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UW-Parkside faculty, lecturers, and academic teaching staff are invited to participate in UW-Parkside’s 2019 Summer Institute II: Moving Toward Culturally Responsive Teaching and Learning. Summer Institute is a paid opportunity for participants to engage in a transformative process to develop a classroom innovation using culturally relevant and inclusive pedagogies. This will contribute to our goals to 1.) support student learning, 2.) increase retention in our disciplines, and 3.) create a campus climate of inclusion. Race and ethnicity is at the center of Summer Institute II and intersects with class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations. Participants will have the opportunity to negotiate this complex, sometimes ambiguous and difficult terrain with an open mind and a collegial spirit. Participants should expect an intensive intellectual and emotional experience and, therefore, must not have any teaching responsibilities during Summer Institute. Participants will engage in reading, screening documentaries, journal writing, guest presentations, reflections, and dialogue to gain a deeper understanding of teaching and learning. Our goal is to build a cohort of scholars committed to incorporating these practices into their disciplines.
Application: Participants will be required to write a 750-1000 word personal statement addressing why you want to participate in Summer Institute II. We would like this to include reference a relevant experience with race/ethnicity in your classroom. Attach a syllabus for a class in which you want to incorporate a classroom innovation and a 2-page CV, including courses taught. Submit your application as one pdf file to firstname.lastname@example.org.
Application Deadline Extended: Friday, March 1, 2019 or until workshop fills. Registration will be capped at 15 participants.
Do you want to enhance your students’ learning experience through a high-impact instructional practice?
Are you looking for ideas to strengthen the community-focused work your students are already doing?
Do you wonder how to engage your students in meaningful reflection?
Do you want to make sure your course meets the criteria for gaining CBL status?
Are you someone who enjoys having fun while getting to know your colleagues?
Then consider joining the 2019 Community-Based Learning Fellows program!
Dates: The CBL Fellows program will consist of an in-depth summer workshop held June 24th –June 28th from 9:00 am to 4: pm and monthly meetings throughout the 2019-2020 academic year.
This an instructional development program for faculty and academic staff to conceptualize, design, and develop a CBL course with a community co-educator. The CBL Fellows program seeks to create a multidisciplinary community of engaged practitioners through interactive teaching and learning approaches: in-class and online (D2L) discussions, guest speakers, readings, reflective writing, fieldtrips, and meal-sharing. In addition, the Fellows program will address the possibilities of publishing one’s CBL work, as a single author or collaborative team.
A $2,000 stipend will be awarded to each participant.
Here’s what your colleagues have said about the previous CBL summer workshop experience:
- “The most significant and meaningful thing for me was to learn about practices in teaching with my colleagues from diverse areas of the University.”
- “I feel that I will be applying the great and diverse examples of critical reflection into all of my classes from here forward.”
- “If there’s a way for CBL to be involved in a class that I teach, I’ll most likely continue to include the high impact practice.”
- “Now I know much more about Racine and Kenosha and feel comfortable navigating around.”
Refer to the call for proposals link above for proposal guiidelines. If you have questions please contact Penny Lyter, Interim CBLR Faculty Director, email@example.com. Application Deadline Extended: Friday, February 15, 2019 or until workshop fills.
This summer workshop is open to all full-time faculty and instructional staff at UW-Parkside.
The goal of the workshop is for each participant to produce a fully online course that will be taught during the 2019-20 academic year. Participants should have some proficiency with the typical functions of either Learning Management System (LMS), D2L or Canvas, prior to starting the workshop. A Winterim LMS workshop will be offered to assist with developing technology competency. Because of the intensity of the training and the workload associated with course development, we ask that you strongly consider limiting your teaching responsibilities during the summer session. Special consideration will be provided for courses that will be integrated into either fully online degree completion programs, certificates or associate degrees.
To Apply:The application for the workshop should be 2-3 pages and include all criteria specified in the application. Submit your application to firstname.lastname@example.org. This call will be open until the workshop fills.
Faculty College is typically the entry point to experiencing what it means to be part of a world-renowned system of higher education, and to considering the Scholarship of Teaching and Learning (SoTL) as a framework for assessing and understanding student learning. Faculty College is a place where questions of teaching and learning are encouraged to surface and enter the dialogue.
Former faculty development leaders in the University of Wisconsin System Bill Cerbin, Tony Ciccone, and Lisa Kornetsky.will return to Faculty College for a 40-year commemorative panel discussion. Additional presenters are:
- Holly Hassel, former Professor of English and Gender, Sexuality, and Women’s Studies, UW-Marathon County,
- Heather Pelzel, Associate Professor, Biological Sciences, University of Wisconsin-Whitewater.
- Jonathan Shailor, Professor of Communication and Director, Conflict Analysis & Resolution Certificate Program, UW-Parkside.
- Alison Staudinger, Associate Professor of Democracy and Justice Studies, Women’s & Gender Studies, and Political Science at the University of Wisconsin-Green Bay.
Faculty College occurs on May 28-31, at UW-Platteville Richland in Richland Center. There is no cost to attend Facuoty College. OPID will pay for all meals and double-occupancy lodging at UW-Platteville Richland and the Teaching & Learning Center covers the mileage. Carpooling is encouraged whenever possible.
Who Should Attend
Faculty College is perfectly suited to a wide range of participants. Specifically:
1. New faculty who wish to develop their pedagogy.
2. Faculty who wish to expand their knowledge and skills in assessing student learning.
3. Experienced faculty who seek to renew their vitality and learn new teaching approaches.
4. Faculty with instructional and/or faculty development responsibilities.
5. Faculty who have not previously participated in Faculty College.
All fulltime members of the faculty and instructional academic staff are welcome to apply.
Please review the call and submit your completed application to email@example.com. for the workshop should be 2-3 pages and include all criteria specified in the application. Submit your application to firstname.lastname@example.org. The hard deadline Friday, March 8, 2019. Applications will be reviewed by the Committee on Teaching & Learning and applicants will be notified within a week of thier status.
The Inclusive Excellence Committee is committed to fostering endeavors to continue to make our campus a diverse, inclusive and equitable community. The purpose of Mini-Grants Action are to help integrate diversity, social justice, and educational quality efforts and embed them into the core of our academic mission and institutional functioning.
Typical grant awards for individuals are expected to range up to $750.00, while awards for collaborative, multi-disciplinary or cross-departmental projects may be up to $2,000.
Faculty, academic staff, university staff, and administrative units are invited to submit proposals. Students can be involved in group or collaborative projects but cannot be sole applicants. Additionally, the min-grant only supports projects, programs, and/or activities held on campus.
There is no deadline for submitting proposals during the academic year, however, funding is limited and will be disbursed on a first-come, first-served basis. Mini-grant proposals must be submitted to email@example.com at least one month before the proposed event date.
You are invited to join the Spring Reading Group. The text will be Using Reflection and Metacognition to Improve Student Learning: Across the Disciplines, Across the Academy by Kaplan, Silver, Lavaque-Manty and Meizlish (2013). Books will be provided before the Winterim break for reading group discussions to occur during the Spring 2015 semester. Student metacognition requires a complex set of skills including:
- self-awareness (knowing one's strengths and weaknesses),
- understanding learning goals,
- planning an approach to learning, monitoring, evaluating performance, reflecting and adjusting.
Metacognition (like critical thinking) is often discipline specific and is best learned with subject content: generic study skills courses have not proven effective. One strategy to help students develop these skills is "cognitive wrappers" which is presented in the book. E-mail firstname.lastname@example.org to register.