Meet The Betas: Mtle Faculty Fellows At Uw-Madison

Meet The Betas: Mtle Faculty Fellows At Uw-Madison - Online Custom Essay Writing Service

Meet the Betas: MTLE Faculty Fellows at UW-Madison

I grew up in Shorewood Wisconsin just outside Milwaukee I am Katie Culver I teach in the School of Journalism and mass communication here at UW Madison and my fun fact about me is that my twitter profile picture is my daughter when she was two years old I grew up near San Francisco um grew up actually on treasure island until I was five years old. ed Hubbard in its aight directing the Enduro lab yeah I lived in Paris France for almost four years I learned all of the cool brain terms all brain anatomy in French I grew up in a small town outside of Philadelphia called swathmore Pennsylvania I'm Hannah Eldridge I'm in the Department of German my usual fun fact is that I have a twin sister who is also a German professor but I'm getting kind of bored of that one. I'll say that I'm perfecting my butterfly stroke in swimming I grew up in fredericton new brunswick which is on the east coast of Canada mmm Jerry Morris from the communication arts department doing in particular media and cultural studies and fun fact about myself i talked to tony the tiger on the phone grew up in Rochester New York I'm Philip Hollander I'm a member of the department of german and the center for jewish studies and I don't like peppermint patties i was born in Shanghai groping Shanghai and went to college in Shanghai I stating champagne before i came to the united states they are from the Department of east asian languages and literature i have been a freelance writer for over 10 years in chinese i was born on the cross i lived in wisconsin until age 7 silla cross and the short stint in Fond du Lac and then grew up outside of Flint Michigan I'm grand else is doing I'm in the Department of classics my grandfather was a Wisconsin farmer my father was a banker for Wisconsin farmers and I am a professor of Roman agriculture at the University of Wisconsin I grew up in Minnesota mostly I was born in Boston but then I moved to Minnesota when I was six years old hi i'm chris wells i'm in the school of journalism mass communication here at UW Madison and a fun fact about myself as I've been learning teaching myself to play the banjo I grew up in Transylvania in Romania actually my name is Catalina tell mom like the island Catalina which I'm hoping to visit at some point and I'm an assistant professor in the Department of Communication Arts did I mention the winter gear I've become quite an expert in various types of parkas and down fillings and it's been it's made a huge difference in my winter experience in Wisconsin discovering that I share the same challenges as someone who's interested in mind brain education or journalism not because we all want our students necessarily to look exactly the same or do the same thing which is because teaching turns out to be an enterprise that works well in certain ways in badly and other ways and that's pretty interdisciplinary speak frankly how many people are at this university dedicated to spending most or all their time improving undergraduate education I realized all the stuff about Mt le is really about getting you to focus on who's in your class and its really helped me rethink my role as a teacher I didn't realize how important it is to have network of people to talk about teaching and pedagogy on a regular basis a safe space for asking questions it's been a space where teaching is taken really intellectually seriously but it's also been a place with a lot of fun and a lot of camaraderie and I've really appreciated that we've shared our eyes and our lows in the classroom and have that community that I never I never even realized that it was something that I was missing I think the most exciting for me think for me is the potential effect that this will have on my teaching down the road one of the things that I think that MTL he has done for me is to help me think about how one designs and put this together classes and sort of the role of an assignment within teaching every single week I feel like I walk out with actionable ideas things that I can change and tweak and implement and try and and that's my favorite part of it I found it somewhat difficult to get people started on the discussion portion of the seminar and to understand what exactly a seminar is about and how learning takes place in a discussion oriented forum I just finished grading exams and the students had just crashed and burned on one particular question that I thought was a totally fair question but was really a critical concept that I felt like we talked a lot about but clearly the way that they answered show that they did not know. I think in my class j2a one in which i have a lot of freshmen and sophomores people just coming into the university having their first exposure to taking a big lecture class probably for most of them their first chance to edit to write an essay to take exams all of which is hard at something new I was talking about being unsure of what I was doing in the class some of the things that I've been implementing you know and they said well you know have you ever asked the students what they think of it it's like it seems like such an obvious thing I have a an information literacy assignment that's creating an annotated bibliography and the first time I did this with students I gave them a lecture on what is information literacy and I talked about peer review and I talked about how you find things and I talked about here the library resources actually really struggled with the bibliography assignment in ways that surprised me for whatever reason I'm. blinded by the content is for me I thought about it in terms of what I needed to cover instead of how might I deliver this to students. that they may actually take away something important from we learned various activities for introducing courses to students and explain to them what their role is. what I started doing in my upper level seminar in my very first class