University of Wisconsin–Madison


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

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

Welcome Remarks
Sarah Mangelsdorf, Provost and Vice Chancellor for Academic Affairs

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

Keynote Speaker

Patricia Devine, UW-Madison Kenneth and Mamie Clark Professor of Psychology, Department of Psychology

The Wisconsin Experience: It’s Not Just for Students

The Wisconsin Experience, as an extension of the Wisconsin Idea, is a cherished set of principles that guide the type of educational experiences we try to create for students and the qualities we hope to inspire in students that enable them to be successful post-graduation. Though the Wisconsin Experience is typically thought of as the province of students, I will argue that we can be more effective in cultivating student development by thinking about the Wisconsin Experience more broadly to be inclusive of all campus community members who interface with students.  In developing this idea, I will share some of my experiences with students and my own journey in discovering the importance of creating my personal Wisconsin Experience.  In so doing, I will share how this has enriched my scholarship and, in turn my ability to be effective in creating opportunities to facilitate the Wisconsin Experience for my students. In focusing perhaps too narrowly on the Wisconsin Experience as it applies to students, we may be missing key ways we can both benefit from and contribute to the Wisconsin Experience.

10–11 am Breakout Sessions

  • Mentoring, Movement & Mindfulness

    Stephanie House, Clinical & Translational Research

    Fifth Quarter Room, 2nd Floor

    Explore what it means to be an effective mentor and mentee as you learn to lead and follow salsa. While learning the foundations of the dance, participants will discuss how they can create better foundations for their mentoring relationships.  Topics will include improving personal and cultural awareness, combating implicit bias, building confidence, and active listening. Implications for teaching will be considered. We’ll start from the very basics; no dance experience necessary.

  • Getting on the Same Page: Learning Outcomes in Service Learning

    Jessica Teslaa, WISCIENCE

    Janet Branchaw, WISCIENCE

    Mo Bischof, Office of the Provost

    Kathy Cramer, Morgridge Center

    Agriculture Room, 2nd Floor

    Service learning courses are a powerful way for students to learn and apply discipline-specific content.  Service learning experiences also promote an array of equally important, discipline-bridging student outcomes that include civic, diversity, intercultural, and personal growth.  If you use community-engaged teaching practices in your course, we want your input on designing a campus framework to support and capture learning outcomes from this powerful teaching strategy.

  • Incorporating Active Learning into Your Classrooms: Let’s Start Today

    Michelle Harris, Biocore

    Elaine Alarid, Oncology

    Paul Bethke, Horticulture

    Isabelle Girard, Office of the Vice Chancellor for Research and Graduate Education

    Anne Griep, Biology

    Stephen Johnson, Veterinary Medicine

    Amy Mose, Human Oncology

    Northwoods Room, 3rd Floor

    Active learning helps students achieve higher order competencies championed by the Wisconsin Experience. Active learning approaches, however, present challenges for instructors: there is less time to “cover” content, and students exert some control over the learning process. Instructors often ask, “Is it worth it?” We are expert researchers who team teach in the cross-college Biocore honors program. We have transformed our classrooms from a lecture-dominated format into active environments where students practice critical thinking, discernment of reliable information, and collaborative group work. We will share our successes and challenges, and guide participants as they devise an active learning lesson.

  • Why are Pizza Boxes Square instead of Round? “Inverted Cognition” as a Way to Learning through Curiosity, Inquiry, and Empathy

    Evan Polman, Business

    Chris Dakes, Business

    Marquee Room, 2nd Floor

    To help students learn and clarify what they know, what if they focus on asking questions instead of providing answers?  Inverted Cognition, an innovative teaching approach inspired by research on creativity and curiosity, illustrates how a different mindset emerges when learners generate questions rather than answers.  Richer solutions, deeper interest, and empathy for others are made possible when learners invert from solving their own problems to imagining someone else’s.  How might this work for you?

  • Creating and Sustaining Positive Learning Environments through Shared Values Clarification

    Christian Castro, Madison Teaching and Learning Excellence

    Megan Schmid, Madison Teaching and Learning Excellence

    Erica Simmons, Political Science

    Marianne Fairbanks, Design Studies

    Landmark Room, 3rd Floor

    Values clarification engages instructors and students reflectively in identifying what they value in a learning environment and the personal significance of these values. The process supports the creation and nourishment of positive learning environments that, according to research, bolster student achievement and classroom inclusivity. In this session, participants will engage in values clarification, generate ideas to elicit and understand what their students value in the learning environment, and explore strategies for co-creating communal classroom values.

