Center for Teaching and Learning

2009 Symposium program

“Taking the Mystery Out of Learning for Your Students” April 21, 2009

Mary Pat Wenderoth, Biology

Ten years ago the National Research Council published its report on “How People Learn” which consolidated the research base on learning and teaching. They found three factors were critical to learning: Addressing student’s preconceptions of the discipline, helping students develop a rich conceptual framework into which to place factual knowledge, and enhancing a student’s ability to monitor their learning.

Over the years I have developed and implemented numerous teaching strategies to address these three critical factors. Intrinsic to the success of each strategy is how transparent it makes the learning process for the student. In this talk I will describe three different teaching strategies I use on a regular basis in my classroom: 1) Bloom’s Taxonomy to align my teaching and testing and help students monitor their learning, 2) weekly learning paragraphs to uncover student preconceptions and promote student reflection, and 3) summary sheets to help students build rich conceptual frameworks.

Posters and abstracts

Poster #1. Cultivating a passion for the natural sciences: developing an active learning course in ecology

Ursula Valdez, Biology, UW Campus

Poster #1 abstract

Although large numbers of students begin college intending to major in biology, many (including underrepresented minorities) end up dropping off the major. The vast majority who continue are interested primarily in medical school, biotechnology and neurobiology labs. . Despite the wide variety of options available, a relative small number of students retain an interest in organismal biology, ecology, evolution, and other topics directly related to understanding the natural world. What has led to this situation? Education researchers hypothesize that conventional lecture-oriented course formats, with their emphasis on passive learning, have contributed to the inability of students to appreciate the full scope of biological sciences, and thus have failed to retain students in the major.
With support from a 2009 Huckabay Teaching Fellowship and the Biology Department I have designed a Tropical Ecology course to be offered in Summer 2009, that aims to engage students in the study of natural history and ecology. The course will instruct students in the fundamentals of tropical ecosystems dynamics through engaging and innovative activities. Students will use critical thinking, apply hypotheses testing skills, lead lively discussions, and conduct short research projects in unique partnerships with field-based tropical researchers. Students will be trained in science communication skills by writing short scientific papers, magazine and newspaper pieces designed for actual publication. Students will present the results of their work to non-scientific audiences of their choice (i.e. retirees, truck drivers, high school students, fraternity/sorority fellows); using any format they have skills with (formal talk, video, play, dance, music, photos, website design, etc). Assessment of the achievement of learning goals for this course will be tested through comparisons of the knowledge gained among students in the class, from other traditional ecology courses, and students who take a hands-on course during a UW study abroad program in Tropical Biology.

Poster #2. Engaging Students Through Writing Assignments

Amy Absher, History, UW Campus

Poster #2 abstract

A good scholar needs a good imagination. Scholars regularly have to imagine new ways to view narratives and periodization as well as how to approach sources. Teaching these skills to the undergraduate requires both the student and instructor to view the essay assignment in a new way: as a chance to apply critical thinking skills in a manner that reinforces the need to know not only the information but to see the underlying contradictions and relationships in the sources.
I will present three classroom-tested assignments that suggest ways to remake the essay assignment.
The Creative History Essay is an exercise in which students imagine what would happen if a plague broke out on campus, or if the historic figures they studied all quarter were to all show up for a dinner party. The student, using his or her course materials, imagines what would happen next. This assignment is a new way of asking students to consider discontinuity and continuity in history.
The Artifact is an assignment created for an upper-division seminar course in which the students were taught research skills, writing skills, and focused on one decade in American history. It is an assignment that combines the best parts of a library based paper and an exam. Each student is given a primary source (an item or printed material from the time-period the class is studying) in a sealed envelope. The students must find a way to build a research project around the Artifact. In addition to having students study topics they might never have chosen on their own, the Artifact tests the student’s knowledge of history and problem solving skills. Essentially, the Artifact is challenging because the assignments asks the students to become a historian.
The Footprint Essay is an assignment that asks the student to write an essay that accompanies his or her research paper. In the Footprint Essay the student discusses the steps he or she took to solve the research problems. For example, how did they start their research, what databases did they use, what library collections were most helpful, and how did the paper and the thesis statement evolve over time. What were the dead-ends in the research process? How did they decide which sources were the most important? The benefit of this assignment is that students are asked to become aware of their thinking process and take ownership of their work.
These assignments are intended to supplement the traditional assignments — such as book reviews, source analysis, and persuasive essays — in a way that reinforces intellectual rigor by suggesting to the students that creative thinking is a valuable part of critical thinking. The assignments have proven to be beneficial assignments for the non-linear thinkers and for students that find the traditional essay format intimidating. In addition to the poster, I will provide attendees with copies of the assignments so that they can adapt the concepts to their own classes.

Poster #3. Mending Writing: A Democratic Process in the Foreign Language Classroom

Inma Raneda-Cuartero and Frances Gilroy, Spanish and Portuguese Cultural Studies, UW Campus

Poster #3 abstract

As professors of a writing course in a foreign language, Spanish 303 Stylistics Through Composition, we understand that one of the most tedious, and at the same time, one of the most important tasks that we have in the course is that of grading papers. We are all guilty of procrastinating, and when we have the mountain of essays in front of us we often question the utility of our corrections. We frequently wonder: are our comments relevant, beneficial or even appropriate? Is it necessary to correct all the errors? Do the students learn by reading our marks and commentaries? And if they do, why do they continue to make the same errors time after time? If the correction does not fulfill its purpose, why do we continue to do it? Why do we do it if it does not seem to help anyone, professors and students alike?
Long habits often get in the way of more innovated and effective ways of working. We have realized the importance of integrating in the writing component of the foreign language class the techniques, objectives and the usefulness of the correction to make it more compatible with the different process of composition.
How can we help the students to correct their mistakes? What can we do so that our students actually take advantage of our marks and comments?
We propose a new approach to the interaction that takes place between professor and students in the classroom via the essays.
From a traditional system the student assumes little responsibility:
The professor gives instructions; the student follows such instructions.
To a method of mutual collaboration where the professor is the reader of the text:
Professor is the reader of the text
Student is the author
The professor and the student have a dialogue to review the text in depth and to discuss ways to improve it.
This new approach restores the authority of correction to the author (the student). The professor acts as a respectful reader with the author, asking her to clarify and explain what he does not understand. This new approach to grading (marking) allows mutual collaboration in a more enriching way: speaking instead of marking. In order to achieve this we have developed a series of activities and tasks to give the student a more important role when it comes to writing her essay; in other words, giving her back the responsibility that she has in the classroom.