introduced the concept of a seminar I explain what that meant I emphasize the important of discussion and then I had students identify their own discussion styles and the whole interaction brought the importance of discussion at the forefront of students minds and I really do believe that it facilitated flow of information in the class I'm having no problems whatsoever filling up class time with students comments nowadays well what I decided to do based on all of that feedback was to move toward a more interactive discussion about that concept in particular and then actually I blew it out to be all the concepts that we're doing I split them into small groups and then we talked about I don't know six or seven of their different ideas and what it helped me do was tease out the groups that didn't really have understanding of the concept and then share those groups that did got my data point when I got this exam back I repeated the question you know changing it up. it wasn't exact for last semester but but repeated that question on filtering and they just rocked it I did the first flowers and then we get some information from the students and what they like and why do they take this class and what do they do this and they like that one and because I I told a larger class last semester and it really helped me to know them well I mean like a thousand all changes as a result of working with Mt le but the thing that kind of movement most was was this idea of learner-centered teaching one of the big takeaways I've had from that has been to streamline a lot of my a lot of my material on both assignments like ssms but also in lectures gotten a really good response from students who are able to think a little bit more conceptually now because they've had more depth maybe not quite as many concepts but more depth on the ones that they have what I'm doing this time around is having students without any preparation from me just bringing in an article and I want to see what they understand by that and then I give them a whole set of questions saying well how did this get where you found it and who wrote it and why do they have the knowledge that they need to write this article and why should you press them or not and. going from that specific object that they have in front of them making them ask those questions and then saying aha. this this is a thing called information literacy knowing where something comes from why you should trust or not how much weight you can put on it has been something an example of the way MTL he helped me go from this very top-down big concept structure to okay let's figure this out ourselves and let students develop the concepts they need on their own students who started out really quiet our participating are feeling comfortable and I think that that genuinely matters maybe more nuts and bolts potentially vigorous ways are the assignments are better I'm getting more essays that I like to read people saw the connection between the lectures and the assignments much more clearly and that came across in the evaluations in one of my big lecture classes I wanted students to show me their ability to understand where a work of literature fit into a larger literary history and I introduced an assignment where I gave them pieces of literature without names without titles and the assignment was to place it within literary history based on markers that they found within the text once I started to really engage with MP le and think about learning as a process that I was fostering in these various ways I became much more explicit. when I for example design a test I provide students with a lot more insight now into how that test is testing their learning. one of the things that I've done starting this semester to really test that learning is through the use of top hat it's a online clicker system and that Tom pad system allows me to have all sorts of questions interspersed throughout the lecture and the students are finding the brain models the top back questions all these sorts of teaching innovations that I'd added into this course they're finding all of those to be really valuable for enhancing their learning. I implemented a mid semester checking you know with three or four simple questions that Chris and Sarah gave me and then i showed the results back to the students the following day saying here's what you like in this class. far here's what he isn't going well you know here's where we can do things better here's some things you want to focus on one of the students came into my office talk to me about something else in the class and I sort of apologized for the survey i said you know sorry to make you fill out these surveys that i'm sure you have to fill out for every class all the time and she stopped and she said no you know it's actually amazing i've been here for four years i'm graduating this year and no one has ever asked me how the class is going you pay a lot of attention to what you know students are enjoying in the class not enjoying and you actually make changes during the class like it did she was just very thankful that that kind of thing had happened just be shameless about using the resources that are other people in the program don't be afraid to try things out be open with um whatever issues you might have be reflective about your classroom experience take digital notes and go back and search them I sort of entered the program thinking that my courses were kind of set in stone and MTL he's been really good at just saying oh you know like if that didn't work here sub the same try this out right there is always a space to improve your teaching you have to think of teaching as an opportunity to try things to get better and you only get better by taking some risks three things that I can't live without mm caffeine caffeine and caffeine I could look what up hippie actually um as you drink your coffee during the interview right yeah is this the part where I like have to say backward design or else I don't graduate the program no no you can check my twitter feed if you really want to know do you have a twitter feed no I you oh I didn't see it I love it I cannot live without some kind of rerun TV that will relax me my favorite being the golden girls i am not sure i want MP le the end