  • Putting Students in the Driver’s Seat: Inquiry-Based Learning

    Amy Stickford Becker, School of Medicine and Public Health

    Melissa Stiles, Medicine

    Eileen Cowan, Pediatrics

    Beth Altschafle, Neuroscience

    Elaine Pelley, Medicine

    Industry Room, 3rd Floor

    Medical students in UWSMPH’s new ForWard Curriculum participate in a longitudinal series of small group case-based learning activities called Patient Centered Education (PaCE) Cases. PaCE Cases are student-directed and inquiry-based. Participants in this session will be introduced to the inquiry-based learning environment by taking part in a PaCE Case. This will be a fun and engaging opportunity to put yourself in the shoes of a student, learning new information through the process of inquiry.

11:15 am–12:15 pm  Breakout Sessions

  • Preparing Students for Community Engagement in Diverse Settings

    Elizabeth Tryon, Morgridge Center

    Haley Madden, Morgridge Center

    Carolina Sarmiento, Civil Society & Community Studies

    Margaret Nellis, University Health Services & Human Ecology

    Agriculture Room, 3rd Floor

    Participants will learn how to prepare students for all types of community engagement or research in diverse settings, and build trust relationships with community organizations, by uncovering and neutralizing power dynamics to co-create the authentic engagement that leads to better learning outcomes.  Attendees will explore different strategies for helping students understand social identity and interact with community members in a culturally sensitive and empathetic way, and then practice using activities and tools for the classroom.

  • Using PressBooks to Make Open Educational Resources

    Amanda Larson, L&S Learning Support Services

    Steel Wagstaff, L&S Learning Support Services

    Marquee Room, 2nd Floor

    The session will describe the current state of Open Educational Resource (OER) Development at Learning Support Services and showcase a few examples of open textbooks created in the past year by UW-Madison faculty and staff. The presentation will include hands-on exploration of existing texts and a brief introduction to Pressbooks, an open-source authoring tool. Our objective is to help attendees learn how they can use Pressbooks to adopt, adapt, and create OER for their UW courses.

  • A Holistic Approach to Advising in Liberal Arts Education: Teaching students to Know What they are Learning

    Ricardo Court, Political Science

    Amy Gangl, Political Science

    Eunsook Jung, Political Science

    Industry Room, 3rd Floor

    Advising can enhance students’ learning and intellectual confidence. Advising is essential, however, due to an unbalanced emphasis between knowledge and the acquisition of so-called “transferable skills,” advising has become a requirement-fulfilling practice. This undermines the potential of advising in improving both teaching and learning. How can advising can be integrated into liberal arts education and how can students better value their education, especially general education and breadth requirements?

  • Are My Students in the Zone? The Mystery of Flow Experience in Online Programs

    I-Pang Fu, Continuing Studies

    Ian Muehlenhaus, Geography

    Northwoods Room, 3rd Floor

    It is always challenging to assess how motivated students are as well as how much they are actually enjoying their learning experience in the online environment because we can only rely on limited information provided by course evaluations. In Fall 2016, GISWMP program began collecting data from students to understand more about their online learning experience. In this session, we will share our findings. Come join us in the journey to online happiness!

  • Establishing an Analytical Scaffold to Prepare Students for Intuitive Clinical Problem Solving: An Evolving Exercise

    Kristen Friedrichs, Veterinary Medicine

    Linda Sullivan, Veterinary Medicine

    Fifth Quarter Room, 2nd Floor

    Active Integrated Learning (AIL) was developed to explore clinical problem-solving with pre-clinical veterinary medical students. Focusing on the application of new knowledge and the practice of an unfamiliar process, this course is rich with opportunity and rife with obstacles. Using a clinical problem, this presentation will demonstrate how AIL provides students with a framework for analytical problem-solving to enhance their confidence in diagnosing and communicating a diversity of clinical problems.