Poster #4. The Cultivating Creativity Seminars

Iain M Robertson, Landscape Architecture/Honors Program, UW Campus

Poster #4 abstract

The seminar’s goal is to encourage students to “cultivate” their individual creativity. It is based on three premises: each of us possess creative potential; “creativity” is not confined to “the arts” or any discipline but is a universally-shared attribute; and, our educational system rarely addresses creativity overtly far less “cultivating” it. (1) The seminar “exercises” explored techniques for encouraging creative responses. (2) Settings were varied to see how they influenced responses. (3) Students and instructor engaged in email reflective responses following exercises; novel approaches to course evaluations were explored. (4) By establishing a “climate” that encourages exploration/risk taking and asking interesting, open ended questions all hell breaks loose in a profusion of fascinating creative responses. Teaching becomes fascinating and merges with research

Poster #5. Observation of Art to Improve Diagnostic Skills: The Visual Thinking Strategies (VTS) Pilot Course at the UW School of Medicine

Michi Shinohara, Division of Dermatology and Department of Medicine; Andrea Kalus, Museology, UW Campus

Poster #5 abstract

The first and key step in physical diagnosis is observation. With increasing use of highly sensitive medical technology, some fear the art of observation and physical exam may be lost. Visual Thinking Strategies (VTS) is a novel teaching approach which utilizes the viewing of art to develop skills in critical thinking, observation, and communication.
A 10-week course for 20 preclinical medical students was implemented at the UWSOM. Weekly 90 minute sessions were held at sites including the Henry Gallery and Seattle Art Museum. Students collectively observed art, with the facilitator first asking open-ended questions and, based on responses, more probing questions as the discussion progressed. The moderator encouraged expansive and reflective observations and attempted to connect observations from different observers without judgment. A similar technique was employed for two sessions in which medical images were viewed. Students completed weekly journal entries reflecting on their experience, and an independent project comparing two artworks. Grading was pass/fail, based on participation and assignment completion.
Students were surveyed during and at the completion of the course, which was highly rated (4.2–4.4/5.0). Participants felt that the course will help in their career development (100% agree – strongly agree). Students appreciated the opportunity to learn outside the classroom. Early content analysis of open-ended survey questions and journal entries identified significant themes in observation, interpretation, open-mindedness, and communication/group interactions. Student reactions to the medical images sessions were especially powerful:
“…I was amazed by how everything came together. Our techniques for examining art: noticing contrast, color changes, observing detail, looking for symmetry…were truly helping us make a diagnosis.”
The pilot VTS class was a success, and confirmed that VTS is an effective tool for teaching observation, critical thinking, and communication skills. Most importantly, students enjoyed the class, and recognized its value in developing clinical observation skills.

Poster #6. The Amazing Information Race

Margaret (Peg) Achterman, Communication, UW Campus

Poster #6 abstract

Using a popular culture hook is an excellent way to engage students in an activity. CBS’s Amazing Race provided a great framework for getting students out of the computer-lab and into the larger library system. This exercise was conducted on the third day of class. Since Com 301: Navigating Networks is a computer-aided-reporting course there are elements of this exercise that DO use technical gadgets, but it also emphasizes the importance of going, doing and asking in person. The outcome of this exercise was three-fold: A. this was a team-building time since the students were working in a set group all quarter. B. they had to use the many resources of the UW library system in new ways. C. they had to use a variety of technologies to hunt down this information.
This exercise seeking five different pieces of information is an old-time scavenger hunt with a new name. The groups were given a list of what they had to find and how they had to get that information back to class. Two required texting back some piece of information, one required finding an online image, one required finding a particular librarian, another forced them to use microfilm. They had to return to class with photos (taken on digital cameras or phones) of the entire group at each location and pull them into a PowerPoint file.
My ultimate goal was to give them some hurdles and to make them think outside of their standard default of looking things up online. My secondary goal was to simply have some fun with team-building.

Poster #7. A Prescription for Change: Embedding Sustainability in Business Education and Research

Dorothy Paun, College of Forest Resources, UW Campus

Poster #7 abstract

Over the past decade, the concept of “sustainability” has evolved from the obscure to common usage. As sustainability awareness diffused, sustainability became a mission, and for the most innovative corporations, a practice. Additionally, increasing stakeholder interest in better corporate stewardship and transparency has resulted in firms issuing sustainability/environmental/CSR reports. These reports offer valuable social and environmental performance metrics yet are underutilized by the public.
My goals were to: 1) create a teaching model/methods for interactively learning corporate “triple bottom-line” performance using corporate sustainability reports, 2) mentor students in real world investigation of integrated environmental, social responsibility, and financial performance, and 3) provide a public service aimed at growing sustainability report use, understanding, and value. During 2005 I created a teaching model, methods framework, and associated sustainability assignment. These were employed in a large lecture undergraduate class where students were mentored in analyzing/interpreting data collected from corporate annual financial and sustainability reports (three case studies).
Student feedback said that the assignment was exciting, meaningful, and beneficial (e.g., learned skills highly sought by employers). Due to the success of the undergraduate sustianblty assignment, and because empirical correlations among environmental, social, and financial performance are largely unknown in any context (e.g., corporate, government, academia), I broadened and deepened the teaching model/methods for use in a research seminar. In 2007 six students were mentored in triple bottom line performance analysis (10 firms). Student feedback was positive, so in 2008 I further refined the teaching model/methods and formed a data collection collaboration with Professor Emil Morhardt from the Roberts Environmental Center at Claremont College. A team of eight students analyzed 78 firms from 17 countries in 12 industries. Study findings were disseminated (i.e., teaching effects) through a team authored non-peer reviewed publication and a manuscript currently under review at the European Journal of International Management.

Poster #8. Open Access Electronic Notebooks in a Bench Science Laboratory Class

Steven Roberts, School of Aquatic and Fishery Sciences, UW Campus

Poster #8 abstract

Environmental Physiology (FISH441) is a upper-level undergraduate / graduate course offered in the School of Aquatic and Fishery Sciences that has both a lecture and laboratory component. The laboratory component focuses on molecular methods to examine organism biology. Electronic notebooks were used as the primary format for students to document their work. Notebooks were maintained using a wiki based platform and were available for anyone on the internet to view. From a instructors perspective the inherent revision tracking ability allowed for simple assessment of individual student progress. In addition, the wiki format allowed for the instructor to easily comment and correct style. Students were encouraged to look at their classmates notebooks and throughout the quarter notebook entries improved. A general challenge for the students was documenting their activities in a manner that others might be able to repeat in the future. Occasionally during lecture examples of effective notebook styles, including the use colors and image documentation, were provided. The open access nature also facilitated discussion of issues that come up during new lab procedures (e.g. genomic DNA carryover in PCR). There was some concern that the user experience might be a disadvantage to the platform, however no problems were reported. In summary, this technology appears to be a viable tool for assessment and education, particularly for small, upper level laboratory courses.

Poster #9. Design Studios with “Real World” Clients

Iain M Robertson, Landscape Architecture, UW Campus

Poster #9 abstract

Landscape Architecture design studios have a long-established tradition of working on “real-world” projects with real clients providing students with a broader array of learning opportunities than course confined to ivy-shrouded rooms within the ivory tower. These learning opportunities are central to acquiring the discipline’s skills and practicing its techniques and are not merely peripheral “service” contributions.
The showcased studio worked with Tacoma’s Greater Metro Parks Foundation, 5th grade children from McCarver Elementary School and professionals from city agencies to develop designs for a neighborhood park on the school’s grounds.
How can one maximize the professional learning potential of service studios
How should a second-year undergraduate landscape design studio be structured to facilitate the transition from coursework confined to academic settings to working with a diverse array of real clients including school children, potential users of their designs?
Studio interactive critiques are a method that provides frequent one-on-one discussion between instructor and students.
By requiring students to define their own design goals; incorporate user desires (learned through a design charrette with the 5th grade class); respond to client agency requirements: and think of the site and its context as a “client” too, students produced more responsive, thoughtful and “better” designs than if the project requirements had been provided by the instructor.
As a result of their commitment to these clients, design students demonstrated a high degree of passion and conviction about their design work. I learned, yet again, that if one invites students to engage in work that they perceive as meaningful and valuable one can have faith that they will respond magnificently.

Poster #10. Community-Based Learning as Transformative Pedagogy

David S. Goldstein, UW Bothell Teaching and Learning Center, UW Campus

Poster #10 abstract

Community-based learning (CBL), sometimes called service-learning, integrates student work in the classroom and in community-based partner organizations, an approach that links experiential learning with classroom content so each deepens the other. This poster describes a rapidly growing, robust community-based learning initiative at UW Bothell and how it has deepened learning for the students involved while forging long-term ties to community organizations. The poster also describes how UWB’s Teaching and Learning Center used federal Learn and Serve America grants to support faculty development in CBL, with decidedly positive outcomes for faculty, students, and community partners, with minimal resource commitments from the university. Outcomes are measured with qualitative data from each of those constituencies.

