and summer 2017. The instructional designs will be assessed using rubric criteria adapted from Quality Matters with criteria developed from the core values of the Wisconsin Experience. Each review will be a collaborative effort involving the instructor and a faculty colleague who has taught online, completed TeachOnline@UW, and undergone special preparation for using this rubric.

  • Application of the UW Leadership Framework to Develop the Pharmacy Leadership Certificate and Mentor (LCM) Program

    Ed Portillo, Pharmacy

    David Mott, Pharmacy

    Brett Kelly, Pharmacy

    Donna Freitag, Center for Leadership and Involvement

    Fifth Quarter, 2nd Floor

    This presentation will describe development of a longitudinal, cocurricular leadership program through leveraging campus partnerships. The program involves a unique collaboration between the Center for Leadership and Involvement (CfLI) and the School of Pharmacy, who partnered to incorporate the UW Leadership Framework ­directly to pharmacy practice. The program incorporates intentional mentorship opportunities to better connect to our students, while providing unique student opportunities to apply leadership competencies and values to personal and professional goals.

  • Using Pressbooks to Make Open ­Textbooks

    Steel Wagstaff, L&S Learning Support Services

    Naomi Salmon, L&S Learning Support Services

    Agriculture, 3rd Floor

    Pressbooks, a free authoring tool that hundreds of UW faculty, staff, and students are currently using to create interactive textbooks and other learning material. We will share examples of how ­Pressbooks texts are currently being used in UW–Madison timetable courses and will offer hands-on training to show how Pressbooks can easily incorporate multimedia, interactivity, and ­annotation, and how finished texts can be quickly and easily integrated with Canvas. We will also provide a short overview of “open educational resources,” explaining what they are and why they are so good for teaching and learning.

  • Of Legacy & Learning: Positioning our Alumni for Sustaining Scholarly Excellence & Inclusion

    Michael C. Maguire, Civil Society & Community Studies, Human Ecology

    Marquee, 2nd Floor

    Our alumni can be engaged in new ways to bolster our curricula and improve our educational enterprise. Alumni-relations stereotypes include “the ask.” In this session, we redefine the ask, with an ­expectation of our alumni to “pay it forward”
    (vs. only giving back) with their expertise, their wisdom, their mentoring, and their scholastic loyalty.

12:15–1:15 PM  LUNCH & NETWORKING

Varsity Hall

Sponsored by the UW–Madison Teaching and Learning Academy

The Teaching Academy is pleased to sponsor lunch and will take a few moments of networking time to announce the TA award winner and recently inducted Fellows, Future Faculty Partners, and Affiliates.

Please note: if you didn’t preregister for the luncheon and would like to attend, inquire at the Symposium registration desk about availability.

1:15–2:15 PM  Breakout Sessions

  • Connecting with Students in the Active Learning Classroom: Stories from WisCEL Instructors

    Sarah Mason, WisCEL

    Pamela Potter, German, Nordic, and Slavic

    Jeri Barak, Agricultural and Life Sciences

    Janet Branchaw, WISCIENCE, Kinesiology

    Allyson Bennett, Psychology

    410 Wendt Commons, ­WisCEL Center

    Four faculty instructors will share their stories about how teaching in WisCEL classrooms, using active learning models, has changed the way they connect with students and supports student learning. They will share how teaching in WisCEL influences and promotes classroom culture, student engagement, the Wisconsin Idea, interactions between instructors and students, and student relationships in and outside the classroom.

  • Opportunities to Utilize Peer Mentoring to Address Student Psychosocial Wellbeing

    Jerry Whitmore, Jr., Wisconsin Institute for Science Education and Community

    Kassi Crocker, Genetics

    Alessandra York, Genetics

    Industry, 3rd Floor

    Student leadership and mentoring is one of the most salient factors in facilitating academic and ­social success, fostering higher levels of ­persistence, retention, and individual satisfaction. Peer leadership designed for the classroom can also influence students’ psychosocial wellbeing. In this session, we will examine our Exploring Discipline Based Leadership and Mentoring course embedded in our Integrated Mentoring Program and Core Training (IMPACT) and how it can expand to other disciplines. Attendees will gain knowledge about Peer Leaders (PLs) and how to implement a program in curricular and cocurricular settings for inclusivity.

