Session I
1:00 PM to 2:00 PM
Experiential Learning via Augmented Reality
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Keif Oss Design, Kris Isaacson Math, Statistics, Computer Science, UW-Stout, Patrick O'Leary Community Member, Learning Technologies University of Minnesota
Moderator: Regina Nelson, UW-Platteville
Presenters will share their experiences in crafting a cross-disciplinary and community-based learning experience using augmented reality in creating a self-guided interactive tour told by the "ghosts" of the Mabel Tainter Center for the Arts in Menomonie, Wisconsin. Attendees of the sessions will learn strategies to deploy augmented reality content into their own projects using accessible personal devices such as cell phones, pad-based products, and consumer-grade camera equipment. The session will also share experiences using WYSIWYG (what-you-see-is-what-you-get) augmented reality software engines that can be used to develop content with little-to-no knowledge of programming languages. While the presenters' research is oriented toward the theatrical and visual arts, the session is designed to explore the potential uses of augmented reality as part of educational experiences across a variety of disciplines including the sciences, engineering, technology education, and more.
Transformative Pathways to Belonging Through the Humanities First-Year Seminar Courses: UW-Green Bay's Teagle Grant
Valerie Murrenus Pilmaier English, Ann Mattis English, Mark Karau History, David Voelker History and Humanities, Jennifer Ham German and Humanities, Derek Jeffreys Religion and Humanities, UW-Green Bay
Moderator: Cyndi Kernahan, UW-River Falls
To reinvigorate its Humanities Program, faculty from UW-Green Bay applied for a Teagle Grant to create a Humanities pathway that emphasizes critical thinking, reading, writing, and inquiry skills while focusing on Transformative Texts and Essential Questions central to understanding the human experience. Shared inquiry creates a sense of shared community that translates into engaged citizenship as students recognize that their voices can effect change. The “Pathways to Transformative Humanities” project is intended to provide incoming freshman with a common introduction to their university experience and a coherent pathway through half of their general education experience. Each of the first two courses are built around a common reading list of "Transformative Texts" and feature discussions surrounding "Essential Questions." This panel discusses the process that the team went through to create the grant application, their current work on the project, and the trajectory of the project moving forward.
Supporting Diverse Students Through Professional Development of Mentors
Jodi Thesing Equity, Diversity, Inclusion, and Student Affairs, Catherine Chan Research and Sponsored Programs, UW-Eau Claire
Moderator: Angie Stombaugh, UW-Eau Claire
Engagement in undergraduate research is one of the most impactful educational experiences for college students, yet opportunity gaps persist for many from marginalized backgrounds. One of the ways to reduce this gap is to provide professional development for faculty mentors to support their work in recruiting and mentoring diverse students. In this session we will share our efforts to strategically address these gaps with informational workshops, followed by the implementation of summer faculty mentor community of practice (COP). We will present our COP model which included an online curriculum and remote cohort meetings in summer 2021 to share resources and experiences as well as to provide mutual support in their work. Lessons learned and future work will also be shared in this presentation. Feedback and experiences in similar work will also be solicited from session participants to broaden the conversation on mentoring diverse students throughout the UW System.
Wisconsin Teaching Fellows & Scholars 2021-22
The following presentations
are from participants in OPID's signature program, Wisconsin Teaching Fellows
and Scholars. These presentations are the culmination of a year-long engagement
in a community of practitioners focused on the Scholarship of Teaching and
Learning (SoTL).
View WTFS Posters/Presentations Here.
Intercultural Agility and Diverse Learners
Moderators: Valerie Barske, UW-Stevens Point and Heather Pelzel, UW-Whitewater
iDoable (Inclusive Design of Online Asynchronous Blueprints for Learning Equity)
Leni Marshall Professor of English, Philosophy and Communication, UW-Stout
With earnest conversation, quiet laughter, challenging ideas, and enthusiastic gestures, groups of students consider the many ways literary texts navigate intercultural differences. That was the vision. Over years, I honed course content using data-driven best practices until, on good days, reality and vision matched. Then, COVID. In-person exercises that built skills, inclusion, and engagement no longer worked. How can instructors foster genuine, in-depth responses and intercultural agility in virtual, asynchronous environments? This time, my research yielded mainly anecdotal studies. Wanting qualitative and quantitative demonstrations of efficacy, I designed this on-going study of research-based pedagogical interventions that support inclusive pedagogy, ADEPT conversations, and quality online instruction. Pre- and post-surveys will measure feelings of inclusion. With a previous online class as a control, qualitative and quantitative analyses of discussion board posts will measure skill levels and depth of engagement. The goals is a pedagogy for online development of intercultural agility.
Effective Enhancement of Equity, Diversity, and Inclusivity in the Mentoring of Research Students
Matt Evans Professor of Physics and Astronomy, UW-Eau Claire
Effective approaches to research mentoring can take on different forms, but can be grouped into themes, including professional expectations, clear communications, and mindful role modeling. Twenty-two faculty mentors from a wide variety of backgrounds and disciplines took part in an online summer community of practice entitled Mentoring Diverse Students in Faculty/Student Collaborative Research to analyze these themes and develop ways to fold them into their research processes with students. Examples from the program include the use of research contracts, and methods used to recognize barriers to research that are faced by diverse students. This study looks at the longitudinal effects of this program by surveying the mentors, and their mentees, to assess which modules of the course had the most impact on the mentor-mentee relationship, and whether methods introduced were implemented successfully.
Pursuing The Dream: Dialogues of Culture, Language, and Identity
Don Hones Professor of ESL/Multicultural Education, UW-Oshkosh