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Meet the Betas: MTLE Faculty Fellows at UW-Madison

I grew up in Shorewood Wisconsin just outside Milwaukee I am Katie Culver I teach in the School of Journalism and mass communication here at UW Madison and my fun fact about me is that my twitter profile picture is my daughter when she was two years old I grew up near San Francisco um grew up actually on treasure island until I was five years old. ed Hubbard in its aight directing the Enduro lab yeah I lived in Paris France for almost four years I learned all of the cool brain terms all brain anatomy in French I grew up in a small town outside of Philadelphia called swathmore Pennsylvania I'm Hannah Eldridge I'm in the Department of German my usual fun fact is that I have a twin sister who is also a German professor but I'm getting kind of bored of that one. I'll say that I'm perfecting my butterfly stroke in swimming I grew up in fredericton new brunswick which is on the east coast of Canada mmm Jerry Morris from the communication arts department doing in particular media and cultural studies and fun fact about myself i talked to tony the tiger on the phone grew up in Rochester New York I'm Philip Hollander I'm a member of the department of german and the center for jewish studies and I don't like peppermint patties i was born in Shanghai groping Shanghai and went to college in Shanghai I stating champagne before i came to the united states they are from the Department of east asian languages and literature i have been a freelance writer for over 10 years in chinese i was born on the cross i lived in wisconsin until age 7 silla cross and the short stint in Fond du Lac and then grew up outside of Flint Michigan I'm grand else is doing I'm in the Department of classics my grandfather was a Wisconsin farmer my father was a banker for Wisconsin farmers and I am a professor of Roman agriculture at the University of Wisconsin I grew up in Minnesota mostly I was born in Boston but then I moved to Minnesota when I was six years old hi i'm chris wells i'm in the school of journalism mass communication here at UW Madison and a fun fact about myself as I've been learning teaching myself to play the banjo I grew up in Transylvania in Romania actually my name is Catalina tell mom like the island Catalina which I'm hoping to visit at some point and I'm an assistant professor in the Department of Communication Arts did I mention the winter gear I've become quite an expert in various types of parkas and down fillings and it's been it's made a huge difference in my winter experience in Wisconsin discovering that I share the same challenges as someone who's interested in mind brain education or journalism not because we all want our students necessarily to look exactly the same or do the same thing which is because teaching turns out to be an enterprise that works well in certain ways in badly and other ways and that's pretty interdisciplinary speak frankly how many people are at this university dedicated to spending most or all their time improving undergraduate education I realized all the stuff about Mt le is really about getting you to focus on who's in your class and its really helped me rethink my role as a teacher I didn't realize how important it is to have network of people to talk about teaching and pedagogy on a regular basis a safe space for asking questions it's been a space where teaching is taken really intellectually seriously but it's also been a place with a lot of fun and a lot of camaraderie and I've really appreciated that we've shared our eyes and our lows in the classroom and have that community that I never I never even realized that it was something that I was missing I think the most exciting for me think for me is the potential effect that this will have on my teaching down the road one of the things that I think that MTL he has done for me is to help me think about how one designs and put this together classes and sort of the role of an assignment within teaching every single week I feel like I walk out with actionable ideas things that I can change and tweak and implement and try and and that's my favorite part of it I found it somewhat difficult to get people started on the discussion portion of the seminar and to understand what exactly a seminar is about and how learning takes place in a discussion oriented forum I just finished grading exams and the students had just crashed and burned on one particular question that I thought was a totally fair question but was really a critical concept that I felt like we talked a lot about but clearly the way that they answered show that they did not know. I think in my class j2a one in which i have a lot of freshmen and sophomores people just coming into the university having their first exposure to taking a big lecture class probably for most of them their first chance to edit to write an essay to take exams all of which is hard at something new I was talking about being unsure of what I was doing in the class some of the things that I've been implementing you know and they said well you know have you ever asked the students what they think of it it's like it seems like such an obvious thing I have a an information literacy assignment that's creating an annotated bibliography and the first time I did this with students I gave them a lecture on what is information literacy and I talked about peer review and I talked about how you find things and I talked about here the library resources actually really struggled with the bibliography assignment in ways that surprised me for whatever reason I'm. blinded by the content is for me I thought about it in terms of what I needed to cover instead of how might I deliver this to students. that they may actually take away something important from we learned various activities for introducing courses to students and