Session II
2:30 PM to 3:30 PM
Shared Session
Moderator: Amber Handy, UW-Parkside
Humanities for All!: Humanistic Inquiry as Inclusive Pedagogy in First-Year Writing
Amanda Tucker Humanities, Katie Kalish Humanities, UW-Platteville
Given the huge correlation between student performance in first-year
writing and retention and graduation rates, organizations like the National
Council of Teachers of English (NCATE) have heavily promoted resources for
inclusive teaching. Today the need for
inclusive pedagogy in first-year classes is more pressing than ever, and
educators are seeking new ways to reach all students. This presentation
discusses how humanistic inquiry can be used to increase diversity, equity, and
inclusion. We discuss our experience redesigning a first-year writing course
around four humanities-based principles: self-reflection, perspective-taking,
collaboration, and social responsibility. The redesign is being funded by the
Teagle Foundation’s and the National Endowment for the Humanities’ Cornerstone:
Learning for Living Initiative, which aims to bring humanities from the
periphery to the center of the undergraduate experience. In the presentation we discuss how humanistic
principles can be used to create inclusive classroom spaces in first-year
writing and in any discipline.
Interventions for At-Risk Students: Tools for Sense of Belonging and Academic Success
Heather McGrew Writing, Language and Literature, UW-Superior
Join us for a discussion of best practices and suggested interventions for at-risk developmental and first-generation college students (FGCS). This session will explore the results of a semester-long doctoral internship completed by the presenter in spring of 2021. The presentation will include a brief background of the internship expectations, a summary of initial research findings, examples of several interventions that were created and deployed to students from the populations of interest, and some suggestions and practices for effectively helping students claim and develop a sense of belonging and learn about strategies and tools for success. Handouts will be available and there will be time at the end for questions and comments/discussion.
Shared Session
Moderator: Sylvia Tiala, UW-Stout
Using Interactions to Cultivate and Nurture a Community of Asynchronous Online Learners
Mary Churchill Education, UW-Superior
Cultivating an online learning community in an asynchronous environment takes intentional planning and presence. Once developed, nurturing the community to enhance the student learning experience is possible through the creation of interactions between students, between students and the content, and between students and the instructor. Session components include understanding course interactions within a community and practical strategies for intentional inclusion of interactions within an asynchronous learning environment. While focused on asynchronous strategies, this session is applicable to anyone teaching online courses. The information presented can be adapted to many online learning management systems.
Jill Halverson Accounting, UW-Oshkosh
Online homework management systems have become a popular tool in higher education. Not only does it provide students with quick access to feedback, but it also somewhat lightens the load in terms of grading for
the instructor. This session will include a literature review on studies related to online homework management systems and their impact with a special focus on the number of attempts, tries, or “check my work” opportunities offered with an eye toward future potential research into this area.
Academic Integrity in the UW System Flexible Option: Modeling Ethical Strategies in the Era of For-Profit Homework Help Sites and Syndicated Cheating
Kim Kostka Flexible Option, Helen White Learning Technology and Media Department, UW Extended Campus, Kristin Woodward, University of Librarian Team Lead, Susan Stalewski Biomedical Sciences Program, Nicole Simonson Nursing, UW-Milwaukee
Moderator: Erin Speetzen, UW-Stevens Point
The internet is a significant part of the student learning experience and often used for finding supplementary information, study guides, and academic support. Syndicated cheating sites are a part of the landscape, challenging academic standards for ethical behavior by requiring students to upload assessments or papers in order to receive assistance. To support students facing these growing challenges, collaborators from the University of Wisconsin Flexible Option Program will demonstrate tutorials that were developed to address academic integrity in online sharing platforms. In these modules, students will encounter several cases, learn to identify ethical pitfalls, and are directed toward appropriate solutions. The tutorials are available as open educational resources and were developed to facilitate equitable education for students, interpreting academic conduct policy for internet-specific challenges.
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).
