The Balancing Act:
Dedicated Teaching, Productive Scholarship and Active Service
Friday, January 20, 2012 - University Union
Registration: 7:30 am to 8:00 am
Conference: 8:00 am to1:00 pm
Kerry Ann Rockquemore, PhD is Executive Director of the National Center for Faculty Development & Diversity. Her scholarship has focused on interracial families, biracial identity, and the politics of racial categorization. She is author of two important books: Beyond Black and Raising Biracial Children, as well as over two dozenarticles and book chapters on multiracial youth. After Dr. Rockquemore became a tenured professor, her focus shifted to improving conditions for pre-tenure faculty by creating supportive communities for writing productivity and work/life balance. Her award-winning work with under-represented faculty led to the publication of her most recent book: The Black Academic's Guide to Winning Tenure Without Losing Your Soul. Dr. Rockquemore provides workshops for new faculty at colleges across the U.S., writes a weekly advice column for Inside Higher Ed, and works with a select group of new faculty each semester in the Faculty Success Program.
EVERY SEMESTER NEEDS A PLAN:
How to Create a Strategic Plan for Your Research and Writing & the Secret to Actually Doing It!
The Every Semester Needs A Plan Workshop is specifically designed to address teaching participants how to create a semester plan. Specifically, participants learn to:
- Identify personal and professional goals for the semester
- Create a strategic plan to accomplish their goals,
- Identify the types of community, support and accountability they need to execute their plan
Best of all, every participant walks out of the workshop with a clear work-plan for their semester that can be immediately shared with their department chair and mentors.
This conference is sponsored by the Center for the Advancement for Teaching and Learning, Instructional Development Council and the Academic Deans.
Fostering Success for all Students
Friday, January 20, 2012 - University Union
Registration: 12:30 pm to 1:00 pm
Conference: 1:00 pm to 4:15 pm
Faculty and staff across the country are struggling with how to provide a high quality experience for students in a time of diminishing resources and growing student needs. One promising approach that has potential to provide more bang for our collective buck is the use of high impact practices. High impact practices are a set of highly engaging curricular and co-curricular experiences that have been widely shown to improve college student achievement, development and retention, especially for traditionally underrepresented students. In this conference participants will learn about innovative high impact practices that can improve the quality of students’ experiences in and out of the classroom and will discuss how to implement these practices in working with students in efficient and practical ways. In addition, participants will have the opportunity to dialogue with faculty and staff on ways to provide more high impact experiences for students by working collaboratively with each other.
This conference is intended for faculty of all disciplines and staff who work in all areas of academic services, including but not limited to: student life, academic advising, residence life, intercultural centers, career services, learning technology, adult access, and the registrar’s office.
KEYNOTE SPEAKER: Dr. Jillian Kinzie
Associate Director, Indiana University Center for Postsecondary Research and NSSE Institute
Jillian Kinzie is the Associate Director for Indiana University Center for Postsecondary Research and NSSE Institute. Dr. Kinzie conducts research and leads projects on effective use of student engagement data to improve educational quality and is currently co-principal investigator on the Spencer Foundation funded project; Learning to Improve: A Study of Evidence-Based Improvement in Higher Education. Jillian managed the Documenting Effective Education Practices (DEEP) project; Building Engagement and Attainment of Minority Students (BEAMS); and serves as research associate on the National Institute for Learning Outcomes Assessment (NILOA) project, an initiative to study assessment in higher education and assist institutions in discovering and adopting promising practices in the assessment of college student learning outcomes. She has co-authored numerous publications including Student Success in College: Creating Conditions that Matter and One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice.
FOSTERING STUDENT LEARNING AND SUCCESS:
The Value of High Impact Practices
High-Impact Practices (HIPs), such as first-year seminars, learning communities, undergraduate research, and service-learning, demonstrably enhance student engagement, learning, and persistence. This session will highlight the features of these practices that make them so effective, and how institutions have emphasized these structures and other pedagogical practices to improve student learning and success. Results from the National Survey of Student Engagement (NSSE) focus attention on the activities, but greater attention must be paid to approaches that ensure more widespread participation, including setting expectations for new students, embedding experiences, and models for faculty, student and academic affairs collaboration to optimize these activities.
This conference is sponsored by the UW-Green Bay Center for Students in Transition and the Center for the Advancement for Teaching and Learning in partnership with the UW-Green Bay Academic Staff Professional Development Committee, the Common Theme Committee, and the LAS Dean's Office.
For more information contact Rachel Hischke at: firstname.lastname@example.org or 920-465-2642.