UW-Parkside: TLC: Upcoming Conferences

Upcoming Conferences

Here is a short list of the upcoming conferences, along with websites, that are available which you might find useful and enlightening to attend.

Jan | Feb | Mar | Apr | May | June | July | Aug | Sept | Oct | Nov | Dec

October 2009

Sharing LGBTQ Best Practices Conference

Friday, October 2nd, from 10 a.m. to 4 p.m. The conference will be held in the Alumni Room at the University of Wisconsin-Parkside

Professor Lisa Kornetsky, from UW Parkside, and Dr. Liz Cannon, from UW Oshkosh, would like to invite UW System faculty and academic staff to join us in two separate, one-day-long workshops to expand our understanding of strategies to infuse our curriculum with materials addressing the lives of lesbians, gay men, bisexuals, transgender people, and queer identified people.

The first workshop, “Learning from One Another: Focusing on Pedagogical Need and Strategies in the Development of LGBTQ Courses and Course Content,” will occur on Friday, October 2, 2009, at UW Parkside; and the second, “Embedding Inclusive Excellence into the Curriculum: Sharing LGBTQ Best Practices,” will occur on Friday, April 9, 2010, at UW Oshkosh. Both workshops will run from 10am – 4pm, with a continental breakfast beginning at 9:30am.

The two workshops will follow a similar structure. The morning will be devoted to panel members who will share their expertise, and, in the afternoon, participants will be able to engage in discussion and information/syllabi exchange. Panel members for both workshops are:

Dr. Carole Vopat, Professor of English, UW Parkside
Dr. Joe Bergeron, Assistant Professor of Political Science, UW Parkside
Dr. Deb Hoskins, co-chair Women’s, Gender, and Sexuality Studies and Associate Professor of WGSS, UW LaCrosse
Dr. Jordan Landry, Associate Professor of English and Assistant Dean, UW Oshkosh
Dr. Susan Wolfgram, Associate Professor of Human Development and Family Studies,
UW Stout.

TO REGISTER: You do not have to register for both conferences to attend, but if you are planning on attending both, please register for each separately. There are no registration fees, and thanks to two OPID grants, lunch and snacks will be provided. Each workshop has a limit of 50, and we will sign people up on a first-come, first-served basis. We will keep a waiting list in case of cancellations.

1) To register for “Learning from One Another: Focusing on Pedagogical Need and Strategies in the Development of LGBTQ Courses and Course Content,” on Friday, October 2, 2009, at UW Parkside:

Email Lisa Kornetsky at kornetsk@uwp.edu. Put LGBTQ in the subject line. Please provide your name, email address, work phone number, which campus you are from, and your department in the body of the email and we will send you an electronic confirmation

2) To register for “Embedding Inclusive Excellence into the Curriculum: Sharing LGBTQ Best Practices on Friday, April 9, 2010, at UW Oshkosh:

Email lgbtqcenter@uwosh.edu. Put Embedding Inclusive Excellence in the subject line. Please provide your name, email address, work phone number, which campus you are from, and your department in the body of the email, and we will send you an electronic confirmation

Civic Engagement in the STEM Disciplines Across UW System Workshop
Thursday, Oct. 8th @ 4:00pm through 3:00pm Friday, Oct 9th.
Wilderness Lodge, Wisconsin Dells

The goals of this workshop are:

-Develop a cohort of faculty across UW system using civic engagement strategies in STEM

-Contribute to web resources to connect this cohort

-Evaluate assessment strategies for both learning outcomes and student engagement in STEM

Registration is online and space is limited. Please forward this to others who may be interested.

For Registration, please copy and paste this link:: http://uwp.edu/cgi/remark/3/rws3.pl?FORM=CEI_STEM_Fa09

For more information contact: Patricia Cleary at cleary@uwp.edu

Let Me Learn: The Tipping Point to Achieving Success with Students
A Regional Workshop for Higher Education Professionals
October 9-10, 2009
UW-Eau Claire

Why Attend the Regional Conference?
Colleges and Universities have developed excellent approaches to stem student loss from their campuses "Yet, the numbers of students who are unsuccessful, withdraw from college, or just quietly fade away remains alarmingly high." (Facilitating Student and Staff Success. College Quarterly, 9, 2).

What makes Let Me Learn the "tipping point?"
The Let Me Learn Process, identified by John Gardner in 2007 as "the next 'big idea' for enabling student success" is an advanced learning system which relies upon:

a powerful theoretical basis of learning and metacognition,

a set of practical tools (the Learning Connections Inventory, the Learner Profile, the Word Wall, the Metacognitive Drill, and the Strategy Card), and

fifteen years of research and application in higher education that have yielded a documented record of improving student learning, retention, and persistence.