Poster #11. International Human Rights & Service: Incorporating Service Learning and Inquiry Based Teaching into a Study Abroad Experience

Sharon McCarty, UWEO/English Language Programs; Phelps Feeley, UWEO Academic Programs

Poster #11 abstract

This poster addresses two of this year’s themes: extending learning beyond the classroom and inquiry based teaching.
International Human Rights and Service (TSAN300A/B) was the Fall 2008 piece of the Jackson School’s yearlong “Global Studies, Local Service” study abroad program offered to 31 international students, primarily from Waseda University in Tokyo. The course incorporated service learning with content and academic skills building; students received academic credit for 20 hours of volunteering at local nonprofits. The Carlson Center supported the service learning for the students.
Our hope was that experiential learning linked to a class theme would enhance and facilitate the extent to which students would make connections between course materials (selected readings, film, primary documents such as the Universal Declaration of Human Rights and the UN’s Millennium Development Goals) and students’ service learning. Would they see the parallel between our course mantra “Think Global, Act Local” and their work at organizations such as Treehouse and People for Puget Sound? Would this course be transformative due to the service learning component?
We also hoped that inquiry based group assignments and activities would promote a climate of collaboration and context for investigating the course theme. For example, requiring students to write a modified grant proposal for a local nonprofit would allow students to negotiate meaning together as well as apply new knowledge with a goal related focus. Another example was the use of a GoPost discussion board. Every week two students created a question related to the class theme and posted it to the web board to elicit comments from fellow students.
Through reflection journals, discussion board, individual conferences and feedback from service learning supervisors, we assessed the effects of these activities and examined the degree to which each of the components achieved the goal of linking class content to their experience.

Poster #12. Discretion and Formality in Law: Sociology Research Practicum Connects Concepts to Action

Nika Kabiri, Gretchen Ludwig, Sociology, UW Campus

Poster #12 abstract

One of the major issues in law and in sociology is how to devise laws or policies that are formal enough to ensure that similarly situated individuals are treated the same. If laws are vague, or if they leave too much room for interpretation by law enforcers, then the chances are greater that enforcers will let their personal, subjective opinions sway the outcomes. However, if laws are too rigid, circumstances unique to each case may be overlooked, yielding unfair outcomes.
The ACLU Research Practicum deals directly with these concepts. Beginning in fall ‘08, the American Civil Liberties Union (ACLU) asked sociology students to conduct a study surrounding racial disparities in marijuana-related arrests made after the passage of I-75 in 2003. I-75 made marijuana possession a “low priority”. But because “low priority” isn’t formally defined, police officers are now left to exercise their own discretion. Interestingly, since the passage of I-75, arrest rates for African Americans are disproportionately higher than for Whites. This begs the question: is too much informality in the law leading to unfair enforcement? This question led to a year-long study involving over 100 sociology undergraduates. Based on research results, the ACLU may use this information in their efforts to propose more formal standards for enforcement.
This session will demonstrate how a practicum learning approach can be the most effective way to connect theoretical concepts to real life problems. We will talk about the practicum model and research study in depth, including experiences and lessons learned in developing course curriculum, working with partners, and especially teaching undergraduate students how to be effective and thoughtful researchers. We will also discuss research design, methods and study results, with discussion on how the ACLU may use this information.

Poster #13. Growing Sustainability – Learning on the UFarm

Elizabeth Wheat, Biology, UW Campus

Poster #13 abstract

As students explore their collective global impacts and impact small decisions can make in an ecological footprint, many ask, “What options do I have to help make a concrete difference?” The Ufarm is a small campus farm located on the University of Washington campus. Its mission is to support and promote sustainable urban agriculture. From small beginnings it has grown to approximately 150 student members. Since its inception the Ufarm has been connected with the ecology courses at the biology department, but it has become a model outdoor classroom for professors from other departments as well. The Ufarm allows professors to directly connect students with how they can become involved in changing their relationship with food. Who are the students involved in the Ufarm? How does it transform their understanding of ecology, human communities, and global justice?
This presentation explores the learning that occurs on the Ufarm through two perspectives: that of student farm volunteers and that of students in classes which use the U.W. farm. We examine courses from several departments which have used the UFarm to help students better understand complex relationships. We report findings from a student survey in which farm volunteers identify why they have become involved at the Ufarm, and how being involved has impacted their educational path. Our work demonstrates that students appreciate the simple connection between food choices and sustainability as it is modeled at the Ufarm. It suggests that combining in class learning with practical out of class experiences can be a powerful way to help students connect the theory with the practice of sustainability.

Poster #14. Beyond the classroom: opportunities for hands-on learning in ecological research and conservation through a UW Exploration Seminar for undergraduates

Tim Billo and Ursula Valdez, Biology, UW Campus

Poster #14 abstract

Hands-on experiences are among the best ways to enrich student learning. For students interested in environmental sciences, opportunities for hands-on fieldwork are essential, yet increasingly rare. Given the ongoing deterioration of the environment around the world, it is imperative to provide the educational experiences needed to recruit and train future generations of ecologists and conservation scientists. To this end, we designed and offered a field course through the UW Exploration Seminar program, providing an intensive and affordable international experience in ecology and conservation.
Twenty UW undergraduates from multiple majors participated in our 21-day exploration of the Andean highlands and Amazonian rain forest of southeastern Peru. Our course goals were 1), to train students in field techniques for the study of biodiversity, from basic natural history and taxonomy, to quantification techniques in ecology, and 2), to expose students to conservation challenges and sustainability issues in the Neotropics. At two remote sites, students designed and conducted group research projects in topics ranging from inventories of arthropods, photo-documentation of amphibians and their habitats, evaluating animal-plant interactions, documenting vegetative succession after disturbance, teaching field ecology at a local school, and collaborating with local students in organic gardening projects. Students presented their findings to each other and engaged in lively evening discussions. With local experts, students viewed and participated in traditional and non-traditional resource use, and discussed the impact of these on natural ecosystems.
Given the importance of environmental sustainability to the future of life on earth, we motivated students to lead the way in their own actions throughout the course. Students designed practical methodologies to quantify their own resource use, and succeeded in reducing the “ecological footprint” of the course.
Field studies increase the quality of education and cultural exchange for students, and open collaboration opportunities between the UW, and academic and conservation institutions abroad.

Poster #15. Extending Learning Beyond the Classroom

Bud Nicola, Erika Strong, Josh Fogt, Health Services, Community-oriented Public Health Practice Program, UW Campus

Poster #15 abstract

As the only practice-based track in health services the masters in public health, Community-oriented Public Health Practice extends learning beyond the classroom by putting its students in community-based settings throughout their two years. The goal is to apply advanced public health competencies in practice and give students opportunities to see how theory is put to use.
The curriculum is based on case-based and problem-based learning, which situations learning objectives on public health competencies in real-life cases for the students to investigate. Many of these cases involve working with community partners to help them in a variety of different projects. The practicum component in the first year and the capstone project in the second year are two more areas where students are working with agencies both in the Seattle area and internationally to address public health problems.
Indeed, much of the learning in the program intentionally comes through these different practice experiences, setting COPHP apart from most traditional MPH tracks that are based in research.