  • Addressing Active Learning and Asymmetrical Learning Outcomes: Using Scientific Teaching Methods to Couple Diversity and Equity Sensibilities with Active Leaning Interventions

    Jon Breschak, Zoology

    Joshua Pultorak, Zoology

    Althea Miller, Zoology

    David Abbot, Gynecology and Obstetrics

    Landmark Room, 3rd Floor

    In this session we will examine our course intervention evolution to date and share the overall results of the interventions on student success (5.2 and 3.7% increases across exam and section grades respectively). Small groups will discuss how to parse out effectiveness of the different interventions. Key questions to address include:  What other measures would participants suggest for us or for their own courses? What questions do they still have about our interventions? How would they suggest refining either the measures we took or the analyses we did? How can this inform other courses?


The Teaching Academy is pleased to sponsor lunch and a sharing of ideas around timely topics in teaching and learning on campus.  Grab lunch and join a table in Varsity Hall. Please note: if you didn’t preregister for the luncheon and would like to attend inquire at the Symposium registration desk about availability. Sponsored by the UW-Madison Teaching Academy.

    Field trip for Teaching and Learning: The Essential Wisconsin Experience

    Meet at Symposium Registration Desk

    Janet Batzli, Biocore
    Margaret Nellis, University Health Service & Human Ecology
    Sissel Schroeder, Anthropology
    Adrian Treves, Wildlife Ecology
    Laura Wyatt, Lakeshore Nature Preserve

    Discover teaching and learning opportunities right outside your door and in close proximity in the Lakeshore Nature Preserve. In this 2.5 hour field trip, we will share approaches and ideas for use of the Preserve as your outdoor classroom that will engage students across disciplines and with varying modalities. Starting with a short bus ride from Union South, participants will get familiar with the extent of the Preserve and examples of teaching & learning with a focus on the Wisconsin Experience and the Preserve as the quintessential context for UW Madison place-based learning. The field trip will include two stops and a short hike (weather permitting), and will feature three activities with faculty/staff instructors who use the Preserve as their classroom, and as a venue for outreach and undergraduate research. We will also describe learning goals, assessments, practical issues and logistical approaches including transportation and accessibility.  More information

1:15–2:15 PM  Breakout Sessions

  • Playing in the Sandbox: Using Improv to Teach Communication across Professions

    Amy Zelenski, Medicine

    Mariah Quinn, Medicine

    Liz Collins, Nursing

    Julia Yates, Family Medicine and Community Health

    Industry Room, 3rd Floor

    We learn to speak the language of our discipline – MD, RN, PhD, Pharmacy, etc. Improv takes us out of those words/familiarities and we have to watch and listen. In so doing, we realize our shared goals. Improv also puts us on an even playing field with laughter. We use improv to teach collaborative communication skills and have fun doing it! This session is an experiential exploration of these techniques, which have broad applicability.

  • DiscoverPD: A Thematic Framework for Creating Effective Professional Development Programs for Graduate Students

    Alyssa Ewer, Graduate School

    Jessica Maher, Delta Program in Research, Teaching, and Learning

    Christopher Trimby, WISCIENCE

    Fifth Room Quarter, 2nd Floor

    DiscoverPD ( is a tool for graduate students designed to help them assess their professional development needs, identify campus resources to address them, and craft an Individual Development Plan. The facets and resource inventory in DiscoverPD cross nine themes.  Participants will map the goals of their emerging or ongoing professional development programs to DiscoverPD. Alignment to the framework and its inventory will aid graduate students and advisors in identifying appropriate resources to support students’ needs.

  • Leveraging Partnership and Backward Design to Create a Data Management Curriculum: A Collaboration between Biocore and RDS

    Cameron Cook, UW-Madison Libraries

    Michelle Harris, Biocore

    Landmark Room, 3rd Floor

    Undergraduates practice critical thinking through collection, management, sharing and communication of large and diverse data sets. We will describe how Research Data Services and the Biocore honors biology program partnered to introduce data management planning (DMP) as an undergraduate research skill and how we are using student survey data to assess impacts. Session attendees will use backward design to begin planning their own incorporation of DMP and data information literacy concepts into their classes.

  • Talking About Race on a Predominately White Campus

    Molly Kring, Counselling Psychology & Our Wisconsin

    Nima Cheraghi, Our Wisconsin

    Marquee Room, 2nd Floor

    This fall, UW-Madison piloted the Our Wisconsin program for approximately 1,000 first-year students. This effort facilitated dialogue about diversity and inclusion through a series of workshops in residence halls. Mixed methods research on participant and facilitator experiences has illuminated key themes and observations from these pilot program dialogues that can inform strategies for talking about race on a predominantly white campus. This session aims to help participants gain a greater knowledge and understanding of the theory and research behind inter-group dialogues on race, develop practical skills for facilitating such dialogues in the classroom, and participate in an Our Wisconsin activity on worldview and social location that can be adapted for various educational settings.

