Symposium Schedule

Thursday, May 16, 2024 - Shaping the Future

This is an accordion element with a series of buttons that open and close related content panels.

8:30 - 9 AM – Welcome & Opening Remarks (livestream available)

Room: Varsity Hall

Welcome to the UW-Madison Teaching & Learning Community


Photo of Megan Schmid

Megan Schmid, Associate Vice Provost and Director, Center for Teaching, Learning & Mentoring

Opening remarks

John Zumbrunnen Photo

John Zumbrunnen, Senior Vice Provost for Academic Affairs, Vice Provost for Teaching & Learning, Professor of Political Science

9 - 10:15 AM – Keynote Presentation with Corbin M. Campbell (livestream available)

Room: Varsity Hall

A Rally Call for Teaching Excellence at Flagship Universities: Your Role in the Movement

Corbin M. Campbell, acting co-dean and professor, American University School of Education

Public flagship universities play an important role in the landscape of higher education – serving for excellence, rigor, and knowledge production – but what is their role in promoting teaching excellence? This keynote draws from a multi-institutional observational study covering more than 700 higher education courses in a range of contexts, from regional public universities to highly ranked private universities, from small liberal arts colleges to large flagships. Connected to Dr. Campbell’s 2023 book, Great College Teaching: Where It Happens and How to Foster It Everywhere, the keynote will map the terrain of teaching excellence to improve teaching within a spectrum of academic contexts, across multiple disciplines, and for various course settings – from large lecture halls to labs. Dr. Campbell will describe the best practices of Teaching Excellence Colleges and Universities, in which evidence-based practices support student learning.  The keynote will also describe policies and cultures that are necessary to prioritize teaching excellence and support teaching development.

10:15 - 10:30 AM – Break

10:30 - 11:20 AM – Breakout Sessions

Room: Northwoods

How to Embed Career Readiness Skills and Topics into Disciplinary Courses

Matthew T. Hora, Educational Policy Studies & Center for Research on College-Workforce Transitions  

While stand-alone career readiness courses play a critical role, widespread accessibility and impact is made possible when key skills and career-related topics are embedded in core disciplinary courses. In this session basic principles of backwards design, the cultural nature of transferable skills, and active learning will be reviewed, and how these ideas overlap to suggest new instructional strategies. This hands-on session will involve applying new ideas to transforming participants’ own courses, lessons, or programs.

Room: Landmark

College Can Be Tough: Lessons Learned from a Seminar for First-Year, First-Generation Students at UW–Madison

Shawn F. Peters, Center for Educational Opportunity 

In the fall of 2022, the Center for Educational Opportunity (CeO) inaugurated a seminar course for its incoming cohort of first-generation/low income (FGLI) undergraduates. Beyond helping students learn ‘how to college,’ this seminar is specifically designed to nurture a sense of belonging among FGLI students and help them to navigate UW-Madison’s ‘hidden curriculum.’ This presentation will examine, from the perspective of the course designer and lead instructor, the challenges of designing and implementing such a course. Participants attending this session will learn strategies for working with FGLI students in their first year on campus as well as techniques for creating equitable and inclusive learning environments for students from traditionally underrepresented socioeconomic backgrounds.

Room: 5th Quarter

Models and Resources for Transformative Community-based Learning 

Cory Sprinkel & Lara Miller, Morgridge Center for Public Service

Jules Reynolds, Nelson Institute

Liz Bush, Wisconsin Area Health Education Centers

Patti Coffey, Psychology 

Community-based learning is a powerful pedagogical approach that has been shown to profoundly impact students’ learning and personal development. This panel session, moderated by the Morgridge Center for Public Service, will feature UW instructors and staff with experiences in designing community-based learning courses. Panelists will discuss their distinct approaches to designing these courses and share about campus resources and partnerships that have strengthened their work. 