Poster #16. Integration of Problem-based Learning in the Nursing Informatics Graduate Curriculum

George Demiris, Brenda Zierler, Jaime Palmer, Biobehavioral Nursing and Health Systems, School of Nursing, UW Campus

Poster #16 abstract

Problem based learning (PBL) was first introduced to the health professions as a curricula modality in the seventies and since then its value for health related curricula has been documented in and supported by an extensive body of literature. While this model has been primarily used for clinical courses in health sciences, PBL can also be used beyond clinical scenarios and applied to building research capacity, acquiring administrative, project management and other skills. In recent years employers in health care organizations have been recognizing the need for nurses to enter the workforce with a set of informatics competencies. Numerous nursing informatics programs have been established worldwide. The challenge becomes to explore innovative tools that will equip nurses with the appropriate skills to utilize information technology to improve healthcare quality and patient safety and redesign health care services. We present the integration of PBL modules into an existing nursing informatics curriculum, the Clinical Informatics and Patient Centered Technologies Master program at the School of Nursing, University of Washington, which is a two year graduate MS program. We discuss recommendations and challenges associated with the integration of PBL in nursing informatics graduate education including the need for facilitators, flexible technology platforms, promotion and documentation of group work, and faculty training.

Poster #17. “Evaluations now seem doable”…. The Effectiveness of Problem Based Learning for Teaching Research Methods

Jean M. Kruzich and Shauna K. Carlisle, School of Social Work, UW Campus

Poster #17 abstract

The basic principle supporting the concept of Problem Based Learning (PBL) is that learning is initiated by a posed problem, query, or puzzle that the learner wants to solve. In the problem-based approach, complex, real-world problems are used to motivate students to identify and research the concepts and principles they need to know to work through those problems.
A modification of the PBL, developed by Jean Kruzich, called the Collaborative Community Based Project, shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are longer-term, team-based, agency-based, student centered, and focus on real problems faced by social service agency practitioners. The Community Based Project requires that students work collaboratively with a community agency or organization to assist them in evaluating an aspect of their program. This model requires that students become familiar with the services provided by the agency and analyze data that has not been studied by the agency.
The assumptions behind this model is that it allows for the optimal transfer of learning from classroom to field when knowledge is acquired actively and collaboratively. The instructors used a PBL model to develop two graduate level classes; The Collaborative Community Based Program Evaluation (SW 574) class and the Research Design (BPOLST 594) class. This study reviews 8 course evaluations to determine students experience of the Community Based Project model and its effectiveness in increasing; 1) student motivation for learning, 2) an appreciation for evaluation research, 3) the ability to work collaboratively within a work group and, 4) opportunities to develop occupational skills. Course evaluations reveal students found the course to be challenging but motivating and by the end of the course, most students were able to make a connection between practice and the theoretical concepts learned in class.

Poster #18. Replacing dogma with critical thinking in an introductory statistics course

Emily J. Blumenthal and Laura M. Little, Psychology, UW Campus

Poster #18 abstract

“Statistical reasoning is an art and so demands both mathematical knowledge and informed judgment.” Gerd Gigerenzer.
Teachers of introductory statistical methods for natural and behavioral sciences face two primary challenges: the challenge to teach the mathematical basis of statistical methodologies and the challenge to inspire critical thinking about the use of statistical methods. Through a course re-design we sought to create a lecture focus on the controversies surrounding the selection of statistical methods and the principles of argument supporting a scientific claim using statistical results. Our goal was to enhance student participation, enjoyment, and learning in a large introductory statistics course by separating the necessary instruction in data management and computation from the presentation and discussion of best practices and informed decision making in data analysis.
Bachelor of Science majors in psychology are required to take this two-quarter introductory statistical methods sequence. These classes follow a required research methods class, and have a single quarter calculus prerequisite.
Evaluation methods include: Informal mid-sequence evaluations, formal end of course evaluations, statistics for course participation in an online discussion board, and student enrollment in a follow-up course focused on the issues and controversies that surround common statistical methods. These results are presented in addition to qualitative changes in course effectiveness, such as efficiency of disseminating information across lecture and section and student and teacher engagement in discussion.

Poster #19. Using Critical and Indigenous Methodology Scholarship in a Research Study Design Course

Jessica E. Salvador, College of Education, UW Campus

Poster #19 abstract

The presentation will describe the pedagogical approaches used in teaching a Critical Qualitative Methods course and its impact on students’ learning and decision-making in designing a Social Science research study. This pilot course was designed for undergraduate students who were ready to start designing a research study in a Social Science field and had prior knowledge in their research topic of interest. The course sought to enhance students’ understanding of how to design a qualitative research study that is ethical, feasible, and appropriate for the community or population within which or with whom they would like to conduct their study. To accomplish this, a combination of traditional research framework design and contemporary conceptual literature in critical and indigenous methodology provided the foundation for this course. Qualitative methodologies were critically examined in relation to theory, method and practice with an emphasis on understanding researcher positionality. Assignments were designed to provide scaffolding of student learning about essential practices in designing a research study.
To understand how the course and the use of assignments and literature impacted students’ learning and decisions in designing their research studies, I assessed student’s portfolios, proposals and invited students to respond to an online survey. The survey addressed the impact of assignments and readings on their learning and the impact of the course in general on their development as a qualitative researcher. Reviewing students’ portfolios and proposals provided an opportunity to observe how the course’s objectives were conveyed in students’ methodological decisions in their work. The presentation will also provide an opportunity to engage with those attending about additional pedagogical methods and class activities that may enhance the use of critical and indigenous methodologies to promote students’ learning of responsible and ethical practices in designing and conducting research studies.

Poster #20. Writing Center Pedagogy On the Move: Peer Writing Consultants in the Classroom

Karen Rosenberg (Writing Center) and Kim Sharp (Academic Services), UW Bothell

Poster #20 abstract

Through intensive training and work with diverse students in the Writing Center, peer writing consultants develop unique skills that can benefit students and faculty outside the walls of the Writing Center. Inviting peer consultants into the classroom offers several benefits, including modeling engaged, interactive learning, helping students make the best use of the Writing Center, and helping students understand the importance of basic writing tools such as revision. Furthermore, these sessions provide excellent professional development opportunities for the consultants themselves. In order for these classroom visits to be successful, peer consultants and instructors need a shared understanding of the desired goals and outcomes of the visit.
As the Director and Manager of the Writing Center at the University of Washington Bothell, we have been engaged in dialogue with instructors, consultants, and other Writing Centers on the possibilities and limitations of bringing peer writing consultants into the classroom. We present two examples that have been particularly fruitful on our campus. First, we introduce the “mock conference,” where tutors go into a class and role play a Writing Center conference, addressing key benefits and misconceptions of conferencing. Second, we introduce the “presentation reflection” where writing consultants help groups of students revise classroom presentations. Through these examples we show the importance of ongoing dialogue between instructors, Writing Center leadership and peer consultants. We also present questions we are grappling with that we would love to discuss with other CIDR Symposium participants.

Poster #21. Peer instructors: Improving service to learners while providing a transcendent learning experience for student-instructors

Linda Martin-Morris and Karen Petersen, Biology, UW Campus

Poster #21 abstract

We are a research university. And we encourage undergraduate students to gain access to research laboratories as a means toward providing these students with the kind of learning that transcends a classroom. Student can also obtain transcendent educational opportunities by participating on the teaching side of the student-teacher dynamic. Not only do undergraduate instructors have the opportunity to learn a body of concepts more deeply through teaching, they provide our learners with instructors who are truly accessible and ones who can relate immediately to the undergraduate experience. In addition to benefiting the undergraduate instructor and the student, the use of peer teaching assistants and peer facilitators in our classrooms has provided us, as faculty, with insights into how students learn and what confuses them. These insights enable us to improve the quality of our instruction.
In a difficult economic time, everyone benefits from the use of peer instructors in classrooms. Student-instructors gain skills in leadership and responsibility. These skills, on a resume, qualify the student-instructor for more employment and graduate school options in the future. Student-learners gain access and intimacy by having more instructors. Departments gain by bringing quality instructors who are passionate about the needs of learners to the classroom at very low cost.
This poster aims to inform the community about the different strategies used in Biology to utilize peer instructors. We will also discuss strategies for preparing the undergraduate to assume this responsibility with care to accurate dissemination of information and professional considerations about student confidentiality.

