Instructional Development Institute

The IDI

Past Resources

The UW-Green Bay Instructional Development Institute is held each January and hosted by the Center for the Advancement of Teaching and Learning and the Instructional Development Council. This completely virtual conference features a series of synchronous and asynchronous workshops and presentations exploring teaching & learning practices, pedagogical issues, specific challenges in instruction, high-impact practices, and more. 

Instructional Development Institute

January 10, 2023: Cultivating Student Success

Cultivating student success in higher education requires the interconnected efforts of an entire university working toward shared goals. We are all needed to create the conditions that support students’ success through their growth in intellectual, socio-emotional, civic, cultural, professional, creative, or other realms. Although there is no single answer as to how universities can ensure students are successful, there are a variety of consistent, small, and transformative practices institutions of higher learning can employ to support students across their campuses. Innovation is occurring across all four of our UW-Green Bay campuses, from the ever-evolving classroom environment to novel advising and teaching approaches to administrative and policy changes. This year the Instructional Development Institute seeks to highlight and celebrate the ways all members of our university community support the success of students. To register to attend the conference, click here

Keynote

We are very excited to announce our keynote speakers for the Institute are Dr. Stephen L. Chew, 2011 Carnegie Professor of the Year and 2018 recipient of the American Psychological Foundation's national award for distinguished teaching, and Dr. William Cerbin, the founding director of the Center for Advancing Teaching and Learning at UW-La Crosse and a nationally recognized expert on lesson study and the scholarship of teaching and learning. Both Stephen and William are the authors of “The cognitive challenges of effective teaching”, published in The Journal of Economic Education, which explores a research-based framework of nine interacting cognitive challenges that teachers need to address to enhance student learning. Join us Tuesday, Jan. 10, 2023, as our keynote speakers explore these cognitive challenges and discuss pathways for student success. More information about the keynote session and workshops is coming soon! 
 

Dr. Stephen L. Chew

Stephen L. Chew

Stephen L. Chew is a professor of psychology at Samford University in Birmingham, Alabama. Trained as a cognitive psychologist, one of his primary research areas is the cognitive basis of effective teaching and learning. His research has examined the design and use of teaching examples, the impact of cognitive load on learning, how to address tenacious student misconceptions, and the importance of student trust in the teacher. Chew works to translate learning research into an accessible form for teachers and students. He developed a research-based framework of cognitive challenges that teachers must address to engender student learning. He is the creator of a groundbreaking series of YouTube videos for students on how to study effectively that have been viewed over three million times and are in wide use from high schools to professional schools. Chew is the recipient of multiple national awards for his teaching and research, including being named the 2011 Outstanding Master’s Universities and Colleges U.S. Professor of the Year by the Carnegie Foundation for the Advancement of Teaching. He is an APA Fellow and a Distinguished Member of Psi Chi. He also serves as chair of the National Institute on the Teaching of Psychology.

 
 

Dr. William Cerbin



William Cerbin

William Cerbin is professor emeritus of psychology and founding director of the Center for Advancing Teaching and Learning at the University of Wisconsin-La Crosse. He has taught undergraduate and graduate courses in cognitive, educational, and developmental psychology, and presented hundreds of faculty workshops on teaching and learning. He specializes in translating research in the learning sciences to help teachers improve their practice. He maintains Taking Learning Seriously, a resource for teachers which focuses on how research in the learning sciences can be used to improve teaching and learning. He also directs the Lesson Study Project which trains and supports teachers to engage in lesson study practices to improve teaching and student learning.