Room: Industry

Giving Students Grace: Innovative Grading Strategies to Provide Flexibility and Support Student Success

Jessica Bergsbaken,  Marina Maes, & Andrea Porter, School of Pharmacy

This session will discuss grading strategies aimed to support student success by providing flexibility on low-stakes assignments while maintaining student accountability. Innovative flexible grading strategies that will be highlighted include the use of a scaled scoring rubric and a token system implemented in pharmacy skills laboratory courses. Participants will have the opportunity to evaluate their own grading strategies and assess how flexibility could be incorporated into their courses. 

Room: Marquee – Generative AI track

(Re)inventing Writing: Exploring Generative AI in Writing Across the Disciplines

Emily Hall & Abigail Letak, Writing Across the Curriculum

This session will explore generative AI and writing assignments across disciplines. We will begin by considering the ethics of AI including privacy, bias, labor and environmental concerns, and academic integrity. Together with the audience, we will examine several writing assignments that utilize generative AI, discussing their potential benefits and drawbacks for student learning. Our conversation will also consider how to teach students to critically assess AI as they learn to deploy this powerful new technology.

Room: Agriculture

Empowering Tomorrow: Leveraging Campus Mental Health Resources to Support Student Success

Ellen Marks & Val Donovan, University Health Services

Join us as we dive into the world of mental health support in college. This interactive session blends campus data, mental health insights, and prevention strategies to help you navigate and understand the challenges students face. Objectives include understanding the mental health landscape of UW-Madison, refining skills for responding to students, and learning about resources. Participants will engage in scenarios to foster collaborative problem-solving. This format equips instructional staff with practical ways to support students.

11:20 AM - 12:30 PM – Lunch

Grab lunch and join a table. This is an informal time to network with campus colleagues.

12:30 - 1:20 PM – Breakout Sessions

Room: Northwoods

Diving into Teaching and Learning Data to Support DEIB: Data Empowered Educational Practices (DEEP) Microgrants

Amanda Margolis & Andrea Porter, School of Pharmacy

Sarah Zurawski, School of Education – Occupational Therapy

Christa Wille & Kate Fu, College of Engineering

Liza Chang & Diana Frantz Anderson, College of Agricultural and Life Sciences

In this panel the microgrant awardees for data empowered educational practices (DEEP) will share their year-long projects in support of diversity, equity, inclusion, and belonging within their communities. The five grant project teams will highlight how data empowered decision making supports their work inside the classroom and promotes student engagement, belonging and inclusivity. They will share lessons learned, discuss the data used and plans for using data to support classroom and program improvements.

Room: Landmark

Better Teaching Through Collaborative Instructor-TA Partnerships

Lynne Prost & Orion Risk,  Letters & Science

Danielle Clevenger & David Vessel, Philosophy

Nicholas Hill & Philip Lampkin, Chemistry

During this interactive session, a panel of instructor-TA pairs discuss their collaborative educational practices as blueprints for highly effective teaching teams. They consider: What innovative strategies give TAs the freedom to grow their teaching practice while also positively impacting student learning? And: How can instructor-TA partnerships be leveraged to maximize equity and inclusion in the classroom? Through Q&A and discussion, participants connect the presenters’ strategies and experiences to their own teaching practices.

Room: 5th Quarter

Norm critical awareness in teaching to improve equity

Diana Love, School of Nursing

This session uses norm critical perspectives on teaching to improve equity in the classroom, professional spaces, and communities. Participants will be able to summarize norm critical theories and how they apply to education, they will apply that awareness to norms that impact education, and they will have time to assess how these concepts apply to their teaching. This session will include a short lecture and small group and individual time to allow for practical application.

Room: Industry

“Participation” is a Skill: Nurturing Student Engagement and Equitable Participation

Dan Pell, Center for Teaching, Learning & Mentoring

Laura Dresser, School of Social Work

Active participation builds community and increases student learning. But “good participation” isn’t the same for every learner. In this interactive session we’ll explore ways to reinforce the value of participation, and assess it in ways that are motivating, fair, transparent, and respectful of differences. Reflect on factors that affect how learners participate or how instructors perceive and value participation. Consider approaches to assessing participation, while developing skills students can use to shape their own future.