Poster #22. Implementing a Remote Embedded Systems Computer Laboratory

Arnold S. Berger and Solomon Lane, Computing and Software Systems, UW Bothell

Poster #22 abstract

UW Bothell is a commuter campus, located at the intersection of two busy highways. Our time schedules are designed to meet the needs of the non-traditional students, many of whom are balancing families, jobs and the commute to campus during rush hour to make it to class. Therefore, anything that could be done to allow them to make more effective use of their time is a direct benefit.
This session grew out of an independent study project undertaken by Solomon Lane when he was a senior in the CSS department at UWB taking Arnold Berger’s embedded systems laboratory course. This class is an elective for seniors in the CSS department and gives the students “hands on” experience working with embedded computer hardware and software.
We wanted to find out if a course such as this, which typically required the student to be working over the hardware, could be also accomplished via remote access, so nearly everything that the student was required to do to complete the labs could be done from a remote location. Also, we wanted this to minimize the need for any custom-built hardware.
We found that we could meet our goals and that students could, and subsequently did opt to work remotely. However, one shortcoming that is still unresolved is how to enable a team of two students to both work remotely. The students who did work remotely seemed to be just as productive as the students who came to class and sat at the laboratory work areas.

Poster #23. To Group or Not to Group: Effect of Structured Groups on Student Performance in a Cell Biology Laboratory Course

Alison Crowe and Jason Patterson, Biology, UW Campus

Poster #23 abstract

We have compared the effect of structured versus non-structured groups on student performance in a small cell biology laboratory class (24-36 students). This study grew out of observations of 3-4 person teams of students who work together to develop a testable hypothesis and design and carry out experiments to test this hypothesis.
For the first 3 quarters that the course was taught, students were formed into groups based on where they sat on the first day of class. Anecdotal evidence from observing student interactions suggested that these self-selected groups exhibited distinct characteristics and group dynamics that impacted group performance. Based on previous studies of the benefits of heterogeneous groups, we decided to create structured groups that would contain one “high-risk” student, two “medium-risk students” and one “low-risk” student. Students were placed into one of the three risk categories based primarily on their previous performance in other cell and molecular-based courses. To avoid influencing the instructor’s perception of students’ abilities, the evaluation of students’ transcripts was performed by a second party, who then gave a list of group assignments to the instructor with no risk-levels indicated.
Results from the structured groups indicated that students performed at their predicted risk-level 66% of the time (n=65). Of the 34% of students who performed differently than predicted, 68% performed higher than expected and 32% performed lower than expected. We next compared random and structured groups in two different sections during the same quarter of instruction. We found that students performed at their predicted risk-level 66% of the time in both sections, with a similar percentage of students performing better than expected in both sections. These findings indicate that structuring groups had no significant effect on student performance; however, qualitative differences in group dynamics were observed which may impact overall student satisfaction levels.

Poster #24. Fostering the Academic Success of Underrepresented Minority Students at UW-Seattle

Emile Pitre, Sherira Fernandes, and Niki Iglesias, Office of Minority Affairs & Diversity, Assessment Unit, UW Campus

Poster #24 abstract

This session explores disparities in the academic performance of underrepresented minority (URM) students and suggests classroom and departmental strategies for improving their performance.
Over the past 10 years, assessment of student outcomes in the Office of Minority Affairs and Diversity has focused on attrition rates, graduation rates, and GPA’s of UW – Seattle undergraduate students in an attempt to understand both progress and disparities in achievement across different ethnic groups. While the racial gap in achievement is narrowing, our data suggests that there are still significant disparities in student outcomes. For example, recent data show that in ten courses that serve as prerequisites to competitive majors, the mean difference in GPA for URM students was between 0.5 and 0.7 grade points lower than for majority students. In 30 other courses required for acceptance into the University’s most competitive majors the mean difference in GPA for URM students ranged between 0.3 and 0.4 grade points lower than that of majority students. These students were nonetheless competitive at entry to UW as freshmen.
Research on best practices suggests that there are classroom strategies that contribute to the academic success of URM students, as well as those that can hinder success. In this presentation we aim to raise awareness of these disparities and suggest classroom and departmental strategies to improve academic success for underrepresented minority students. By sharing this research, we hope to increase interest in departments across the UW in partnering with OMAD to achieve equitable performance outcomes with all students.

Poster #25. A Descriptive Study of Under-represented Minority Students’ Academic Adjustment to and Sense of Belonging in the University of Washington School of Nursing

Betty J. Gallucci and Sindy Jo, School of Nursing, Department of Biobehavioral Nursing and Health Systems, UW Campus

Poster #25 abstract

Although baccalaureate student attrition at the University of Washington School of Nursing (UW SON) is 3-5% overall, minority student attrition rates are double that of Caucasian students. Most of the attrition occurs during the first quarter due to academic reasons. Academic success and retention is associated with positive adjustment to new academic environments and sense of belonging to an institution. The purpose of this study was to compare under-represented minority (URM) students’ adjustment to the academic environment and sense of belonging within the UW SON to non-URM students.
Method: An investigator-designed Student Transition Survey was distributed to 96 first-year baccalaureate students in the UW SON, with a response rate of 67% (n=64). Independent T-tests were used to analyze whether significant differences existed between the URM and non-URM students’ adjustment to the academic environment and sense of belonging. URM were defined as African-American, Hispanic, American Indian, Native Hawaiian, Laotian, Cambodian, and Vietnamese.
Results: The means of URM students’ self-rated academic success, communication skills, adjustment to the UW SON, comfort level in approaching faculty, students, sense of belonging, and the importance of sense of belonging to their academic success were slightly lower than non-URM students. URM students self-rated time management ability was significantly less (t-test, p = 0.035) than non-URM students, and the only significant finding of this study. The means of URM students’ self-rated ability to utilize resources, comfort level in approaching teaching assistants and academic advisors were slightly higher than non-URM students. URM students and non-URM students were equally comfortable approaching people of a different race or ethnicity in the UW SON.
Conclusion: URM students currently enrolled in the UW SON have significantly lower self-rated ability to manage their time than non-URM students. Assisting URM students with time management may promote their retention in the UW SON.

Poster #26. The Undergraduate Research Experience: A Developmental Approach to Program Design for Research-Intensive Universities

Brian J. Buchwitz and Barbara T. Wakimoto, Biology, UW Campus

Poster #26 abstract

Undergraduate research programs at colleges and universities vary widely in structure, criteria used to select participants, and type and duration of program support. Our aim is to design a program that is best suited for students and faculty mentors at large, research-intensive universities. Here we describe the design and assessment of the University of Washington-Howard Hughes Medical Institute Integrative Research Internship Program (UW-HHMI IRIP).
The UW-HHMI IRIP differs substantially from the more common summer-only undergraduate research programs in its intentionally developmental and integrative approach. Key features include: selection of a diverse cohort of students who have had little or no previous research experience; a required seminar course to facilitate introduction to research culture and broaden students appreciation of different types of research fields in biology; and an extended period of support that includes part-time research for two academic quarters preceding full-time research in summer.
To assess our program, we are using two national surveys, the Survey of Undergraduate Research Experiences (SURE II) and the Undergraduate Research Student Self-Assessment survey (URSSA) which report gains as perceived by the undergraduate researchers. We show that UW-HHMI IRIP participants report higher than average learning gains in 20 of the 21 areas measured by SURE II. To compare student gains as evaluated by faculty mentors, we are testing a new mentor survey developed through a collaboration between our HHMI program and those at Montana State University, Oregon State University, and University of Montana. Overall, our results indicate that the UW-HHMI IRIP is providing beginning undergraduate researchers with meaningful research experience and encouraging retention in research for at least one additional academic year.