  • Use of Technology to Promote Provision of Feedback across Multiple Evaluators

    Amanda Margolis, Pharmacy

    Michael Pitterle, Pharmacy

    Denise Pigarelli, Pharmacy

    Agriculture Room, 3rd Floor

    This session will describe the development of an online rubric to improve feedback among more than 50 evaluators throughout Wisconsin who currently evaluate an assignment for pharmacy students. Transitioning the rubric to an online tool has increased evaluator-to-student communication, which may facilitate student learning. Rubric analytics will allow further tool assessment to promote evaluation consistency.

  • Redesigning for Active Learning in High-enrollment Courses (REACH)

    Steven Cramer, Vice Provost for Teaching and Learning, Civil and Environmental Engineering

    Sarah Miller, DoIT Academic Technology

    Kris Olds, Geography

    Shirin Malekpour, Math

    Edwin (Ned) Sibert, Chemistry

    Northwoods Room, 3rd Floor

    The campus REACH Initiative is transforming large, introductory, lecture-based courses into more active and inclusive learning environments to improve learning and inspire greater student responsibility. This exciting change effort impacts nearly 9,000 undergraduate students each semester and includes twelve courses involving six departments across three schools/colleges, 30-40 faculty and staff, and more than 100 teaching assistants.

    In this session, the REACH leads and instructors will discuss what changes are being made to the course structures, as well as curriculum and teaching practices. We will outline the practical strategies and plans that are in place and share what we’re learning and what’s been surprising and challenging.  Finally, we will discuss some of the early “wins” and what they are telling us about REACH’s impact on students, instructors and the departments.


  • Engaged Pedagogy: An Assessment Framework to Engage in Learning

    Jeffrey Russell, Continuing Studies

    Mary Thompson, Continuing Studies

    Wayne Pferdehirt, Engineering Professional Development

    I-Pang Fu, Continuing Studies

    Marquee Room, 2nd Floor

    This interactive presentation follows the teaching of a technical project management class, evolving from traditional face-to-face lecture to online instruction. In our session, we explore what worked in the online platform as teaching methods evolved to a more fully engaged approach to pedagogy. This presentation examines learning models in a mastery-based assessment framework. A central pillar of this approach is the notion that learning is shaped by how we engage and leverage interactions to be meaningful and impactful beyond the classroom.  We offer practical examples in hopes of transforming how we think about learning as a process and hope everyone leaves with practical examples to think about learning assessments in a new way for their own teaching.

  • Getting on the Same Page: Learning Outcomes in Undergraduate Research

    Amber Smith, WISCIENCE

    Janet Branchaw, WISCIENCE

    Amy Sloane, Undergraduate Research Scholars Program

    Mo Bischof, Office of the Provost

    Industry Room, 3rd Floor

    Undergraduate research experiences are a powerful way for students to engage in the work of their discipline. In addition to solidifying their disciplinary knowledge, these types of learning experiences also promote an array of equally important student outcomes including the development of research, interpersonal, professional and career skills.  If you mentor undergraduate researchers, we want your input on designing a campus framework to support and capture learning outcomes from this powerful learning experience.

  • Building Students’ Culturally Relevant Practice: Bridging Social Justice and Nursing Curricula

    Mel Freitag, Nursing

    Tasha Crooks, Nursing

    Fifth Quarter Room, 2nd Floor

    This interactive session will be grounded in social identity awareness and intersectionality. We will dialogue on best practices we have used in our Culturally Congruent Care course within the School of Nursing. Specifically, we will discuss how we built in the concepts of intersectionality, social identity theory, and humanities concepted into a professional nursing course.