Room: Marquee – Generative AI track

Generative AI in the Classroom: Partnering with Librarians to Equip Students for Research Success 

David McHugh, The Information School

Dave Bloom & Raina Bloom, UW-Madison Libraries 

Generative AI has become a tool that students need to understand to be responsible citizens and to succeed in the workplace. But how can one effectively and ethically use a program that hallucinates information, provides little transparency, and has privacy issues? This librarian-led session will engage instructors on how to use an information literacy framework to equip students and themselves to be knowledgeable and critical users of generative AI.


Room: Agriculture 

Developing a Teaching Portfolio: Elevating Educational Excellence

Katie Anderson, Margene Anderson, Amy Nichelason, Lindsey Snyder, & Lara Tomich, School of Veterinary Medicine 

Participants will learn why teaching portfolios are a robust and reliable tool to evaluate and amplify excellence in teaching.  Participants will gain insight into the process of creating a teaching portfolio with colleagues and how collaboration can influence innovative teaching practices. In addition, participants will be introduced to a template as a head-start on their own teaching portfolios.

1:20 - 1:45 PM – Break

1:45 - 2:35 PM – Breakout Sessions

Room: Northwoods

Teaching Practices that Foster Equity in the College Prison Classroom (& Can Foster Equity in a Traditional College Classroom, too)

Jennifer Fandel, Odyssey Beyond Bars

Rosemary Russ, Prison Education Initiative 

Higher education courses in prison have been shown to provide a range of positive effects for learners. In this interactive workshop and presentation, we will propose a set of practices–drawn from literature in K-12 and higher education outside of prison–that have been shown to support student learning in those spaces. We will provide examples of those practices in our own teaching in prison, with particular attention to practices that foster equity through community and belonging.

Room: Landmark

Inclusive Curricula in STEM:  Beyond How We Teach to What We Teach 

Cara Theisen, WISCIENCE

STEM faculty have been striving to make their teaching more inclusive for a diverse population of students. As we look to the future, it is essential to go beyond the teaching approaches we use to also consider how we can make our curriculum and content more inclusive. Participants will learn research-based strategies, explore examples, and reflect on how their own course content can be more inclusive to promote belonging and persistence for all STEM learners. We will focus on research and examples from STEM disciplines, but the overarching ideas apply broadly.

Room: 5th Quarter

Engaging Conflict Well in the Classroom (90 minute session)

Note: Due to limited capacity, advanced registration is required for this session. To receive an invitation, register for the Symposium.

Sarah MacDonald, University of Wisconsin–Milwaukee Division of Diversity, Equity and Inclusion

If conflict makes you feel anxious, you’re hardly alone. Many of us perceive conflict as a problem, a stressful experience we’d rather avoid. Yet conflict also offers opportunities for fresh insight, growth, and positive change—if we can engage the conflict constructively. This is especially true in the classroom, where a conflict handled well may become the catalyst for transformative learning. This interactive workshop will introduce “conflict transformation” and its relevance to teaching and learning. Through small group breakouts and whole group discussion, we will think through two different classroom scenarios and possible ways to respond to conflict in the moment. Participants will learn responsive and proactive strategies for productively navigating conflict in (and beyond) the classroom. 

Room: Industry

Combating the “Politics of Resentment” through Classroom Practice

Gavin Luter, UniverCity Alliance

Andrea Hicks, College of Engineering & Nelson Institute

Carey McAndrews, Planning and Landscape Architecture

Joel Rogers, LaFollette School of Public Affairs, Sociology, High-Road Strategy Center & Havens Wright Center for Social Justice 

In Wisconsin, we often hear about the “politics of resentment” and may personally experience the urban-rural divide that can influence public opinion against UW. What can faculty and instructors do to combat this “politics of resentment?” Learn about how teaching and learning innovation in the classroom can actually help heal our relationship with the state through a case study of the UniverCity Alliance, an innovative effort that delivers community requests for assistance to classroom instruction.