Poster #27. Mentoring the Undergraduate Research Experience: A CIDR Teaching and Learning Bulletin

Janice DeCosmo, Jennifer Harris, Undergraduate Research Program, Center for Experiential Learning and Margy Lawrence, Center for Instructional Development and Research, UW Campus

Poster #27 abstract

In collaboration with the Center for Instructional Development and Research (CIDR), the Undergraduate Research Program has created a CIDR Teaching and Learning Bulletin, “Mentoring the Undergraduate Experience”. The Bulletin offers guidelines for faculty on how to make an undergraduate research experience successful for both students and mentors. In it, we offer suggestions on how to get started on an undergraduate research experience (from defining the scope of the project to advertising the position and selecting students), things to pay attention to “as you go” (i.e., encouraging students to become more effective researchers, get more involved in the field, and identify funding resources), as well as on “taking it to the next level” by helping students to identify opportunities to present their work, document their learning, publish, and consider their post-graduation plans. We invite visitors to comment on the Bulletin and discuss ideas and challenges they have experienced in mentoring undergraduate researchers.

Poster #28. Findings from the Center for the Advancement of Engineering Education

Cindy Atman, Center for the Advancement of Engineering Education, UW Campus

Poster #28 abstract

The Center for the Advancement of Engineering Education (CAEE), funded by the National Science Foundation, has been conducting research since 2003 into undergraduate engineering learning, faculty teaching, and building capacity in engineering education research. The primary activity this past year was on the Academic Pathways Study (APS) and the Studies of Engineering Educator Decisions (SEED).
The APS is a longitudinal and cross-sectional study of engineering undergraduates that looks at the engineering undergraduate learning experience in order to provide a comprehensive account of how people become engineers. The APS collected data from 160 students on four CAEE campuses from their freshman to senior years. Data collection methods included surveys, structured interviews, ethnographic interviews, and performance tasks. The Academic Pathways of People Learning Engineering Survey (APPLES) was administered to over 4200 students at 21 US institutions in 2008. APS results are creating a rich portrait of the great variety of pathways into and through engineering education and are shedding light on issues of persistence, engagement, skill development, and gender differences associated with acquiring an engineering degree.
SEED seeks to enhance the effectiveness of strategies used to help educators improve their teaching. SEED data was gathered from 33 engineering faculty from various disciplines. Analysis of these data shows that faculty consider a range of factors, including time intervals and power differentials, when making teaching decisions. Faculty narratives about their process of committing to a decision were often emotional and driven by various rationales. They often felt bound to a specific action by constraints or other issues and sometimes knowingly accepted unsatisfactory decisions based on tradeoffs and issues beyond their control. Faculty also used a variety of terms when referring to engineering undergraduates that suggest the many different perspectives about students that faculty take into account when they design teaching and learning experiences.

Poster #29. Considering context in engineering: Snapshots from the undergraduate years

Cynthia J. Atman, Ken Yasuhara, Deborah Kilgore,and Andrew Morozov, Center for Engineering Learning & Teaching, UW Campus

Poster #29 abstract

Engineers must approach design problems with broad perspective, considering a wide range of contextual factors. The engineering community has clearly voiced this need through ABET accreditation guidelines and the National Academy of Engineering’s Engineer of 2020 report and Grand Challenges web site. Unfortunately, our research suggests that current engineering curricula are not sufficiently preparing undergraduate majors in this regard. This poster summarizes findings from the Academic Pathways Study, an extensive, longitudinal research project focused on the undergraduate engineering student experience. About 160 students at four institutions participated in the four-year, multi-method study. Underrepresented demographics were oversampled.
Part of the study focused on student consideration of context in design problem-solving. Employing a variety of data collection and analysis methods, both qualitative and quantitative, we assessed student consideration of multiple kinds of context for a given design problem: physical, conceptual, social, and even temporal. Borrowing from the sustainability literature, we used life cycle as a framework for assessing the extent to which students consider a designed object across time, from design and construction to operation to maintenance and, ultimately, disposal at the end of its life span.
In general, we found that beginning undergraduate engineering students only consider context to a modest degree when approaching design problems. Importantly, they do not appear to improve in this regard during the course of their engineering studies. At least in the first and second years, women consider context more than men do, but this gender difference diminishes by some measures in subsequent years. Our research contributes empirical evidence to ongoing discussions about how to improve undergraduate engineering curricula, as well as how to assess the success of these efforts. In addition, research instruments from our study have already been adapted for use in student assessment and program evaluation.

Poster #30. Standing-With Instead of In-Front: Embracing Uncertainty in the Undergraduate Education Experience

Kelly A. Forrest, Jodi R. Davison, and Kathy R. Judd, Interdisciplinary Arts & Sciences, UW Tacoma

Poster #30 abstract

The experience of uncertainty is at the heart of knowledge and yet the undergraduate educational experience is largely characterized by learning within familiar structures. What would happen if students experienced more of the reality of this uncertainty within a class structure that deviated from their expectations? How could follow-up research internships be used to build on classroom learning through the creation of an adventure/discovery atmosphere?
The poster presents the approach taken in a 400-level course on Attachment & Interpersonal Relations taught for the first time in Fall 2007 at the University of Washington, Tacoma and the structure of the research internships that followed. It will describe the Gestalt principle of the cycle of experience (Zinker, 1977) and the methodology of the heart (Pelias, 2004) that served as foundational principles for this process. The perspective and reflections of two nontraditional undergraduate students who completed the year-long journey will be highlighted. “Standing-with” instead of “in-front” of these students as they experienced uncertainty within the academic environment has allowed them, not only to own their learning, but to stand more easily, embracing, with trust and flexibility, the uncertainty within themselves, their families, and their lives.

Poster #31. Constructive discontent: Using Creative Thinking Methods to Teach Interdisciplinary Courses

Amy Lambert, College of Forest Resources, UW Botanic Gardens

Poster #31 abstract

“…it was challenging and difficult but it really changed the way I think about what people say and things I see, social and political ideas I took for granted.”
What happens when a student struggles, confronted with unfamiliar concepts or difficult subject matter? Some students are like deer caught in the headlights of oncoming traffic, frozen, unable to move. This moment of hesitation is particularly pertinent in courses that emphasize interdisciplinary study across multiple fields and practices. Students who find themselves stuck are also quick to judge their capacity to understand new or alternative disciplinary perspectives. How can the feeling of discontent, struggle, being stuck, also be constructive? Teaching practices that incorporate creative thinking methods can help students suspend judgment about their ability to learn and provide them with strategies for integrating interdisciplinary knowledge.
I will be presenting a conceptual framework for using creative thinking methods based on several interdisciplinary courses that I designed and taught as a graduate fellow in UW Bothell’s Project for Interdisciplinary Pedagogy. I will be drawing from examples of students work in courses such as Public Art and Ecological Restoration, Feminist Art and Global Climate Change and Drawing from Life.