  • Innovative Writing Assignments across the Wisconsin Experience

    Brad Hughes, Writing Across the Curriculum

    Kathleen Daly, Writing Across the Curriculum

    Yoshiko Herrera, Political Science

    Lisa Bratzke, Nursing

    Jennifer Gaddis, Human Ecology

    John Yin, Chemical and Biological Engineering

    Northwoods Room, 3rd Floor

    Faculty members Yoshiko Herrera (Political Science), Lisa Bratzke (Nursing), Jennifer Gaddis (Civil Society and Community Studies), and John Yin (Chemical and Biological Engineering), will share innovative writing assignments they have designed that foster learning goals central to the Wisconsin Experience. During this session, audience members will critically reflect on their own teaching practices and, with assistance from Writing Across the Curriculum staff, consider how they can design writing assignments and activities that spark students’ intellectual curiosity.

  • Empowering Student Awareness and Self-Regulation through a Quantified Self Tool

    Kimberly Arnold, DoIT Academic Technology

    James Mckay, DoIT Academic Technology

    Miguel Garcia-Gosalvez, Business

    Agriculture Room, 3rd Floor

    This session explores Pattern, a quantified-self-student tool focused on awareness, goal setting, and behavioral change.  Pattern provides learners an easy way to track, analyze, and receive custom feedback about their behavior, allowing them to make data-informed decisions about their habits. Find out how Pattern was used on to encourage active learning and self-reflection.  You’ll hear from an instructor, as well as about student feedback, and you’ll experience the tool itself with a hands on component.

  • Bringing the Wisconsin Experience to Life

    Lori Berquam, Vice Provost and Dean of Students

    Landmark Room, 3rd Floor

    What is it about UW-Madison that sets us apart from our peers? Over the past two years, we have examined and revised the Wisconsin Experience for undergraduate students. Join this interactive session to explore how you can apply the Wisconsin Experience and influence your students’ Wisconsin Experience, both in and out of the classroom.  Participants will demonstrate an understanding of the key features of the Wisconsin Experience and consider how to better integrate the Wisconsin Experience in their teaching, research, advising, leadership or other student interactions.


  • Posters & Presenters, Varsity Hall, Sponsored by the International Division, Remarks with Richard Keller, International Division
    Achieving Broader Impacts: Connecting K-12 Classrooms to Clean Energy Research at UW

    D. Leith Nye and John Greenler, Wisconsin Energy Institute

    Active Learning Case Studies: Strategies to Enhance Advanced Crisis Communication

    Barbara Pinekenstein, Nursing

    Active Learning and Increasing Student Learning Outcomes: Minor Changes Yield Significant Gains

    David Abbott, Obstetrics and Gynecology; Jon Breschak, Jean Heitz, and Joshua Pultorak, Zoology

    Affect, Empathy, Citizenship: Prospects of Teaching and Learning in Intro Lit

    Angela Zito, English

    Bringing an International Perspective to a Capstone-style, Interdisciplinary Food Systems, Sustainability, and Climate Change Course

    Michael Wattiaux, Dairy Science; Alfonso Morales, Urban and Regional Planning; Erin Silva, Plant Pathology; Sarah Stefanos, Sociology

    The Collaborative for Advancing Learning and Teaching

    Caitlin O’Brien, Office of the Provost

    Community Resource Navigator Program- A Unique Learning Experience for Undergraduate Students

    Lane Hanson, Center for Patient Partnerships

    Confronting the Challenge of Student Understanding of Experimental Design with an Open Inquiry-based Approach at a Community College

    Cynthia Kelm-Nelson, Surgery; Mary Savage, Arts and Sciences, Madison College

    Course Template Design for the Doctor of Nursing Practice Program: Benefits of Participatory Collaboration among School of Nursing Faculty, Students, and Academic Technology

    Pamela Ann McGranaham, Sarah Endicott, and Jerzy “Geroge” Jura, Nursing

    Creating Interactive Case Scenarios in Articulate Storyline

    Beth Fahlberg and Sajia Kopp, Continuing Studies

    Design, Teach, Engage Website: Your Resource for Online Course Design & Teaching

    Dolores Sirek and Karen Skibba, Continuing Studies

    Does Categorizing Laboratory Exercise Questions before Class Using Bloom’s Taxonomy Improve Student’s Learning Process and Learning Outcomes?

