UW - Green Bay Teaching Scholars
The Green Bay Teaching Scholars Program aligns with the goals of the UW - System Teaching Scholars to give faculty the opportunity to enhance teaching and learning through research, collaboration and reflection.
The main activity is the development of a teaching and learning project. Simply put, the project asks Scholars to identify a strategy that may successfully address a common teaching challenge. During the first semester, each Scholar identifies a teaching challenge. The Scholar then explores strategies that may successfully address the challenge. At the end of the first semester, Scholars refine their strategies and then employ them in a class in the second semester. Each Scholar evaluates how well the strategy worked, and presents his/her findings during a campus-wide presentation.
Teaching Scholars meet about once a month to discuss books and other readings about teaching and to talk about on-going projects. Meetings are informal, with lots of free-flowing conversation. Past participants have found the program to be an enjoyable experience, and have described it as a supportive environment filled with great conversation and wonderful guests.
The program offers opportunities to discuss teaching with colleagues, develop new teaching strategies, read materials about teaching and learning, and assess a learning goal through a scholarship of teaching and learning (SoTL) project.
Up to seven faculty members and instructors are selected, and each receive a $1,000.00 stipend. Preference will be given to applicants who plan to design their SoTL project in the Fall, for implementation in the Spring of the following semester.
- Scholars will be expected to attend at least six of seven meetings, to be held on the second Friday of the month throughout the academic year
- Scholars will read and discuss Ken Bain, What the Best College Teachers Do (2004); selections from Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Regan Gurung, Nancy Chick, and Aeron Haynie (2009); and Susan Ambrose, et al., How Learning Works: Seven Research-Based Principles for Smart Teaching (2010).
- Scholars will develop and implement a scholarship of teaching and learning project (with guidance from the co-directors).
- Scholars will participate in a formative peer-review of their teaching.
- In the Fall semester of 2015, Scholars will share the results of their SoTL project with the campus community.
To apply for this professional development opportunity, please submit the following in an email message (with attachments) to David, Ryan, and CATL Director, Jennifer Lanter (firstname.lastname@example.org, email@example.com, and firstname.lastname@example.org):
- A two to three page letter of interest detailing your teaching philosophy, teaching accomplishments, and a rough description of a teaching or learning challenge or problem you propose to address with a SoTL project. (Please also state your commitment to attend at least 6 of the 7 scheduled meetings.)
- A brief CV (approximately 2-3 pages, with an emphasis on teaching and any SoTL experience)
- A letter of support from your unit chair (approximately one page)
(Click on the Teaching Scholar name below to view their presentations)
2013-14 Teaching Scholars
2012-13 Teaching Scholars