Center for Teaching and Learning

EBT meetings

Spring quarter meetings

Phase I: Exploration

The Exploration Group is designed for faculty interested in evidence-based teaching strategies and tools to support active learning. Participants discuss principles from foundational pedagogical literature on Bloom’s taxonomy of cognitive processes, active-learning methods, backward course design, and assessment. They also observe colleagues who use evidence-based teaching practices in courses across the disciplines.

At the end of the Exploration quarter, participants reflect on how evidence-based teaching could improve instruction and student learning in their own courses. 

All UW Seattle faculty are welcome to join.

Participants commit to:

  • Attending four one-hour meetings per quarter
  • Conducting, documenting and discussing at least one peer observation with the group
  • Reading handouts that introduce ideas from foundational pedagogical literature
  • Preparing for and participating in discussions about evidence-based teaching strategies
Meeting day Dates Time Location Coach
Tuesdays April 16, April 30, May 14, May 28 1:30-2:20 p.m. GRB 100 Regina Lee
 Fridays April 19, May 3, May 17, May 31 1:30-2:20 p.m. GRB 100 Taso Lagos

Phase II: Implementation

The Implementation Group is intended for faculty who are familiar with evidence-based teaching practices and would like support implementing new strategies or (re)designing a course. Participant interests and needs determine the group’s agenda and readings, which could range from small changes, such as following best practices in using random call for the first time, to larger changes, such as constructing an interactive hybrid class or developing collaborative-learning assignments.

Consultants from the Seattle campus Center for Teaching and Learning and UW Learning Technologies attend meetings by invitation to advise on selected topics or introduce technologies to support active learning. Participant also have the option to meet with these specialists one-on-one.

Participants commit to:

  • Attending four one-hour meetings per quarter
  • Implementing at least one evidence-based teaching strategy in a current course
  • Preparing for and participating in discussions of topics determined by the group
  • Consulting with UW Center for Teaching and Learning or UW Learning Technologies staff as necessary
Meeting day Dates Time Location Coach
Thursdays April 18, May 2, May 16, May 30 12:30-1:20 p.m. GRB 100  Eli Wheat

Phase III: Research

The Research Group supports faculty who wish to undertake teaching and learning research. Participants can be at any stage of the research process, from developing a research question to drafting an article or conference presentation.

Group meetings help participants move their projects forward. Members regularly share work-in-progress and offer feedback to one another. Depending on participants’ needs, group facilitators may invite expert guests who can advise on issues like experimental design, qualitative and quantitative methodologies, or the IRB process.

Research Group participants commit to producing a deliverable on a self-identified timeline. In the past, deliverables have included:

  • Conducting a literature review
  • Identifying conferences or journals that feature the research they want to produce
  • Developing a research question around a teaching method or curricular design
  • Determining methodologies that most effectively address the research question
  • Piloting a research method
  • Completing an IRB application
  • Meeting with Statistical Consulting or Learning Technologies staff for assistance with survey design and construction
  • Analyzing and visualizing collected data
  • Drafting a conference proposal/presentation or article
    Leading a Research Group session
Meeting day Dates Time Location Coach
 Fridays April 19, May 3, May 17, May  31 10:30-11:20 a.m. GRB 100 Kimberlee Gillis-Bridges,
Mikelle Nuwer,
Ian Schnee

EBT Reading Group

The EBT Reading Group is journal club focusing on literature from the scholarship of teaching and learning (SoTL) and discipline-based education research (DBER). All faculty in the EBT program are welcome to join.

Goals:

  • Introduce faculty to emerging trends in SoTL and DBER
  • Discuss classic and foundational literature in SoTL and DBER
  • Use findings to guide instructional practice
  • Develop an awareness of the quantitative and qualitative research methods that are employed in SoTL and DBER studies

In addition, the group leader determines a theme¹ for each Reading Group to guide that quarter’s article selection and discussion. Examples of possible themes include: exploring a particular active learning technique in different classroom contexts; becoming acquainted with theories of learning; developing a working knowledge of qualitative research methods; etc.

Meetings are held biweekly. The group leader assigns articles for each meeting, based on the four goals above and the theme for that quarter. Articles are distributed at least a week in advance. Participants take turns facilitating or co-facilitating discussion. All participants are expected to have read the articles before the meeting.

At the third meeting of the quarter, participants are expected to bring in an article from the education literature in their own academic discipline that matches the theme for that quarter. The group leader then chooses the article to discuss at the fourth meeting from among the submissions. Following recommendations from Kelly et al.², good candidates for discussion include: a frequently pressing instructional issue; a complex area that is less understood; or a controversial topic with opposing views.

Theme for Spring 2019: Motivating Our Students and Ourselves

This quarter we will explore motivation and self-efficacy theories in the context of the higher-education classroom.

Some questions we will consider include:

  • How do self-efficacy beliefs influence motivation?
  • What other factors influence students’ motivation in a class, and which of those factors are within the instructor’s control?
  • As instructors, how do we maintain our own motivation to deliver a quality course, in the face of competing demands for our time?

We will begin in Meeting #1 by discussing a foundational work by Albert Bandura³, which describes the role of self-efficacy beliefs in cognitive development and functioning.

In Meetings #2 and #3, we will discuss articles that explore how the student-instructor relationship and course design influence student motivation.

In Meeting #4, we will discuss an article proposed by a participant.

References

(1) Deenadayalan, Y.; Grimmer-Somers, K.; Prior, M.; Kumar, S. How to Run an Effective Journal Club: A Systematic Review. J. Eval. Clin. Pract. 2008, 14 (5), 898–911. https://doi.org/10.1111/j.1365-2753.2008.01050.x.

(2) Kelly, A. M.; Cronin, P. Setting Up, Maintaining and Evaluating an Evidence Based Radiology Journal Club. The University of Michigan Experience. Acad. Radiol. 2010, 17 (9), 1073–1078. https://doi.org/10.1016/j.acra.2010.04.021.

(3) BANDURA, A. PERCEIVED SELF-EFFICACY IN COGNITIVE-DEVELOPMENT AND FUNCTIONING. Educ. Psychol. 1993, 28 (2), 117–148. https://doi.org/10.1207/s15326985ep2802_3.

Meeting day Dates Time Location Coach
 Thursdays April 18, May 2, May 16, May 30 10:30-11:20 a.m. GRB 100 Colleen Craig