Room: Marquee – Generative AI track

Bridging the Gap: Enhancing Student Achievement with AI-Generated Quizzes

Jerzy “George” Jura, Britta Lothary, Kyle Braatz, & Mitch Elbe, School of Nursing 

We’ll share lessons learned, potential future opportunities, and other insights from an AI-assisted quiz development pilot project. The use of self-testing quizzes as a highly effective generative learning strategy is supported by extensive research and multiple replicated randomized control studies. This study technique benefits primarily lower-performing and at-risk students and reduces the achievement gap and dropout rates. By increasing the ease and reducing the time of quiz creation, AI empowers instructors and students to shift from thinking about quizzes as an assessment tool to seeing them as a high impact learning strategy.

Room: Agriculture 

The Nature-Led Classroom: Learning, Connection, & Belonging Inspired by the Natural World

Sarah Pultorak, Occupational Therapy 

This session will explore how cycles of the natural world can provide a framework for designing classroom activities that foster engaged learning and connection. Participants will gain an understanding of nature connection principles and apply concepts to a class session or activity design. The session format will be largely experiential and follow the natural learning journey, from inspiration to integration of concepts. The session will be largely experiential and will include a greeting practice, a game, application of concepts, and group discussion.

2:35 - 4 PM – Poster Session

Room: Varsity Hall

Shifting the Focus: College Retention and Attrition Prevention for First Gen and BIPOC Students

Katrina Bell, Surgery

Jonas Tijerino, College of Letters & Science

This poster aims to investigate attrition of first-generation, low-income and BIPOC students at UW-Madison. We seek to harness campus partners and resources to strengthen retention efforts, fostering equitable and inclusive practices that overcome barriers like institutional knowledge, cultural capital, trust, etc. We will demonstrate the need for intervention as a retention practice that will enhance students’ Wisconsin Experience.

Community Building, Needs-based Content and a Multiple-Instructor Model to Transform the Virtual Classroom

Sara Bembenek-Saborio, Olha Skyba, and Jamison Wendlandt, Division of Continuing Studies

Badger Precollege facilitates online courses that engage international & domestic students in college-preparatory and career exploratory coursework in dynamic and interactive virtual classrooms. Maintaining pillars of Quality Content, Collaboration with Campus Partners, and Active Engagement in their course design, staff are able to create a space that emulates an in-person experience while connecting students from throughout the region and the world in meaningful conversation and learning that overcomes barriers imposed by an online format.

What Is the Engage Program?

Rhianna Campbell and Andrew Jason Turner, DoIT Academic Technology

The Engage program, available on campus since 2018, allows instructors to order digital textbooks that seamlessly integrate into Canvas, typically at a fraction of the print cost. Since then, the program has saved students over $12 million in textbook fees. The Engage eReader furthers student engagement through collaboration and in-text note-taking; publisher digital learning tools (DLTs) provide additional enhancements to eTexts. Engage helps instructors adapt to the changing needs of today’s tech-savvy learners.

Understanding Student Belonging in CALS First-Year Seminars: A Data-Centered Approach

Liza Chang and Diana Frantz Anderson, College of Agricultural & Life Sciences

We are using a data-centered approach to examine student belonging and success in first-year seminars, with a focus on first-generation students. There are two arms to this work: The first arm focuses on data from the past three years related to retention and academic actions affecting students enrolled in first-year seminars. The second arm surveys current InterAg 155 students about teaching practices that influence their sense of belonging within the classroom, CALS, and UW-Madison.