How Will I Benefit from Attending?
You will learn how to use the Let Me Learn Process to

understand your learners, advisees, counselees learning needs to a depth you have not reached before

understand how to improve your students' persistence and achievement, and

build not just "classes" but learning communities and teams that achieve greater results.

Who Should Attend?
Faculty and professional staff from all academic disciplines and student affairs units will benefit from attending, as well as administrators who have a commitment to leading their administrative units to achieve greater student success.

Registration Costs: This two-day workshop fee is $195. It includes registration, two luncheons, and all workshop materials.

Keynote: The Tipping Point-the Power and Importance of Understanding Our Personal Learning Processes in order to Achieve in the 21st Century
Dr. Christine A. Johnston, Originator and Lead Researcher, LML

For more information and to register please copy and paste the following link: http://www.letmelearn.org/events/he_regionals/uwec/

3rd Annual Critical Thinking Conference, Critical Thinking: Performance Tasks

Friday, October 16th, from 9 a.m. to 3 p.m. The conference will be held in the Legacy Room of the Dreyfus University Center at the University of Wisconsin-Stevens Point

This conference will introduce faculty to performance tasks and help faculty to reflect upon how they might use performance tasks to teach and assess high-level critical thinking skills.

Participants will leave the conference with

1. a firm understanding of critical thinking skills,

2. a solid grasp of how to develop and employ performance tasks as a teaching and assessment tool, and

3. the invitation to join a community of other faculty with whom they can share the performance tasks that they develop

Please feel free to direct any questions to Dona Warren, dwarren@uwsp.edu.

This conference is made possible by an OPID grant and support from UWSP’s Center for Academic Excellence and Student Engagement.

Special Note: This conference will include a refereed poster session. If you would like to present a poster outlining a performance task you’ve used or are developing, please submit an abstract of your poster to caese@uwsp.edu by 11:59 p.m. on Monday, September 28th. Abstracts should be 250 words or less and should include measurable learning outcomes, a description of the performance task, and an outline of the scoring guide.

You may register for the conference at http://www.uwsp.edu/admin/acadAffairs/caese/sites/Events/Conferences/ConfIndex.aspx

Registration is free and lunch will be provided

Registration closes at 11:59 p.m. on Wednesday, October 7th

November 2009

December 2009

January 2010

UW-Green Bay Faculty Development Conference: Problem-Focused Learning

UW-Green Bay

January 21, 2010

KEYNOTE SPEAKER : DEANNA SELLNOW
She is the Gifford Blyton Endowed Professor and Director of Undergraduate Studies in Communication at the University of Kentucky. She has published and presented her scholarship in international, national, regional, and state venues. Her work focuses on problem-based learning, service-learning, experiential education, learning style theory, teacher training, assessment, technology-enhanced learning, and gender issues in the classroom. She has conducted workshops for professional groups and university faculty across the country. Her work with learning styles is also currently being used to help shape messages to instruct various publics during crisis events.

For further information please copy and paste the following link:

http://www.uwgb.edu/outreach/facultydev/

February 2010

General Education and Assessment: Maintaining Momentum, Achieving New Priorities
Seattle, Washington
February 18-20, 2010

General Education and Assessment: Maintaining Momentum, Achieving New Priorities invites fresh thinking and new approaches to help faculty, staff, and administrators maintain momentum in general education and assessment during tough times, and reaffirms a commitment to engaged liberal education as the guiding principle for campus action. The conference will draw on AAC&U’s long-standing projects and publications on general education reform including work to bring diversity, global, and civic learning into general education and models for advancing scientific and quantitative literacy through real-world curricula and problem-based pedagogies.

Conference themes include:

vision, goals, and designs of general education;
faculty engagement and collaboration, including with student affairs;
assessment and alignment; and
maintaining momentum, related to navigating change politically, structurally, and in a time of restricted resources.

For more information about each theme, visit the Call for Proposals.

Special Features of the 2010 Conference

Realizing that campuses have scarce resources for professional development and travel to meetings, AAC&U is including several special features in the 2010 conference:

general education designs that address global learning themes (e.g., sustainability and global citizenship) to promote integrative learning;
in partnership with AAC&U’s Shared Futures initiative and Project Kaleidoscope, sessions on scientific and quantitative literacy and science and global learning;
workshops on navigating transition points—from goals to design, and from design to implementation and assessment;
hands-on practice using rubrics to assess student work;
"problem-solving” roundtable discussions based on participant needs; and
a “local issues forum” highlighting regional trends, political issues, and other topics influencing general education and assessment.

Sponsors

Please contact the Development Office at (202) 884-7421 or e-mail Development@aacu.org for information about sponsorship opportunities for this conference.