Poster #32. Learning New Media, New Methods in Cross-Cultural Research

Sam Yum, Anthropology, UW Bothell Interdisciplinary Arts & Sciences

Poster #32 abstract

Students are increasingly adept in their use of new digital information and tools, including high-speed computers, the internet, digital photography and video, CD- and DVD-ROMs, as well as cellular phones and multifunction handheld devices. And yet while students may display a certain ease in their personal use of technology, and some even in the management of their own coursework, they often have little occasion to apply or further their skills in the classroom beyond attaching images to texts or assembling slides on presentation day.
This session outlines a project designed to build on students’ affinity with new media tools, to capitalize on expanding campus resources available, and to introduce them to a mode of cross-cultural inquiry owing to established and new forms of visual research. The project is itself an exploration of visual technologies in both “thinking” and “doing” cross-cultural research, just as the goal is producing an original visual ethnography.

Poster #33. Film Festivals as Teaching Tools: The University of Washington Bothell Independent Film Festival

Tami Blumenfield, Anthropology, UW Bothell Interdisciplinary Arts & Sciences

Poster #33 abstract

In the fall of 2008, I taught an interdisciplinary course on film festivals and indigenous media at the University of Washington Bothell (BIS 339B) as part of the Project for Interdisciplinary Pedagogy. Students developed a firsthand knowledge of media production and circulation by organizing a two-day campus film festival. With assistance from a UW Seattle student, they worked in five committees to tackle the logistical and artistic elements of this event. Students also visited other film festivals to compare and develop a firsthand understanding of film festivals prior to the one on our campus. Finally, guest speakers who had planned film festivals in other cities shared their perspectives with the class.
After the festival, students commented, “I never knew how much effort it takes to organize a film festival.” Many cited it as a great learning experience. Others expressed disappointment that turnouts were not higher.
As a new instructor at the campus, this experience helped me learn immediately how to navigate resources and develop relationships with colleagues whose work complemented this project. I worked closely with the Office of Student Life and sponsored a new student organization, the Film Club, to support the festival as well.
I learned that adding a practical project component to a course that meets for 4 hours once a week has both benefits and challenges. Working on film festival planning created hands-on learning activities to supplement film screenings, lecture, and discussion. The long class periods meant that we could divide into committees and screen submitted films during class, then assess them together. Conversely, students felt overwhelmed by the logistical challenges of planning a festival while also reading and writing about indigenous media. Several suggested that the course be taught in a twice-weekly format rather than a single weekly block. I will modify the course as they suggest in 2010.

Poster #34. The Project for Interdisciplinary Pedagogy: Insights After Three Years

Bruce Burgett, Martha Groom, and PIP Cohorts I, II, & III, Interdisciplinary Arts & Sciences, UW Bothell

Poster #34 abstract

In 2006, the Interdisciplinary Arts & Sciences program at UWB launched the Project for Interdisciplinary Pedagogy (PIP). PIP pairs 4-6 advanced graduate student fellows with faculty mentors to work together over the course of an academic year to discuss and experience the issues involved in creating and delivering interdisciplinary courses and curricula.
The members of each year’s cohort work together as a learning community, meeting each quarter for discussion and workshops that demonstrate a variety of pedagogical techniques. In a series of posters, we describe some of the outcomes for the fellows, their mentors, and for UWB students, as well as some of the specific issues we have worked with across the three years of the program. Though designed as a mentoring project for doctoral students on interdisciplinary teaching and learning, PIP has evolved as a faculty development project for tenured and tenure-track professors as well.
The following posters present different aspects of the Project for Interdisciplinary Pedagogy:
Mentoring Graduate Fellows in UW Bothell’s Project for Interdisciplinary Pedagogy – The Faculty Experience
Being a Fellow in UW Bothell’s Project for Interdisciplinary Pedagogy – The Graduate Student Experience
Enriching the Undergraduate Curriculum through the UW Bothell’s Project for Interdisciplinary Pedagogy – Courses and Collaborations

Poster #35. “My Teaching Improved and I Began to Enjoy It More”

Center for Instructional Development and Research

Poster #35 abstract

CIDR consults with hundreds of faculty and TAs every year on questions related to teaching and learning. We regularly ask for feedback 1-2 quarters after someone has consulted with CIDR, but we have not previously assessed longer-term impacts of our services.
To help us assess the longer-term value of our consulting, we surveyed a sample of faculty, TAs, and former TAs who had worked with CIDR during the preceding five years. We asked them to rate the value of their work with us and to provide examples of how it had affected their teaching.
Responses showed that faculty and TAs highly valued the practical input on teaching that they received, but they also indicated a number of benefits that went well beyond day-to-day classroom practices. These benefits included learning from CIDR what happens in other people’s classes, participating in substantive dialogue and community related to teaching, gaining time and renewed energy for teaching, and increased joy and confidence in their teaching.

Poster #36. Funding for Clinical Educational Research: A Novice Educator’s First-Hand Grant Writing Experience

Loreto Lollo, Anesthesiology, UW campus

Poster #36 abstract

Current economic conditions challenge academic departments to allocate funds for clinician educators conducting educational research. Educational grants provide alternative funding that relieve departments from the financial burden imposed by educators requiring more non-clinical time for research. In this session, the educator will learn the steps, participants, and components in the grant submission process at the University of Washington from the conceptual stage to the final mailing phase. A roadmap including the choice of mentor, peripheral collaborating offices and personnel involved in the grant writing process will be revealed from an educator’s first grant submission experience.

Poster #37. Easy Online Course Management with Catalyst Tools

Karin Roberts and William Washington, Learning and Scholarly Technologies, UW Campus

Poster #37 abstract

Over the past year, Learning & Scholarly Technologies (LST) has developed and released new Web tools that meet faculty and students’ needs for online course management and resources. This poster presentation will highlight the key features of these new tools, CommonView and GradeBook, and the benefits they can provide to both instructors and students.
Based on findings from LST’s research into campus user’s needs, CommonView enables instructors to organize tools, files, links, and other content in an online workspace for their students. CommonView workspaces serve as a single location for students to find course information, such as a syllabus, readings, assignments; a single place for students to access interactive course tools, such as discussion boards, online quizzes, and dropboxes; and provide an efficient means for instructors to manage these online course resources, such as providing access for students, releasing materials progressively throughout the quarter, or viewing submitted student work and providing feedback.
GradeBook enables instructors to track student scores online, securely share scores with students throughout the quarter, calculate class grades, and submit final grades to the Registrar. Together, these new tools make engaging students with course materials, helping them to communicate with instructors and peers, and providing students’ with timely feedback even easier.

Poster #38. How Experts and Students Incorporate Global and Societal Issues in Their Engineering Design Processes

Cynthia J. Atman, Jim Borgford-Parnell, Deborah Kilgore, Katherine Deibel, and Jason Saleem, Center for Engineering Learning and Teaching, UW Campus

Poster #38 abstract

Our poster presents some of our research in the area of design process learning, and how we have applied our findings in engineering classrooms. We have been working with engineering faculty in project based and capstone design courses to help improve student knowledge and awareness of design process. Examples of classroom activities and students’ insights will also be discussed.

Poster #39. Lesson Plans in Action

Eleanor Wakefield, Interdisciplinary Arts and Sciences, UW Tacoma

Poster #39 abstract

I did my research by observing a class that relied on a very minimal written lesson plan and comparing it to levels of lesson plans I have used in my own practice as a community-college level writing teacher, which vary from minimal to extremely detailed. By assessing the effects of such lesson plans on the actual classroom experience, I hope to combine theory and practice in a way that is useful for other teachers in assessing their own teaching preparation.
This poster will show examples of kinds of lesson plans–divided by level of detail–and discuss pros and cons of using these types in the classroom. The goal of this project is to reassess personal teaching methods and provide a forum for teachers (and students of teaching) to do the same by providing examples and context. This project is ideal for the SoTL conference because the forum will allow for conversation between teachers about a part of teaching that tends to be more private–that is, planning–and can provide us with a chance to try something new.