Using Pressbooks to Create Accessible Content for Your Students

Maria Dahman and Andrew Jason Turner, DoIT Academic Technology

Pressbooks allows instructors to create their own digital textbooks and other Open Educational Resources and embed them in Canvas. Creating an accessible Pressbook is easier than using other tools to create accessible content (PDFs, for example). We will share four ways that instructors can check for accessibility in content they create in Pressbooks.

Remote Learning in Biology Labs: Uncovering Crucial Elements of Disengagement

Jorge Antonio De los Santos Funes and John Parrish, Animal Sciences

In 2019, the global pandemic necessitated a shift to remote biology labs. This poster proposal explores student perceptions of lab instruction before, during, and after the pandemic at the University of Wisconsin-Madison in 2022. Using a survey, we assessed students’ views on critical thinking components in an introductory biology lab. Participants took the course under the same teaching assistant over four altered semesters: A) pre-pandemic in-person (Fall 2019), B) pandemic emergency-remote (Spring 2020), C) pandemic full-semester online (Fall 2020), and D) post-pandemic in-person (Spring 2021).

Approach DEIB and Student Engagement with Honors

Christine Evans, College of Letters & Science

Want to increase DEIB in your course materials and engage undergraduate students in this process? Looking to help students dive deeper and build connections outside the classroom? Offering an Honors Option can facilitate productive student explorations and support incremental innovation in your teaching. This poster outlines how different Honors course types can support DEIB teaching goals, shares best practices and resources from the L&S Honors Program, and offers examples of Honors projects from various disciplines.

Enhancing Student Engagement in the Foreign Language Classroom

Lidia Gault and Natalia Petrova, Second Language Acquisition

You will learn how language instructors can use Miro (an interactive online board), H5P (a content development platform), and AI tools to enhance students’ engagement and cooperation. Specifically, the poster demonstrates how these tools can transform the language classroom into a dynamic language learning environment. You will see the projects completed by first- and second- year Russian students and learn how to adapt them to any language classroom.

CEETE Active Learning Classroom Program: Building the Future from a Legacy of Innovation

Erica J. Hagen, Lisa Burley, and Arsalan Ahmad, College of Engineering

Sarah Mason, Center for Teaching, Learning & Mentoring (emeritus)

Active Learning Classrooms are more than “just” spaces. We will illustrate how the Wendt Commons CEETE Active Learning Classrooms are building on the legacy of the WisCEL Program to create innovation in engineering education. We will discuss how the classrooms are used now, a summary of the cross-campus collaboration in the transition from WisCEL to CEETE management, and a plan to SHAPE the FUTURE of Active Learning and community building for instructors in the program.

CIEE: Distributed Educational Support in a Galaxy of Collaboration

Erica J. Hagen and Chris Dakes, College of Engineering

UW–Madison is a universe of schools, colleges, and units each supporting the true stars: our students. The Center for Innovation in Engineering Education, a relatively young organization, thrives because of a rich network of campus partnerships leveraged to improve student learning and success. Beam up to our poster to see the many connections that currently exist and find opportunities to boldly go work together for new ones. Engage, through the Galaxy of Collaborations!

Developing Skills and Self-Efficacy Working with Statistics for Clinical Occupational Therapy Students

Libby Hladik, Kinesiology

A Teaching-as-Research Delta Internship project investigates how hands-on learning supports understanding research statistics and builds confidence for clinical practice. Evaluation of four statistical analysis labs, including t-tests, ANOVAs, Chi-Squared and nonparametric tests, and correlations in the 2024 Spring cohort of students (n=21) examines the teaching strategy’s effectiveness, which includes a new emphasis on clinical application. Data from pre and post-self-efficacy surveys, qualitative data from clinical application questions, and lab assignment scores will inform results.