  • Partnering for Civic Engagement: Big 10 Voting Challenge

    Chris Dakes, Business

    Sunny Chan, English

    Megan Miller, Morgridge Center for Public Service

    Agriculture, 3rd Floor

    The Business and English Students Together (BEST) Challenge brings together cross-­disciplinary student teams to address societal challenges. This year, the School of Business and English Department partnered with the Morgridge Center for Public Service’s Vote Everywhere Ambassadors to engage students in developing proposals to increase civic engagement and help UW–Madison win the Big 10 Voting Challenge (see go.wisc.edu/7n37ij).This session provides practical guidance for establishing campus partnerships that may not seem immediately obvious.

  • Positive Psychology Pedagogical Practices: Fostering Community & Resilience in the College Classroom

    Claire Barrett, Center for the First-Year Experience

    Tess Smith, Center for First-Year Experience

    Northwoods, 3rd Floor

    In 2017 the Center for the First-Year Experience incorporated positive psychology theories and asset-based pedagogical practices into its training of CP125: The Wisconsin Experience Seminar instructors and undergraduate peer mentors. Participants in this session will learn specific theories and engage in pedagogical practices that have been shown to foster community among and resilience within students. While highlighting the context of the first-year seminar, these practices can be applied to large classrooms as well.

  • Assessment Strategies for Measuring Student Resilience

    Argyle Wade, Division of Student Life

    Ning Sun, Division of Student Life

    Fifth Quarter, 2nd Floor

    Recognizing the broad range of positive impact resilience can have on college student success, the Division of Student Life adopted increasing student resilience as their divisional strategic priority. This session shares steps and lessons learned in developing and implementing the assessment of program impact on student resilience development. Included will be an institutionally created assessment tool as well as results from a variety of department assessment plans.

  • Reduced Cost, Richer Experience: Engage eText Pilot

    Steven Cramer, Vice Provost for Teaching & Learning

    Scott Owczarek, Office of the Registrar

    Dan LaValley, DoIT Academic Technology

    Landmark, 3rd Floor

    With textbook costs continuing to rise and college affordability at the forefront of national debate, campus partners are working together to not only lighten the load for students, but to further advance the student learning experience at UW–Madison. The Educational Innovation (EI) Initiative, in partnership with Associated Students of Madison, the Office of the Provost, the Office of the Registrar, and DoIT Academic Technology, has been leading an eText pilot in 16 courses across five schools and colleges, engaging over 3, 000 students this spring. Learn more about the pilot, how eTexts are being used, the benefits and challenges of the opportunity, participant feedback, and lessons learned, as well as next steps.

2:30–3:30 PM BREAKOUT SESSIONS

  • Beyond Binary: Cultivating a Gender-­Inclusive Classroom

    Sarah Gavac, Psychology

    Fifth Quarter,2nd Floor

    Despite gender getting increased attention in ­conversations about inclusive classrooms, our recent campus survey found that trans/non-­binary students feel lower campus belongingness compared to students overall (33% vs. 69%). Many courses inadvertently pose barriers to learning for students, particularly trans/non-binary students, because of the way gender is handled. This sessions aims to help reduce these barriers through defining contemporary gender terms, outlining common barriers, and facilitating a discussion/workshop of techniques to intentionally cultivate gender-inclusive classrooms.

  • Leveraging Alignment to Overcome Active Learning Challenges

    Megan Schmid, Madison Teaching and Learning Excellence

    Janet Batzli, Biocore

    Agriculture, 3rd Floor

    There is widespread discussion about employing active learning practices, especially in the wake of educational research on active learning and neuroscientific research on how students learn. By ensuring our active learning strategies align with our student learning outcomes and assessments, we can avoid some of the common challenges instructors face when implementing active ­learning. Bring a challenge you are facing with active learning, and join us for a discussion on alignment and strategies to overcome common challenges with active learning.

  • Health Communication Strategies: How Instructional Staff Can Utilize and Support Student Health

    Valerie Donovan, University Health Services

    Jenny Rabas, University Health Services

    Northwoods, 3rd Floor

    Students’ most pressing health concerns, including high-risk drinking, stress, anxiety, and depression, influence their academic achievement and retention. This interactive session will explore what we know about students’ mental health and wellbeing and its impact on academic success with a primary focus around on best-practices and indicated strategies that are relevant for instructors to consider as they engage with students. Particular emphasis will be given to addressing mental health and alcohol use.

