Series Schedule

The symposium was a series of presentations and discussions throughout the spring semester instead of the traditional one day event.

The series has concluded and recordings are available for each session below.

Thursday, February 18

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11:30 a.m. - 12:30 p.m. Featured Program - Learning from Teejop: Indigenous Education for Our Shared Future

Presentation Recording

Learning from Teejop: Indigenous Education for Our Shared Future

Omar Poler, Indigenous Education Coordinator, Office of the Provost / School of Education  

Perhaps more than ever, place matters. We’re fortunate to call Teejop home. Yet few educational opportunities intentionally foster our personal relationships with this exceptional place. And fewer still help us understand the relationships and responsibilities that Indigenous peoples––especially the Ho-Chunk––have had here since time immemorial. Through an orientation of “land as first teacher,” Indigenous Education calls on us to carefully listen to our place. What do we still have to learn from Teejop? And, by centering Indigeneity in teaching and learning, how can we prioritize the restoration of right relations for our shared future?

Omar Poler Bio:

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Omar Poler, enrolled member of the Sokaogon Chippewa Community, serves as Indigenous Education Coordinator in the Office of the Provost and the School of Education. He supports the integration of American Indian topics in education, including the histories, cultures, and tribal sovereignty of the 12 First Nations of Wisconsin. Omar also provides place-based teaching and learning through UW–Madison First Nations Cultural Landscape Tours. Previously, he co-created the Tribal Libraries Archives and Museums (TLAM) project and served as an Outreach Specialist at the UW–Madison Information School, where he worked with tribal librarians, archivists, and museum curators in Wisconsin, Michigan, and Minnesota for nearly 10 years. He has two sons, Rowan and Fen, and his interests include Anishinaabemowin (Ojibwe) language revitalization, tribal histories, and the music of the Great Lakes region.

12:30 - 1:30 p.m. Post Session Small Group Discussion & Networking

Included with proceeding program registration

Join your colleagues for a post-session reflection and facilitated discussion of the presentation. There will be an opportunity in smaller breakout groups to reflect on how topics addressed might influence instructional practices as well as conversation about how to translate into teaching and learning.

Thursday, March18

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11:30 a.m. - 12:30 p.m. Featured Program - Fostering Connections to Help Online Students Engage and Learn

Presentation Recording

Fostering Connections to Help Online Students Engage and Learn

Flower Darby, Author & Columnist 

Online courses and interactions are often characterized by a feeling of disconnect for all involved. Yet we know that feeling connected can help us engage, persist and learn in any educational context. We’ll explore practical and efficient ways of building relationships with students and helping them to connect and build relationships with each other in order to deepen and improve their learning. Based on cognitive, affective, and social neuroscience, we can support students in online spaces in a way that fosters their success and our wellbeing, too. You’ll leave with practical strategies to enhance social connections and improve students’ motivation, focus, memory, and overall learning.

Flower Darby Bio:

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Flower speaks, writes, presents and consults on teaching and learning theory and practice both nationally and internationally. She has helped educators all over the world become more effective in their work. She is the author, with James M. Lang, of Small Teaching Online: Applying Learning Science in Online Classes, and she’s a columnist for The Chronicle of Higher Education. Her new book on emotion science and teaching with technology is forthcoming from West Virginia University Press.

Flower Darby celebrates and promotes effective teaching in all class formats to include, welcome, and support all students as they learn and succeed. As faculty and an instructional designer, she’s taught community college and university classes for over 24 years in a range of subjects including English, Technology, Leadership, Dance, and Pilates. A seasoned face-to-face and online educator, Darby loves to apply learning science across the disciplines, and to help others do the same.

12:30 - 1:30 p.m. Post Session Small Group Discussion & Networking

Included with proceeding program registration

Join your colleagues for a post-session reflection and facilitated discussion of the presentation. There will be an opportunity in smaller breakout groups to reflect on how topics addressed might influence instructional practices as well as conversation about how to translate into teaching and learning.

Thursday, April 15

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11:30 a.m. - 12:30 p.m. Featured Program - Supporting First-Year Students: Adapting to Disruption, Embracing Lasting Change

Presentation Recording

Supporting First-Year Students: Adapting to Disruption, Embracing Lasting Change

Lead Speakers: Kathleen Culver, James E. Burgess Chair in Journalism Ethics Professor / Center for Journalism Ethics Director / School of Journalism and Mass Communication and Alfonso Morales, Vilas Distinguished Professor for Food Systems, Marketplaces, and Public Policy / Department of Planning and Landscape Architecture

Panel Speakers: Carren Martin, Director, Center for the First-Year Experience / Student Affairs; Nathan Phelps, Director, First-Year Interest Groups Program / College of Letters & Science; André Phillips, Director, Admissions and Recruitment / Division of Enrollment Management 

How can we support this year’s first-year students as they look towards year two?  How can we prepare for the arrival of next year’s incoming students, most of whom have had a very different and very challenging high school experience?   We’ll hear from two faculty members who designed and taught new Wisconsin Experience courses for first-year students in fall 2020.  Then we’ll be joined by a panel with leaders from the Center for the First Year Experience, First-Year Interest Groups, and Admissions to talk about what we’ve learned about and from this year’s first-year students, what we know about the incoming class, and how we can support all our students now and in the future.

Kathleen Culver Bio:

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Kathleen Culver, James E. Burgess Chair in Journalism Ethics Professor / Center for Journalism Ethics Director / School of Journalism and Mass Communication.  Kathleen Culver joined the university in 1999 to help launch an innovative converged curriculum to prepare students for a changing media landscape. Kathleen’s diverse professional background, spanning from police reporter to magazine editor to marketing manager, helped her develop courses to make students adaptable writers and critical thinkers. As a researcher, she specializes in ethics and emerging media, especially sensors, brand publishing, and the public’s role in establishing ethics and norms. Kathleen’s broad variety of academic experience and training includes a doctorate in mass communication with an emphasis in media law. Born to organize, she applies project management skills honed through work in print, audio, video, and online in the classroom.

Alfonso Morales Bio:

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Alfonso Morales, Vilas Distinguished Professor for Food Systems, Marketplaces, and Public Policy / Department of Planning and Landscape Architecture.  Alfonso Morales is originally from New Mexico and his family has farmed and ranched for more than 100 years. He is interested in applying science to support society and to help produce social goods. His research interests include social science theory and methods, organizations, food systems, public marketplaces, and street vendors. His applied research supports non-profit organizations, and he co-created the farm2facts.org toolkit for farmers market managers.

 

12:30 - 1:30 p.m. Post Session Small Group Discussion & Networking

Included with proceeding program registration

Join your colleagues for a post-session reflection and facilitated discussion of the presentation. There will be an opportunity in smaller breakout groups to reflect on how topics addressed might influence instructional practices as well as conversation about how to translate into teaching and learning.