    Wairimu Magua and Mari Palta, Population Health Sciences

    Educational Innovation (EI) Small Grant Program

    Caitlin O’Brien, Office of the Provost

    Engaging International Students in A Wisconsin Experience: Evaluation of A Newly Designed CP125 with Blended Learning

    Tetyana Schneider and Samantha McCabe, International Student Services

    Evaluating Persistence of Student Evolution Misconceptions Throughout a Plant Systematics Course

    Chloe Pak, Botany

    Exploring Elementary School Teacher Partnerships with Graduate and Undergraduate STEM Students: Confidence in Science Teaching and Partnership Roles

    Jeremy Spool, Zoology; Dorothea Ledin, WISCIENCE

    Exploring Student Perception Towards Online Homework and Comparison with Paper Homework in an Introductory Probability Course

    Vijesh J. Bhute, Chemical and Biological Engineering; Philip Wood, Mathematics

    Foreign Language Pedagogy as a tool for teaching the language of Diversity of and Inclusion

    Justin Hager and Sarah Korpi, Continuing Studies

    The Impact of the Student Success Institute Across Campus

    Susan Nossal, Pysics; Jean Heitz, Zoology; Bharati Holtzman, McNair Scholars Program; Hazel Symonette, Student Success Institute

    Inclusivity Everyday

    Sarah Korpi, Continuing Studies; Contributors, Division of Continuing Studies Inclusive Learning Committee

    Introducing a Real-world Design Problem to an Intro Water Resources Engineering Course: Effects on Cognitive Skills, Confidence, and Perception of Value

    Carolyn Voter and Steven Loheide, Civil and Environmental Engineering

    Keeping PaCE: Integrating Public Health Concepts with Basic and Clinical Sciences Using Inquiry-Based Learning

    Elaine Pelley, Amy Stickford Becker, Eileen Ranheim, Parvathy Pillai, Beth Altschafl, and Shobhi Chheda, School of Medicine and Public Health

    Layered Learning: An Approach to Enhance FIG Student Achievement

    Ed Portillo, Michael Pitterle, Denise Walbrandt Pigarelli, and Amy Zwaska, Pharmacy

    Learning Analytics at UW-Madison

    Saundra Solum, James McKay, and Kari Jordahl, DoIT Academic Technology; Clare Huhn, Academic Planning and Institutional Research

    Lessons from the WISCIENCE Book Club; Graduate Students Coming Together to Improve their Teaching

    Mike Tylinski, Chemistry; Anna Kowalkowski, Physiology

    Middle of the Dirt Road: Dual Perspectives on Transition Planning for Youth with Disabilities in Rural Areas

    Emily Brinck, RPSE-Rehabilitation Psychology; Katie McCabe, RPSE-Special Education

    Mini- Courses Online Workshops: Learning on Demand

    Janet Staker Woerner and Bridget Powell, Continuing Studies


    Caitlin O’Brien, Office of the Provost

    Role Playing and Structured Classroom Debate to Facilitate Knowledge and Understanding of the Science, Regulation and Controversy of Genetically Modified Crops

    Nathaniel Butler and Jeffrey Endelman, Horticulture

    Scientific Teaching Fellows Program – 15 years of Preparing Future College Educators

    Chris Trimby, WISCIENCE; Janet Branchaw, WISCIENCE, Kinesiology

    Structuring Peer Review to Improve Writing and Feedback Quality

    Alex McAlvay, Botany; Claudia Calderon, Horticulture

    Training Residents to Provide High Quality Healthcare to the Women of Rural Wisconsin

    Ellen Hartenbach, Laurel Rice, John Street, and Jody Silva, School of Medicine and Public Health

    Training In Urban Medicine and Public Health (TRIUMPH): Integrating Medicine and Public Health to Promote Health Equity

    Melissa Lemke, DeMarco Bowen, and Kerrianne Fullin, School of Medicine and Public Health; Michelle Buelow and Cindy Haq, Family Medicine and Community Health

    UW-Madison Students and Instructors Transition to Canvas

    Brian McNurlen, DoIT Academic Technology

    UW-Madison Transitions into Digital Course Evaluation Surveys

    Regina Lowery, Office of the Provost; Saundra Solum, DoIT Academic Technology

    Video Assignment as Policy Advocacy

    Barbara Pinekenstein, Nursing

    We Belong Here: Re-framing the STEM experience with Students of Color at a PWI

    Mel Freitag, Theresa Watts, and Natasha Crooks, Nursing

    The Wisconsin Experience Reframed

    Caitlin O’Brien, Office of the Provost

Thank you for attending. Save the date for next year’s Teaching & Learning Symposium: May 17, 2018.