explain to them what their role is. what I started doing in my upper level seminar in my very first class introduced the concept of a seminar I explain what that meant I emphasize the important of discussion and then I had students identify their own discussion styles and the whole interaction brought the importance of discussion at the forefront of students minds and I really do believe that it facilitated flow of information in the class I'm having no problems whatsoever filling up class time with students comments nowadays well what I decided to do based on all of that feedback was to move toward a more interactive discussion about that concept in particular and then actually I blew it out to be all the concepts that we're doing I split them into small groups and then we talked about I don't know six or seven of their different ideas and what it helped me do was tease out the groups that didn't really have understanding of the concept and then share those groups that did got my data point when I got this exam back I repeated the question you know changing it up. it wasn't exact for last semester but but repeated that question on filtering and they just rocked it I did the first flowers and then we get some information from the students and what they like and why do they take this class and what do they do this and they like that one and because I I told a larger class last semester and it really helped me to know them well I mean like a thousand all changes as a result of working with Mt le but the thing that kind of movement most was was this idea of learner-centered teaching one of the big takeaways I've had from that has been to streamline a lot of my a lot of my material on both assignments like ssms but also in lectures gotten a really good response from students who are able to think a little bit more conceptually now because they've had more depth maybe not quite as many concepts but more depth on the ones that they have what I'm doing this time around is having students without any preparation from me just bringing in an article and I want to see what they understand by that and then I give them a whole set of questions saying well how did this get where you found it and who wrote it and why do they have the knowledge that they need to write this article and why should you press them or not and. going from that specific object that they have in front of them making them ask those questions and then saying aha. this this is a thing called information literacy knowing where something comes from why you should trust or not how much weight you can put on it has been something an example of the way MTL he helped me go from this very top-down big concept structure to okay let's figure this out ourselves and let students develop the concepts they need on their own students who started out really quiet our participating are feeling comfortable and I think that that genuinely matters maybe more nuts and bolts potentially vigorous ways are the assignments are better I'm getting more essays that I like to read people saw the connection between the lectures and the assignments much more clearly and that came across in the evaluations in one of my big lecture classes I wanted students to show me their ability to understand where a work of literature fit into a larger literary history and I introduced an assignment where I gave them pieces of literature without names without titles and the assignment was to place it within literary history based on markers that they found within the text once I started to really engage with MP le and think about learning as a process that I was fostering in these various ways I became much more explicit. when I for example design a test I provide students with a lot more insight now into how that test is testing their learning. one of the things that I've done starting this semester to really test that learning is through the use of top hat it's a online clicker system and that Tom pad system allows me to have all sorts of questions interspersed throughout the lecture and the students are finding the brain models the top back questions all these sorts of teaching innovations that I'd added into this course they're finding all of those to be really valuable for enhancing their learning. I implemented a mid semester checking you know with three or four simple questions that Chris and Sarah gave me and then i showed the results back to the students the following day saying here's what you like in this class. far here's what he isn't going well you know here's where we can do things better here's some things you want to focus on one of the students came into my office talk to me about something else in the class and I sort of apologized for the survey i said you know sorry to make you fill out these surveys that i'm sure you have to fill out for every class all the time and she stopped and she said no you know it's actually amazing i've been here for four years i'm graduating this year and no one has ever asked me how the class is going you pay a lot of attention to what you know students are enjoying in the class not enjoying and you actually make changes during the class like it did she was just very thankful that that kind of thing had happened just be shameless about using the resources that are other people in the program don't be afraid to try things out be open with um whatever issues you might have be reflective about your classroom experience take digital notes and go back and search them I sort of entered the program thinking that my courses were kind of set in stone and MTL he's been really good at just saying oh you know like if that didn't work here sub the same try this out right there is always a space to improve your teaching you have to think of teaching as an opportunity to try things to get better and you only get better by taking some risks three things that I can't live without mm caffeine caffeine and caffeine I could look what up hippie actually um as you drink your coffee during the interview right yeah is this the part where I like have to say backward design or else I don't graduate the program no no you can check my twitter feed if you really want to know do you have a twitter feed no I you oh I didn't see it I love it I cannot live without some kind of rerun TV that will relax me my favorite being the golden girls i am not sure i want MP le the end