Critical Reflection and Professionalization
Moderators: Valerie Barske, UW-Stevens Point and Heather Pelzel, UW-Whitewater
Novel Interventions to Increase the Self-Efficacy of Graduate Students Providing Treatment for Children Who Stutter
Bryan Brown Assistant Professor of Communication Sciences and Disorders, UW-Eau Claire
Speech
pathologists report feeling under prepared to provide treatment to children who
stutter (CWS). To increase graduate students’ ability to design accurate and
sophisticated treatment plans for CWS, a collaborative multi-assignment project
was used. Students worked independently to identify unambiguous errors in
treatment designs. Then discussed the errors and potential corrections in small
groups. To measure changes in their
treatment
plan designs, students independently designed treatment plans for two profiles:
both before and after the
collaborative assignment. Identifying errors in treatment plans may benefit
students’ self-efficacy and confidence to provide treatment to CWS. Increased
self-efficacy and confidence may also improve access to adequate treatment of
stuttering to CWS across Wisconsin. Students completed a survey examining their
self-efficacy and confidence as treatment providers and a brief knowledge
assessment.
Can Mindfulness Help Manage Performance Anxieties of Students of Performing Arts in Public Funded Liberal Arts Colleges
Dinesh Yadav Assistant Professor of Lighting/Design/Technical Direction, UW-Green Bay
This research project is designed to understand the factors that contribute to the performance anxiety among college performers and manage their performance anxiety with the practices of mindfulness. This study aims to find out patterns of performance anxiety and possible control mechanism for students. Performance anxiety affects individuals who are generally prone to anxiety and are in high public exposure and is understood as a form of social phobia. The reasons, types, and extent of the performance anxiety vary between professions, and conditions and context of the performance along with other social factors. A pre-intervention online survey was sent to students of Theatre and Dance at UW-Green Bay. Thirty-six students took the survey, data is analyzed using SPSS and Excel software. Primary observations suggest that performance anxiety varies with gender and sexual identities, standing in the college, first-generation and non first-generation students.
Ashay Desai Professor of Management and Human Resources, UW-Oshkosh
This paper
investigates how Business Education (BE) can respond to the environmental
forces that are changing the nature of business schools and education. I use
concepts from platform-based thinking of businesses and ecosystem-based
conceptualizations of environments to examine how business programs evaluate
the needs of students and community partners as well as delivery methods to
make a transformation that will deepen engagement between business school’s
stakeholders and to balance relevance and quality. I consider the internal and external
challenges and responses associated with recent critiques of BE and the need
for business schools to redefine their identity. I, then, explain the basics of
platform-based businesses and draw parallels to the education field. I suggest
how business schools can act on potential development initiatives with
stakeholders and best balance the twin objectives of significance and quality
through radical innovations. I provide examples of recent promising
contributions to the future of BE.
Student Teachers as Classroom Managers: Critical Reflection of the Teaching Self
Nicholle Schuelke Associate Professor of Education, UW-Superior
Student
teachers commonly report both anxiety and excitement about the process of
learning to teach during residency. A key aspect for teacher candidates is
feeling “whole” or “ready” as it relates to understanding effective and
ineffective classroom management strategies and the contexts in which these
strategies are employed. This self-efficacy about the ability to handle the
complexities of classroom management impacts a sense of self as teacher. This
study explores how student teachers perceive their proficiency in effective
classroom management skills and the impact on their professional identity. A
qualitative examination of teaching reflections, teaching evaluation comments,
and focus group discussions revealed the sources of and kinds of
transformational changes in their professional craft and their evolving
identity. It identified the reflective stances needed in identity development.
Empathy in the Classroom: Student Recognition and Perceptions of Empathy as Teaching Strategy
Desiree Wiesen-Martin Assistant Professor of Sociology, Criminology and Anthropology, UW-River Falls
Instilling empathy in undergraduate students allows instructors to positively influence their student’s level of understanding, comprehension, and retention of the course material (Latshaw 2015; Ghidina 2019). Empathy-based teaching strategies are those that utilize affective and/or cognitive empathy to aid students in learning course subject matter and are often formatted as reflective writing and/or discussion after exposure to personal narratives (written or audio-visual) or simulations/activities in which students must take the perspective of another person. Previous research has investigated the efficacy of empathy-based teaching strategies, but do students recognize and perceive the value and efficacy of these strategies. A mixed-methods questionnaire was used to determine whether students were being exposed to empathy-based teaching strategies, whether those students recognize the teaching strategy as empathy-based, and if students perceive value in empathy-based teaching strategies. This research has implications for curriculum design and evaluation.