Poster #40. Learning and Scholarly Technologies at the University of Washington: 2008 Faculty, TA, and Student Surveys

Cara Lane, Henry Lyle, and Claire Connell, Learning and Scholarly Technologies, UW Technology, UW Campus

Poster #40 abstract

In order for the UW to provide essential technology resources and services that meet the changing needs of the UW community it is vital to gather reliable information about evolving trends. To this end, the 2008 Surveys on Learning and Scholarly Technologies provide valuable data about where and how faculty, teaching assistants (TAs), and students use technology to meet their teaching, research, and learning goals. This focus on where and how technology is used, rather than simply what technologies are used, makes these surveys unique from previous surveys conducted at the UW. The survey data allow detailed comparisons of technology use across various teaching and learning contexts (e.g., “large lecture,” “seminar/small discussion based class,” or “field experience”), as well as comparisons of use based on teaching and learning goals (e.g., “help students understand content knowledge” or “cultivate community and connection”). In addition, the surveys identify the sources of technical support that faculty, TAs, and students find most useful, reveal the obstacles to using technology that they find most challenging, and ascertain their priorities for the future.
In our poster, we will highlight key findings from the 2008 surveys. In particular we will focus on information about current technology use and evolving needs. In regards to the former, we found that current technology use was much more uniform than we had anticipated. The only technologies selected in more than 50% of survey responses focused on content delivery or general communication (e.g., Web pages, email, word-processing, and presentation software), while the least-used technologies (selected less than 10% of the time) were the interactive “Web 2.0” tools that are most frequently celebrated in technology circles for their pedagogical potential (e.g., wikis, blogs, portfolios, podcasting, social networks). We also will present data about Faculty, TA, and Student priorities for the future.

Poster #41. It’s Easy and It’s Legal, But Is It Ethical? Tracking Student Progress on Facebook

Lisa Peterson, Allison Kang, Lori Miller, Elena Hernández, UW GenOM Project/College of Engineering, UW Campus

Poster #41 abstract

Many agencies that fund intervention programs require long-term tracking in addition to other assessment and evaluation activities. The various search features on the Internet have brought new ways of tracking the progress of student participants and alumni.
Social networking sites such as Facebook are effective tools for programs to communicate with students and build community [1, 2]. Students provide a remarkable amount of information on these sites and previous research [3] has shown that the vast majority of this information is factual. Therefore, sites like Facebook offer a rich source of data.
Is it ethical to use sites like Facebook to obtain information from our students, and is it legal and ethical to pass on that data to a third party? Privacy/confidentiality, informed consent, and protection of student identity are concerns. Educating students about their potential risks for information disclosure is another issue that deserves thoughtful time and research.
Focusing on Facebook, we will present findings from the Fourth Amendment, issues of student confidentiality through the Family Educational Rights and Privacy Act, human rights and ethical aspects that are addressed by Institutional Review Boards, the regulation of internet traffic through the Federal Trade Commission, and Facebook’s own policies.
1. Ellison, N.B., C. Steinfield, and C. Lampe, The benefits of Facebook “Friends:” Social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication, 2007. 12: p. 1143-1168.
2. Ellison, N.B., C. Steinfield, and C. Lampe. Spatially bounded online social networks and social capital: The role of Facebook. in Annual Conference of the International Communication Association. 2006. Dresden, Germany.
3. Acquisti, A. and R. Gross. Imagined communities: Awareness, information sharing, and privacy on the Facebook. in 6th International Workshop, Privacy Enhancing Technologies. 2006. Cambridge, UK: Springer.

Poster #42. Collaboration in the Writing Center: Using Questioning and Dialogue to Enrich Learning

Pamela Saunders, Kaye Kovacs, Kiley Dhatt, Jens Lloyd, Brian Hutchinson, Aaron Willis, and Emily Clark, Odegaard Writing & Research Center, UW Campus

Poster #42 abstract

Writing center philosophy generally rests on helping students acquire long-term and sustainable writing skills and practices that they will be able to use in a variety of settings. However, this philosophy is put under pressure by the short-term constraints (such as due dates) in which most of our visits occur.
We have found that the key to balancing these goals and constraints is a focus on questioning and dialogue in tutorial sessions. Knowing the kinds of questions to ask, and when to ask them, ensures that the writing center remains an important space for collaborative learning among peers. Research has also shown that students ask many more questions in tutoring sessions than in classrooms. The writing center extends and enhances campus classrooms by providing this opportunity for active learning, and for peer tutors to model effective questioning strategies in a supportive environment

Poster #43. Examining Teaching as Scholarly Work: Where Do I Begin?

Symposium Planning Committee

Poster #43 abstract

Members of the Symposium Planning Committee will be available at this table to respond to questions about ways to approach your teaching as scholarly work — for example, how to frame a question that you have about teaching, how to systematically address this question through classroom-based research, or how to present your findings to a broader community of scholars.

Poster #44. Collect, Select, Reflect: Using ePortfolios to Assess Student Writing

Megan Kelly, English, UW Campus

Poster #44 abstract

This presentation will demonstrate how the Expository Writing Program has used ePortfolios to assess student learning of the program´s outcomes.

Poster #45. Q6C: A transdisciplinary process for teaching online research practices

Sarah Read, English; Tim Wright, History; Katherine Deibel, Computer Science and Engineering, UW Campus

Poster #45 abstract

Q6C is a heuristic developed through disciplinary collaboration between the arts and sciences to support instructors in designing assignments and in-class activities that teach critical research skills. The presenters will demonstrate a Q6C lesson in several disciplines.

Poster #46. Teach and learn from anywhere, to anywhere with web conferencing

Alan Gojdics, Nursing, UW Campus

Poster #46 abstract

Web conferencing is core to the School of Nursing’s distance learning initiatives. The Adobe Connect platform enables students to connect in real time with other students, instructors and guest speakers around the region, nationally and internationally, via the Internet. Boundaries once imposed by the physical classroom are disappearing. In one course an instructor teaches Seattle students from Europe, and in another local Health Sciences students study HIV via real time connections with more than 30 international sites, including Kenya, India and Peru.
We will demonstrate the various course formats (lecture vs. seminar) and levels of interactivity that the technology enables, from both the instructor and student perspectives.

Poster #47. Tools to Engage Students in Honoring Intellectual Property

David Masuda, School of Medicine, UW Campus

Poster #47 abstract

The Internet is undoubtedly a valuable research tool for students and faculty, yet the ease of capturing information from the internet increases confusion over concepts such as intellectual property, copyright, citation practices and the like. In this technology demonstration we will explore the use of commercial and open-source services not as “plagiarism detection tools” but rather as learning resources enabling students to better understand and maintain scholarly standards

Poster #48. Using Clickers to Engage Students in Large Introductory Courses

Daryl Pedigo, Physics, UW Campus

Poster #48 abstract

I use clickers in physics lectures in a large lecture setting. I ask an average of four clicker questions per lecture, using them to probe all aspects of learning that will be tested on exams (calculations, conceptual reasoning and targeted diagrams). The goal is to bring home the content of each “chunk” of lecture, engage the students in thinking about the material, and encourage peer instruction. Whenever possible I connect the questions to something that can be done in the room, such as predicting the outcome of a demonstration.

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