March 2010

The SoTL Conference: A Conference for the Scholarship of Teaching and Learning
March 10-12, 2010
Statesboro, GA

The Center for Excellence in Teaching (CET) will host the 3rd annual “The SoTL Commons” conference on the campus of Georgia Southern University. The conference brings together people engaging in SoTL and anyone wanting to improve student learning outcomes in higher education today. The conference epitomizes that college teaching is intellectual work that is enhanced both by disciplinary scholarship and the scholarship on teaching the disciplines (SoTL). The SoTL Commons Conference is a catalyst for learning, conversations and collaborations about SoTL as a key, evidence-based way to improve student learning.

The keynote speakers will be Dr. Carolin Kreber (University of Edinburgh), Dr. Kathleen McKinney (Illinois State University), and Dr. Gary Pooler (University of British Columbia).

For further information, please copy and paste the following link:

http://academics.georgiasouthern.edu/ijsotl/conference/2010/index.htm

FACULTY ROLES IN HIGH-IMPACT PRACTICES
March 25-27, 2010
Philadelphia, Pennsylvania
Faculty know that increasing students' effort and engagement are both important to student success. Certain curricular and pedagogical practices - including undergraduate research, service-learning, first-year and capstone projects/programs, and learning communities - by their nature require students to be actively involved in their own learning. These "high-impact" practices, when done well, engage students by helping them to make their own discoveries and connections, grapple with "big" questions whose importance they can see, and address complex problems.

From teaching integrative capstone courses, to running offices of community engagement, to leading national networks devoted to undergraduate research, faculty are at the forefront of developing, improving, and expanding the reach of these high-impact practices. What can others learn from their efforts?

Faculty Roles in High-Impact Practices will highlight the new and expanding roles that faculty are playing in developing and using high-impact practices-in and beyond the disciplines - to foster student learning. The conference is designed for faculty members seeking innovative, robust, and practical designs for learning, teaching, and assessment approaches proven to deepen student engagement, and a network of engaged colleagues. It is also geared toward administrators and others on campus looking to support and partner with faculty to advance the use of high-impact practices for more students, more intentionally, across multiple points in time. The conference thus seeks proposals highlighting models of these high-impact practices and those that address issues of faculty rewards, promotion and tenure, cost-effectiveness, and more.

AAC&U's Network for Academic Renewal invites faculty, division heads, department chairs, deans, and others to explore faculty roles in high-impact practices. Proposals from institutions of all types and sizes - public and private, two-year and four-year, large and small - are encouraged. Visit the Call for Proposals for more information.

For more information and to register, click here.

Questions about any of AAC&U's meetings? E-mail meetings@aacu.org.

April 2010

Sharing LGBTQ Best Practices Conference

Friday, April 9th, 10 a.m. to 4 p.m., at University of Wisconsin-Oshkosh

"Embedding Inclusive Excellence into the Curriculum: Sharing LGBTQ Best Practices," with a continental breakfast beginning at 9:30am.

The primary goals of the second workshop will be to:
a) identify ways to embed Inclusive Excellence into the curriculum through LGBTQ content;
b) assist faculty in aligning LGBTQ content with Learning Outcomes;
c) identify best practices for infusing LGBTQ content;
d) exchange discipline based syllabi and assignments.

This workshop, while addressing issues from the first workshop, will focus on curriculum infusion on a wider basis, asking the question of how instructors can include diversity in general and LGBTQ content specifically into their general education and major courses. Discussion will address the challenge of teaching material outside oneâ€™s defined field of expertise, pedagogical approaches to teaching diversity effectively to resistant students, and how incorporating LGBTQ content connects to and is consistent with campus-based learning outcomes and the goals of the Inclusive Excellence initiative.

The morning will be devoted to panel members who will share their expertise, and, in the afternoon, participants will be able to engage in discussion and information/syllabi exchange.

Panel members for both workshops are:

TO REGISTER: There are no registration fees, and thanks to two OPID grants, lunch and snacks will be provided. The workshop has a limit of 50, and we will sign people up on a first-come, first-served basis. We will keep a waiting list in case of cancellations.

To register for “Embedding Inclusive Excellence into the Curriculum: Sharing LGBTQ Best Practices on Friday, April 9, 2010, at UW Oshkosh:

"Leadership and Collaboration in Shaping the Future: The Intersections of Gender, Race, Ethnicity and Sexuality”
April 16-17, 2010 at UW-Whitewater
Proposals due October 23, 2009

Bringing together academics, teachers, students, community leaders, activists, and others, the gathering is co-sponsored by the UW-Whitewater Women's Studies Program and three UW System offices: the Women’s Studies Consortium; the Institute on Race and Ethnicity; and the Inclusivity Initiative.