How We Explored Belonging Through the Microgrant Program… Into the DEEP

Kari Jordahl, Dariane Drake, and Amber Gray, DoIT Academic Technology

Cid Freitag, Center for Teaching, Learning & Mentoring

Mary K. Thompson, Student Learning Assessment

Leveraging data to support course and program improvement is the focus of the DEEP microgrant program, which has centered around diversity, equity, inclusion, and belonging over the first two years. We’ll highlight projects and program impacts around the themes of DEIB, and discuss how we looked at belonging from various lenses. As the microgrant program has evolved, we’ll share what we learned and how our processes have evolved.

Digital Badges

Sarah Korpi, Aphra Mednick, and Alan Ng, Division of Continuing Studies

A digital badge is a visual representation of an accomplishment or skill. Digital badges encourage learners to chart their own path in their learning journey, assembling just in time training and skills which build toward larger learning goals. Stop by to learn about UW-1088 digital badging policy and explore how you might use digital badging to support learner persistence and document skill mastery in a digitally portable and globally shareable format.

Simulation Lab: Enhancing Professional Practice Through Mixed Reality Software

Amanda Kruger, Wisconsin Center for Education Research

By blending AI and live interaction, the Simulation Lab at UW-Madison provides opportunities for pre-professionals to rehearse high-stakes conversations in supportive, do-no-harm, virtual environments. Such simulations have shown an impact on professional practice and offer the opportunity for focused instructor and/or mentor feedback. This poster introduces the Lab, shares its current work in Secondary Education and Special Education teacher preparation, and allow attendees to view situations in our virtual classroom.

“She was easily one of the best things about the course!” – Lessons from Inclusive and Fulfilling TA Experiences

Aosai Liu, Human Development & Family Studies

With this poster, Aosai showcases enriching TA experiences in both online and in-person classes. As an international student and racial/ethnic minority, she seamlessly integrated her personal background into her TA approach, fostering inclusivity and equity. Leveraging her human development research expertise, Aosai bridged the gap between empirical evidence from belonging literature and practical classroom applications. Positive feedback from both classes motivated Aosai to share valuable insights with fellow TAs on campus.

The L&S Exchange Podcast: Sparking Conversations about Inclusive Teaching

David Macasaet, Molly Harris, and Laura Schmidli, College of Letters & Science

Dive into the practice of educational storytelling! Our poster will explore lessons and key design decisions behind crafting a captivating podcast about inclusive teaching for UW-Madison’s College of Letters & Science. Uncover advice about technology, meaningful interviewing, and effective educational outreach, plus strategies for content writing and podcast evaluation. Stop by to hear clips, consider inclusive teaching strategies, and record a response to our Conversation Starters for a future episode!

Student Recognition of Cultural Sensitivity Following a Medically Underserved Introductory Pharmacy Practice Experience (IPPE)

Amanda Margolis, Andrea Porter, Beth Janetski, Doha Awad, Tegan Quinn, and Michael Minus, School of Pharmacy

The School of Pharmacy developed a DEI thread throughout the experiential education curriculum. Students complete a medically underserved experience in the first three years of the program with 63% of first-year pharmacy students completing it during the 2022-23 academic year. The objective is to determine changes in recognition of culturally sensitive practices among those who completed the medically underserved IPPE during the first-year experience compared to those who will complete it later in the curriculum.

Diversifying Educational Opportunites in Forest Science

George Meindl, Forest and Wildlife Ecology

Adam Gundlach, Lakeshore Nature Preserve

Creating inclusive, impactful educational experiences for our students requires broadening traditional approaches to undergraduate education. In this presentation, I will emphasize my efforts implementing CUREs, in which whole classes of students address a research question or problem with unknown outcomes or solutions. By diversifying the ways in which students are allowed to learn and apply their knowledge (e.g., by implementing CUREs), we can create better trained and more diverse university graduates.