  • Creating a Student-run Makerspace at UW

    Lennon Rodgers, Engineering, Design Innovation Lab

    Karl Williamson, Engineering, Design Innovation Lab

    Charles Allhands, Engineering, TEAM-Lab

    Wendt Commons Entrance

    We’ll provide an overview of our mission, programs, goals, and approach with creating a student-run facility. We are a community of designers and builders at UW–Madison run within the College of Engineering (CoE). Our facilities include 12, 000 square-foot shop and flex space with a wide range of rapid prototyping equipment. Largely student run, we strive to empower students and create a community immersed in emerging technologies and focused on creating innovative products. We are part of the CoE ecosystem of fabrication facilities, which includes the Makerspace, TEAM-Lab, and Visualization Suite. Students can build anything here—from micro to macro and from virtual to the physical. The session will also include a tour of the Makerspace facility.

  • Relationships and Immersion: One Team’s Model of Undergraduate Research Assistant Education (30 minute session)

    Bradley Kerr, Pediatrics

    Aubrey Gower, Pediatrics

    Megan Moreno, Pediatrics

    Landmark, 3rd Floor

    Our team will share our model of undergraduate research assistant education. Key concepts, grounded in Dewey’s experiential learning theory, include research assistant contribution to team projects and leadership in independent projects, as well as facilitation of peer and near-peer mentorship. Results from evaluating this model will be discussed. Workshop participants will ask questions and share successful techniques, and develop action items tailored to enhance educational approaches in their unique research labs.

  • Getting Started with Canvas

    Cliff Cunningham, DoIT Academic Technology

    Industry, 3rd Floor

    “Getting Started with Canvas” is our popular baseline training for all new Canvas users. During this 60-minute session, we will review the Canvas dashboard and explore the layout of your Canvas courses. We will examine how to build various Canvas elements (assignments, quizzes, discussions, and pages), how to upload files, and how to use modules to organize it all. We will visit the Canvas gradebook, modify the course navigation bar, and show you where to find help and training. For the remainder of the day, all are welcome to drop in for additional one-on-one help, provided by Canvas support staff.

3:30–5 PM  POSTER SESSION & NETWORKING RECEPTION

  • Posters & Presenters, Varsity Hall, Sponsored by the International Division
    Anatomy Integration in the ForWard ­Curriculum: Three Cheers for iRAH

    Allison Grayev, Radiology; Gary Lyons, Cell and Regenerative Biology; Karen Krabbenhoft; Meghan Cotter, Elise Davis, and Sarah Traynor, Academic Affairs

    Connecting Small Worlds: Establishing a Course-Based Undergraduate Research Experience (CURE) through Cross-­Departmental and Cross-Institutional Partnerships at UW–Madison

    Josh Pultorak, Integrative Biology, Wisconsin Institute for Discovery; Jon Breschak, Integrative Biology; Jo Handelsman, Wisconsin Institute for Discovery; Doug Rouse, Plant Pathology

    A Contemporary Twist on a Classic ­Framework: Digital Games in Novice-­Expert Education

    Angela Samosorn, Curriculum & Instruction

    Creating a Course-Level Dashboard for Teaching & Learning

    Kimberly Arnold, Kari Jordahl, and James McKay, DoIT Academic Technology

    Developing a Department-level Diversity and Inclusion Plan

    Elgin Karls, Kendall Vega, Sangeetha Shreedaran, Chris Meyers, Donald Moynihan, and Hilary Shager, La Follette School of Public Affairs

    The Effects of Prompts to Draw Diagrams in a Flipped Engineering Classroom

    Sally PW Wu, Educational Psychology; Barry Van Veen and Lynn H. Matthias, Electrical and Computer Engineering

    EI Online Course Initiative: Enhancing and Scaling Online Learning at UW–Madison

    Caitlin O’Brien, Office of the Provost; Keri Johnson, Division of Continuing Studies

    EI Small Grant Program: SupportingGrassroots Teaching and Learning Innovations

    Caitlin O’Brien, Office of the Provost

    Engage eText Pilot: Reducing the Weight of Textbook Costs for Students

    Caitlin O’Brien, Office of the Provost; Nicole Olthafer, DoIT Academic Technology

    Eva the Engineer: Education Outreach Enhances the Undergraduate Experience

    Morgan Sanger, Renee Olley, and Tyler Klink, Geological Engineering; Angela Pakes, Recycled Materials Resource Center and Grainger Institute for Engineering

     

    Facilitating Psychology Students’ Understanding and Appreciation of Primary Research Articles

