Request for Proposals

UW-Parkside’s Summer Institute II 2019: Moving Toward Culturally Responsive Teaching and Learning

View Call for Participants

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

Application Deadline: Monday, January 14, 2019. Applications will be reviewed in January and participant will be notified by Friday, February 1st. Registration will be capped at 15 participants.

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2019 Community-Based Learning Fellows Program

View Call for Proposals

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 oyu have questions please contact Penny Lyter, Interim CBLR Faculty Director, Application Deadline: Friday, January 25, 2019.

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Summer 2019 Workshop on Online Teaching and Learning

Application for Online Course Developer Workshop

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 This call will be open until the end of the fall semester or until the workshop fills.

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LTDC Virtual Showcase: Call for Proposals

View Sample Showcase Proposal Form

Good Afternoon!
The UW System’s annual LTDC Virtual Showcase will be held on April 2nd and 3rd, 2019. The theme for this year’s showcase is Building the New: Innovate, Integrate, Motivate.
The 2019 Showcase will have six breakout session tracks:
·         Teaching and Learning
·         Digital Learning Environment
·         Technology and Other Resources
·         Student Engagement
·         Library and Digital Media
·         Open Educational Resources

The sharing of projects, best practices, and innovations from across the UW System is what makes the showcase so successful each year. We encourage you to submit a proposal on one of the session categories listed above! Sessions can be collaborative, multi-institutional, and/or multi-discipline.
Those interested in being considered to present should fill out the proposal form here. We’ve attached a PDF of the questions on the form so you know in advance what you will have to answer. Please don’t complete and submit your proposal using the PDF.
Proposal deadline extended to December 21, 2018. Successful proposals will be notified in February.

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2019 Regents’ Teaching Excellence Awards

Nomination Cover Sheet (doc)         
Individual Award Guidelines (pdf)          Program Award Guidelines (pdf)

On behalf of the Board of Regents, the UW System Administration’s Office of the Vice President for Academic and Student Affairs invites each institution to submit one nomination for each of the 2019 Regents’ Teaching Excellence Awards; for an individual and program.

The individual award is to recognize some of the finest of our dedicated faculty and academic staff. Current members of the teaching faculty and teaching academic staff at UW System institutions are eligible for the award. Two $5,000 awards will be made to two faculty and academic staff members in recognition of their outstanding career achievement in teaching.

The program award aims to recognize an academic department, program or unit that demonstrates exceptional commitment to and effectiveness in teaching. Academic departments, programs and other academic units are eligible for the award (called the "department/program award"). One $5,000 award will be made to an academic department, program or other academic unit that is doing exceptional teaching. It is expected that the funds for this award will be used for further program enhancements, such as professional development or teaching-related supplies and expenses.

Recipients of these awards  recipients are expected to be honored at the April 5, 2019 Board of Regents meeting at UW-Whitewater.

Please refer to the guidelines and submit your completed application materials as one pdf file to to be considered for the UW-Parkside nominee for this award. Please refer all questions to Sal Carranza, Senior Policy Advisor, (608) 265-9177 or Vsit the system Regents' Teaching Excellence Award website for additional information

Parkside Institutional Application Deadline: Monday, January 14, 2019.

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Inclusive Excellence Mini-Grants

Application for Inclusive Excellence Mini-Grants (.doc)
Mini-Grant Guidelines (pdf)

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.

Funding Amounts:
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.

To Apply:
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 at least one month before the proposed event date. 

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Spring 2019 Reading Group: Using Reflection and Metacognition to Improve Student Learning

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 to register.

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