An Integrated Model for Course Design and eLearning in Canvas

Margaret Murphy and Andrew Gossfeld, Facilities Planning & Management

The Charter Street Heating and Cooling Plant needed better organization of instructional design projects. It also identified hands-on learning through authentic tasks anchored in meaningful contexts as the most effective strategy to support performance outcomes. This poster maintains that Canvas is an effective solution for both the curation of documents used in the instructional design process as well as the delivery of a constructivist model of instruction that supports active learning to meet the diverse needs of the workforce.

Enhancing Technical Competency with Canvas Assignments

Margaret Murphy, Facilities Planning & Management

The Charter Street Heating and Cooling (CSHC) Plant recognized the need to enhance technical competencies within its workforce. Seeking an instructional technology solution, CSHC prioritized learner-centered, hands-on programs with accessible insights for both learners and leadership. Canvas emerged as the ideal solution, offering accessibility, learner-centered design, ease of use, comprehensive support, and consolidated learner data. This approach enables CSHC to track progress, identify gaps, and tailor future training initiatives effectively, fostering continuous improvement within the workforce.

A ‘Dinner Party’ Themed Approach to Constructing Equitable and Exciting Literature Reviews

Daniel P. Pearce and Corinne R. Henak, Biomedical Engineering

Citations help solidify the influence of studies, but often contain biases against women and people of color. Following a lecture and assignment on literature review organization and citational justice, we found that graduate students in a BME/ME technical elective constructed reviews with more inclusive citational patterns. Furthermore, we saw encouraging improvements in students’ awareness of citational justice, as well as strategies for conducting more equitable and inclusive literature searches.

College-Wide TA Training & Support

Orion Risk, Danielle Clevenger, and Lynne Prost, College of Letters & Science

The L&S TA Training & Support Team is a campus partner dedicated to a future of graduate student teaching success. Our innovative programming aims to motivate and equip TAs to be active and inclusive teachers. Visit this poster to learn about our offerings, hear some of our wins and misses, and share your ideas about TA training and support needs.

Madison Teaching & Learning Excellence

Naomi Salmon and Katie Will, Center for Teaching, Learning & Mentoring

The Madison Teaching and Learning Excellence (MTLE) program facilitates a two-semester learning community in which early-career faculty at UW-Madison collaborate to enhance student learning. MTLE Fellows explore evidence-based teaching and learning principles in conversation with cross-disciplinary peers and campus partners. This poster explores how MTLE cultivates a supportive environment where faculty connect, reflect, and refine inclusive and equitable practices for supporting students.

Course Success Self-Review: Improve Course Design and Teaching with Self-directed Learning and Targeted Resources

Karen Skibba and Daniel Pell, Center for Teaching, Learning & Mentoring

The Course Success Self-Review helps instructors shape the future of their teaching and strengthen student learning. This poster showcases six success-factors and 31 recommendations which focus on supporting course design and delivery. In under an hour instructors can use the self-review to reflect on a course and receive actionable advice to address course needs and challenges. The self-review bridges a gap between active support and self-access resources to improve instruction and support students’ success.

Who Cannot Access Internships and How Does Intersectionality Play a Role? A Descriptive Approach

Hee Song, Educational Policy Studies

Participating in internships is crucial for transitioning from school to work, as it fosters practical understanding and professional readiness. However, equitable access to these internships remains a challenge. This study adopts the intersectionality framework with a descriptive approach to identify barriers faced by students in 2-year and 4-year institutions, aiming to develop strategies for more equitable and inclusive work-based learning. This study’s goal is to broaden internship accessibility, ensuring all students benefit from the experiential learning internships offer.

Making Program Assessment with Meaning and Impact

Mary K. Thompson, Regina Lowery, and Nick Curtis, Student Learning Assessment

Effective program assessment does not need to be overly complex or time-consuming. More importantly, you do not need to be an assessment expert to become more intentional with assessment planning and implementation. This poster describes program assessment as a process that can add value and be meaningful for making incremental changes in support of student academic success. Focusing on the process as being iterative highlights the importance of the assessment cycle to inform decision-making.