Meet the Betas: MTLE Faculty Fellows at UW-Madison

I grew up in Shorewood Wisconsin just outside Milwaukee I am Katie Culver I teach in the School of Journalism and mass communication here at UW Madison and my fun fact about me is that my twitter profile picture is my daughter when she was two years old I grew up near San Francisco um grew up actually on treasure island until I was five years old. ed Hubbard in its aight directing the Enduro lab yeah I lived in Paris France for almost four years I learned all of the cool brain terms all brain anatomy in French I grew up in a small town outside of Philadelphia called swathmore Pennsylvania I'm Hannah Eldridge I'm in the Department of German my usual fun fact is that I have a twin sister who is also a German professor but I'm getting kind of bored of that one. I'll say that I'm perfecting my butterfly stroke in swimming I grew up in fredericton new brunswick which is on the east coast of Canada mmm Jerry Morris from the communication arts department doing in particular media and cultural studies and fun fact about myself i talked to tony the tiger on the phone grew up in Rochester New York I'm Philip Hollander I'm a member of the department of german and the center for jewish studies and I don't like peppermint patties i was born in Shanghai groping Shanghai and went to college in Shanghai I stating champagne before i came to the united states they are from the Department of east asian languages and literature i have been a freelance writer for over 10 years in chinese i was born on the cross i lived in wisconsin until age 7 silla cross and the short stint in Fond du Lac and then grew up outside of Flint Michigan I'm grand else is doing I'm in the Department of classics my grandfather was a Wisconsin farmer my father was a banker for Wisconsin farmers and I am a professor of Roman agriculture at the University of Wisconsin I grew up in Minnesota mostly I was born in Boston but then I moved to Minnesota when I was six years old hi i'm chris wells i'm in the school of journalism mass communication here at UW Madison and a fun fact about myself as I've been learning teaching myself to play the banjo I grew up in Transylvania in Romania actually my name is Catalina tell mom like the island Catalina which I'm hoping to visit at some point and I'm an assistant professor in the Department of Communication Arts did I mention the winter gear I've become quite an expert in various types of parkas and down fillings and it's been it's made a huge difference in my winter experience in Wisconsin discovering that I share the same challenges as someone who's interested in mind brain education or journalism not because we all want our students necessarily to look exactly the same or do the same thing which is because teaching turns out to be an enterprise that works well in certain ways in badly and other ways and that's pretty interdisciplinary speak frankly how many people are at this university dedicated to spending most or all their time improving undergraduate education I realized all the stuff about Mt le is really about getting you to focus on who's in your class and its really helped me rethink my role as a teacher I didn't realize how important it is to have network of people to talk about teaching and pedagogy on a regular basis a safe space for asking questions it's been a space where teaching is taken really intellectually seriously but it's also been a place with a lot of fun and a lot of camaraderie and I've really appreciated that we've shared our eyes and our lows in the classroom and have that community that I never I never even realized that it was something that I was missing I think the most exciting for me think for me is the potential effect that this will have on my teaching down the road one of the things that I think that MTL he has done for me is to help me think about how one designs and put this together classes and sort of the role of an assignment within teaching every single week I feel like I walk out with actionable ideas things that I can change and tweak and implement and try and and that's my favorite part of it I found it somewhat difficult to get people started on the discussion portion of the seminar and to understand what exactly a seminar is about and how learning takes place in a discussion oriented forum I just finished grading exams and the students had just crashed and burned on one particular question that I thought was a totally fair question but was really a critical concept that I felt like we talked a lot about but clearly the way that they answered show that they did not know. I think in my class j2a one in which i have a lot of freshmen and sophomores people just coming into the university having their first exposure to taking a big lecture class probably for most of them their first chance to edit to write an essay to take exams all of which is hard at something new I was talking about being unsure of what I was doing in the class some of the things that I've been implementing you know and they said well you know have you ever asked the students what they think of it it's like it seems like such an obvious thing I have a an information literacy assignment that's creating an annotated bibliography and the first time I did this with students I gave them a lecture on what is information literacy and I talked about peer review and I talked about how you find things and I talked about here the library resources actually really struggled with the bibliography assignment in ways that surprised me for whatever reason I'm. blinded by the content is for me I thought about it in terms of what I needed to cover instead of how might I deliver this to students. that they may actually take away something important from we learned various