The conference organizers seek proposals addressing research, scholarship, program development, pedagogy, curriculum, and/or community activism in the fields of Women’s, Racial/Ethnic, and LGBTQ Studies. A general focus on intersecting diversity issues and identities, as well as emerging and effective educational and organizational practices/processes, is encouraged. Best practices and case studies suitable for replication (or to be avoided) are especially welcome, especially as they relate to the educational advancement of our students and to the fields of Women’s Studies, Racial/Ethnic Studies, LGBTQ Studies and/or Disability Studies. Presentations that represent approaches to topics which are collaborative, cooperative, diverse, interdisciplinary, and intergenerational are encouraged.

Proposals due October 23, 2009

Go here for more information: http://www.uww.edu/conteduc/camps/wsc/form.php

Questions?
Contact the Women's Studies Consortium Office, (608) 262-3056 or WSCOffice@uwsa.edu

The University of Wisconsin System

2010 President's Summit on Excellence in Teaching and Learning

April 29-May 1, 2010

Madison Concourse Hotel and Governor's Club

UW System faculty and staff are invited to submit proposals for the President’s Summit on Excellence in Teaching and Learning, a conference to be held April 29-May 1, 2010, at the Madison Concourse Hotel in Madison, WI. The Summit is being co-sponsored by the Office of Professional and Instructional Development (OPID), PK-16 Teacher Quality Initiative, Institute on Race and Ethnicity (IRE), Women & Science Program, Learning Technology Development Council (LTDC), Women’s Studies Consortium (WSC), and the UW System Office of the Senior Vice President for Academic Affairs.

The President’s Summit will bring together over 200 faculty and staff across disciplines to demonstrate the UW System’s commitment to excellence in higher education during tough economic times. Replacing or expanding upon several smaller annual spring conferences, the Summit will provide a forum in which to recognize, acknowledge, and share the expertise of faculty and academic staff who excel at teaching, value learning, and are committed to sharing their experience, knowledge, practice, and scholarship. The intentional relationships among teaching, learning, and making excellence inclusive will be highlighted throughout this event.

In addition to keynote addresses by UW System President Kevin Reilly and others, the Summit will feature plenary and concurrent sessions on: curricular transformation and the scholarship of teaching and learning across the disciplines in the Arts, Humanities, Global and International Education, Interdisciplinary Studies, Professional Studies, Social Sciences and STEM areas. Designed to advance Inclusive Excellence, the UW System’s planning process for greater diversity, equity and inclusion, the Summit will showcase presentations focused on: Inclusive Pedagogies in disability studies, race and ethnic studies, women, gender and sexuality studies, and socioeconomic status across the curriculum; Emerging and Effective Technologies in the classroom; and High Impact Practices, those educationally effective practices that include collaborative assignments and projects, writing-intensive courses, first-year seminars, undergraduate student-faculty research, learning communities, international studies, community-based and service learning, internships, and capstone courses and projects.

Proposals in all these areas are invited from UW System faculty, instructional staff, and students with faculty/staff sponsorship. Presentation formats will include papers, panels, café-style and round table-discussions, workshops, and poster sessions. In addition, the Summit will provide opportunities for working and constituent groups from throughout the UW System to convene, including, for example, the IRE Advisory Committee, SAGLA, Compass Teams, the Women & Science Program, and others.

Please submit your proposal to present or to convene a working group by November 4th, 2009, to: http://www.uwsa.edu/vpacad/summit/proposals.htm

Confirmations regarding accepted proposals will be sent by mid-December, 2009.

The Planning Committee for the 2010 President’s Summit on Teaching and Learning looks forward to an exciting systemwide conference focusing attention on the outstanding accomplishments and commitment of faculty and instructional staff throughout the University of Wisconsin System.

May 2010

The Teaching Professor Conference

May 21-23, 2010

Cambridge, MA

This three-day conference is packed with events designed to enrich your teaching practice. There are plenary sessions keynoted by nationally-recognized experts, carefully selected concurrent sessions on a range of relevant topics, round table discussions, posters and all sorts of opportunities for informal interaction. Recent books on teaching and learning as well as other valuable higher education resources are available for review and purchase during the conference.

Please copy and paste the following link for further information:

http://www.teachingprofessor.com/conference

June 2010

July 2010

SENCER Summer Institute 2010

July 29-Aug. 2, 2010

Save the Date: SSI 2010

The 2010 SENCER Summer Institute will be hosted by the University of North Carolina at Asheville and is tentatively planned for July 29 - August 2, 2010. UNCA is the also the host institution for the SENCER Center for Innovation - South and has applied the SENCER approach extensively to the reform of courses and programs. Detailed information on applications, costs, lodging, and programming for the Institute will be posted to the SENCER website and sent out through the eNews this fall.

For more information, please visit www.sencer.net