Onboarding Instructional Designers and Technologists at UW-Madison: A Cross-Campus Effort to Ensure Consistent and Quality Training

Colleen Valdez and Theo Howard, Wisconsin School of Business

Lauren Scanlon, School of Education

Cliff Cunningham, DoIT Academic Technology

Several members from the UW-Madison Instructional Technology Group (ITG) formed a taskforce and spent five months exploring possible pathways for onboarding new instructional design and technology staff. Our collaborative cross-campus sessions helped us identify end goals and potential pitfalls of the onboarding process. We surveyed ITG members to identify five key areas of critical knowledge for new staff and then developed a customizable Canvas training course.

Effects of Gender Composition of Small Groups on Individual Performance: Collaborative Learning in College Engineering Classroom

Hanwei Wang, Civil and Environmental Engineering

Collaborative learning is commonly applied in college education to facilitate the development of teamwork skills and peer instruction. In this study, we evaluated the impact of gender composition of small groups on individual performance in an introductory engineering course offered by the same instructor across 7 years (N=518, 352 males and 166 females). We also examined the potential disparities in performance between female and male students, offering insights into gender dynamics in engineering education.

Instructional Academic Staff Learning Community

Katie Will and Naomi Salmon, Center for Teaching, Learning & Mentoring

Instructional academic staff play vital and varied roles at UW. They shape every student’s Wisconsin Experience both inside and outside the classroom, and investing in their pedagogical development means enriching learning across campus. This poster will introduce CTLM’s inaugural learning community for instructors set to launch in Fall 2024. The program will offer instructors a welcoming and collaborative environment, resources for equitable and inclusive teaching, and ample opportunity for exploration and reflection.

Building effective and inclusive teams in freshman and capstone engineering design courses

Christa Wille and Angela Kita, College of Engineering

Kate Fu, Mechanical Engineering

Mary K. Thompson, Student Learning Assessment

Despite the frequency of team projects throughout engineering, instruction of effective teamwork is scarce. The primary objective of this project is to provide students with intentional teamwork instruction, through the Effective Team Dynamics curricula, to supplement their technical skills. With a more effective team, it is intended that students will also embody a greater sense of inclusion and belonging. Data was collected through student surveys and course activities in Canvas in the first phase of this multi-year project

Impact of Campus Leaders’ Experiences on Future Educators

Steffenie Williams and Emily Wight, Curriculum & Instruction

While instructing practicum and student teachers in undergraduate education courses, campus leaders, alumni and program innovators were invited to share experiences and knowledge – specifically perspectives from leaders of color – to positively impact learning and broaden understanding for both our preservice teachers and the students and families they will teach and work with in the future.

The applications of technology to content-based language teaching with specific examples

Jihye Yun, Asian Languages and Cultures

Prior research and scholarship have offered concise and theoretical explanations regarding the application of technology in language teaching. This study aims to explore how language teachers can design classes that immerse the wired generation in language learning through Computer/Mobile-Assisted Learning, providing practical examples. Additionally, it analyzes surveys and interviews to highlight the pros and cons of technology application in language classrooms.

Developing an Occupational Therapy Professional Identity in Divisive Political Landscapes

Sarah Zurawski, Kinesiology

Samantha Becker and Cid Freitag, Center for Teaching, Learning & Mentoring

Chad Shorter, UW Institute for Clinical and Translational Research

Mary K. Thompson, Student Learning Assessment

This action research project, fueled by the DEEP microgrant, pioneers data-empowered educational practices for Diversity, Equity, Inclusion, and Belonging (DEIB). 23 OTD students participated in a module dedicated to understanding the intersection between their professional and professional identities, and navigating situations where their personal and profession values may diverge utilizing the Appreciate Inquiry model (Coghlan, Preskill, & Tzavaras Catsambas, 2003). The module’s effectiveness was evaluated through pre/post anonymous surveys and open-ended reflection questions.