activities for introducing courses to students and explain to them what their role is. what I started doing in my upper level seminar in my very first class introduced the concept of a seminar I explain what that meant I emphasize the important of discussion and then I had students identify their own discussion styles and the whole interaction brought the importance of discussion at the forefront of students minds and I really do believe that it facilitated flow of information in the class I'm having no problems whatsoever filling up class time with students comments nowadays well what I decided to do based on all of that feedback was to move toward a more interactive discussion about that concept in particular and then actually I blew it out to be all the concepts that we're doing I split them into small groups and then we talked about I don't know six or seven of their different ideas and what it helped me do was tease out the groups that didn't really have understanding of the concept and then share those groups that did got my data point when I got this exam back I repeated the question you know changing it up. it wasn't exact for last semester but but repeated that question on filtering and they just rocked it I did the first flowers and then we get some information from the students and what they like and why do they take this class and what do they do this and they like that one and because I I told a larger class last semester and it really helped me to know them well I mean like a thousand all changes as a result of working with Mt le but the thing that kind of movement most was was this idea of learner-centered teaching one of the big takeaways I've had from that has been to streamline a lot of my a lot of my material on both assignments like ssms but also in lectures gotten a really good response from students who are able to think a little bit more conceptually now because they've had more depth maybe not quite as many concepts but more depth on the ones that they have what I'm doing this time around is having students without any preparation from me just bringing in an article and I want to see what they understand by that and then I give them a whole set of questions saying well how did this get where you found it and who wrote it and why do they have the knowledge that they need to write this article and why should you press them or not and. going from that specific object that they have in front of them making them ask those questions and then saying aha. this this is a thing called information literacy knowing where something comes from why you should trust or not how much weight you can put on it has been something an example of the way MTL he helped me go from this very top-down big concept structure to okay let's figure this out ourselves and let students develop the concepts they need on their own students who started out really quiet our participating are feeling comfortable and I think that that genuinely matters maybe more nuts and bolts potentially vigorous ways are the assignments are better I'm getting more essays that I like to read people saw the connection between the lectures and the assignments much more clearly and that came across in the evaluations in one of my big lecture classes I wanted students to show me their ability to understand where a work of literature fit into a larger literary history and I introduced an assignment where I gave them pieces of literature without names without titles and the assignment was to place it within literary history based on markers that they found within the text once I started to really engage with MP le and think about learning as a process that I was fostering in these various ways I became much more explicit. when I for example design a test I provide students with a lot more insight now into how that test is testing their learning. one of the things that I've done starting this semester to really test that learning is through the use of top hat it's a online clicker system and that Tom pad system allows me to have all sorts of questions interspersed throughout the lecture and the students are finding the brain models the top back questions all these sorts of teaching innovations that I'd added into this course they're finding all of those to be really valuable for enhancing their learning. I implemented a mid semester checking you know with three or four simple questions that Chris and Sarah gave me and then i showed the results back to the students the following day saying here's what you like in this class. far here's what he isn't going well you know here's where we can do things better here's some things you want to focus on one of the students came into my office talk to me about something else in the class and I sort of apologized for the survey i said you know sorry to make you fill out these surveys that i'm sure you have to fill out for every class all the time and she stopped and she said no you know it's actually amazing i've been here for four years i'm graduating this year and no one has ever asked me how the class is going you pay a lot of attention to what you know students are enjoying in the class not enjoying and you actually make changes during the class like it did she was just very thankful that that kind of thing had happened just be shameless about using the resources that are other people in the program don't be afraid to try things out be open with um whatever issues you might have be reflective about your classroom experience take digital notes and go back and search them I sort of entered the program thinking that my courses were kind of set in stone and MTL he's been really good at just saying oh you know like if that didn't work here sub the same try this out right there is always a space to improve your teaching you have to think of teaching as an opportunity to try things to get better and you only get better by taking some risks three things that I can't live without mm caffeine caffeine and caffeine I could look what up hippie actually um as you drink your coffee during the interview right yeah is this the part where I like have to say backward design or else I don't graduate the program no no you can check my twitter feed if you really want to know do you have a twitter feed no I you oh I didn't see it I love it I cannot live without some kind of rerun TV that will relax me my favorite being the golden girls i am not sure i want MP le the end