    Madeline Harms, Psychology

    Improving Central Dogma Understanding Using Web-Based Practice Tools

    Michelle Keller-Pearson, Plant Pathology; Teresa Pelletier and Dianna A. Heisler, Madison Area Technical College; Brian J. O’Neill, University of Wisconsin–Whitewater

    Inquiry-Based Learning in an Introductory Agronomy Course

    Virginia Moore, Plant Breeding & Plant Genetics; William Tracy, Agronomy

    Integrating Clinical Research Mentoring with Simulated Surgical Skills Activities for Undergraduate Premedicine Learners

    Thomas Leffler, Urology

    The International Student Summer ­Institute: Early Start as a Model for ­Student Success

    Maria Vishnevsky, Maiya Weber, and Laurie Merrell, Division of Continuing Studies

    Lakeshore Nature Preserve: Leveraging the Outdoors to Achieve Learning Goals

    Laura Wyatt and Bryn Scriver, Lakeshore Nature Preserve

    Language Teaching and Student ­Experiences: The (Mis)Adventures
    of a Foreign Language Instructor

    Nhlanhla Mpofu, African Cultural Studies

    Lessons Learned from Implementing ALEKS Learning Software as a Review Tool in Community College Introductory Calculus

    Gianna Hernandez, Cellular and Molecular Pathology

    Peer Leader Mentoring Has Positive Impact on First-Year STEM Students

    Alessandra York and Kassi Crocker, Wisconsin Institute for Science Education and Community Engagement (WISCIENCE), Genetics; Clay Smith and Jerry Whitmore Jr., Wisconsin Institute for Science Education and Community Engagement (WISCIENCE); Christopher Trimby, Biological Sciences, University of Delaware

    Physical and Digital Models Are Equally Beneficial to Plant Biotechnology Students Learning about the Genome EditingTechnique CRISPR/Cas

    Kevin R. Cope, Bacteriology/Cellular and Molecular Biology; Jean-Michel Ané, Bacteriology, Agronomy

    REACH: Redesigning Active Learning in High-Enrollment Courses

    Caitlin O’Brien, Office of the Provost; Sarah Miller, DoIT Academic Technology; Ivy Corfis, Spanish and Portuguese

    Reflective Writing as a Tool to Assess ­Student Attitudes and Identity in a ­Freshman Seminar STEM Course

    Davalyn Powell, Medical Microbiology and Immunology, WISCIENCE; Christopher Trimby and Cara Theisen, WISCIENCE; Brad Hughes, Writing Center/Writing Across the Curriculum

    Rethinking Infographics and Data Visualization Instruction at DesignLab

    Amanda Marrow, DesignLab

    A Richer Wisconsin Experience to Form Tomorrow’s International Leaders

    Xiujuan Jane Zhang and Shanshan Ding, Business; Guanzhao Li, Engineering

    School of Pharmacy’s Leadership Certificate and Mentor Program

    Brett Kelly, Erik Burns, David Mott, and Edward Portillo, Pharmacy; Barb Kautz- ­Wittwer, Center for Leadership & Involvement

    Unexpected Confound between ­Active Learning and Diversity and Equity ­Interventions for an Introductory Biology Class

    Jon Breschak, Julie Collins, Althea Miller, and Jean Heitz, Integrative Biology; David Abbott, Obstetrics and Gynecology

    Use of Peer Review and Formative Assessment in Introduction to Plant Pathology

    Kymberly R. Draeger, Forest and Wildlife Ecology; Douglas Rouse and Armila R. Francis, Plant Pathology

    Using Improvisational Theater to Teach Empathy: Extending the Wisconsin ­Experience to the Medical Campus

    Amy Zelenski, Linda S. Park, and Vonnie Schoenleber, Medicine

    Using a Master Facilitator Initiative to Build a National Network of Trainers for Research Mentor and Mentee Training
    Using Peer-Mentoring to Improve Freshman STEM Psychosocial Well-Being

    Stephanie House, Melissa McDaniels, Christine Pfund, Kim Spencer, and Emily Utzerath, National Research Mentoring Network

    Alessandra York and Kassi Crocker, Wisconsin Institute for Science Education and Community Engagement (WISCIENCE), Genetics; Clay Smith and Jerry Whitmore Jr., Wisconsin Institute for Science Education and Community Engagement (WISCIENCE); Christopher Trimby, Biological Sciences, University of Delaware

    The Wisconsin Experience

    Caitlin O’Brien, Office of the Provost; Darcy Wittberger, Division of Student Life

Save the date for next year’s Teaching & Learning Symposium: May 17, 2019.