Meet the Betas: MTLE Faculty Fellows at UW-Madison

I grew up in Shorewood Wisconsin just outside Milwaukee I am Katie Culver I teach in the School of Journalism and mass communication here at UW Madison and my fun fact about me is that my twitter profile picture is my daughter when she was two years old I grew up near San Francisco um grew up actually on treasure island until I was five years old. ed Hubbard in its aight directing the Enduro lab yeah I lived in Paris France for almost four years I learned all of the cool brain terms all brain anatomy in French I grew up in a small town outside of Philadelphia called swathmore Pennsylvania I'm Hannah Eldridge I'm in the Department of German my usual fun fact is that I have a twin sister who is also a German professor but I'm getting kind of bored of that one. I'll say that I'm perfecting my butterfly stroke in swimming I grew up in fredericton new brunswick which is on the east coast of Canada mmm Jerry Morris from the communication arts department doing in particular media and cultural studies and fun fact about myself i talked to tony the tiger on the phone grew up in Rochester New York I'm Philip Hollander I'm a member of the department of german and the center for jewish studies and I don't like peppermint patties i was born in Shanghai groping Shanghai and went to college in Shanghai I stating champagne before i came to the united states they are from the Department of east asian languages and literature i have been a freelance writer for over 10 years in chinese i was born on the cross i lived in wisconsin until age 7 silla cross and the short stint in Fond du Lac and then grew up outside of Flint Michigan I'm grand else is doing I'm in the Department of classics my grandfather was a Wisconsin farmer my father was a banker for Wisconsin farmers and I am a professor of Roman agriculture at the University of Wisconsin I grew up in Minnesota mostly I was born in Boston but then I moved to Minnesota when I was six years old hi i'm chris wells i'm in the school of journalism mass communication here at UW Madison and a fun fact about myself as I've been learning teaching myself to play the banjo I grew up in Transylvania in Romania actually my name is Catalina tell mom like the island Catalina which I'm hoping to visit at some point and I'm an assistant professor in the Department of Communication Arts did I mention the winter gear I've become quite an expert in various types of parkas and down fillings and it's been it's made a huge difference in my winter experience in Wisconsin discovering that I share the same challenges as someone who's interested in mind brain education or journalism not because we all want our students necessarily to look exactly the same or do the same thing which is because teaching turns out to be an enterprise that works well in certain ways in badly and other ways and that's pretty interdisciplinary speak frankly how many people are at this university dedicated to spending most or all their time improving undergraduate education I realized all the stuff about Mt le is really about getting you to focus on who's in your class and its really helped me rethink my role as a teacher I didn't realize how important it is to have network of people to talk about teaching and pedagogy on a regular basis a safe space for asking questions it's been a space where teaching is taken really intellectually seriously but it's also been a place with a lot of fun and a lot of camaraderie and I've really appreciated that we've shared our eyes and our lows in the classroom and have that community that I never I never even realized that it was something that I was missing I think the most exciting for me think for me is the potential effect that this will have on my teaching down the road one of the things that I think that MTL he has done for me is to help me think about how one designs and put this together classes and sort of the role of an assignment within teaching every single week I feel like I walk out with actionable ideas things that I can change and tweak and implement and try and and that's my favorite part of it I found it somewhat difficult to get people started on the discussion portion of the seminar and to understand what exactly a seminar is about and how learning takes place in a discussion oriented forum I just finished grading exams and the students had just crashed and burned on one particular question that I thought was a totally fair question but was really a critical concept that I felt like we talked a lot about but clearly the way that they answered show that they did not know. I think in my class j2a one in which i have a lot of freshmen and sophomores people just coming into the university having their first exposure to taking a big lecture class probably for most of them their first chance to edit to write an essay to take exams all of which is hard at something new I was talking about being unsure of what I was doing in the class some of the things that I've been implementing you know and they said well you know have you ever asked the students what they think of it it's like it seems like such an obvious thing I have a an information literacy assignment that's creating an annotated bibliography and the first time I did this with students I gave them a lecture on what is information literacy and I talked about peer review and I talked about how you find things and I talked about here the library resources actually really struggled with the bibliography assignment in ways that surprised me for whatever reason I'm. blinded by the content is for me I thought about it in terms of what I needed to cover instead of how might I deliver this to students. that they may actually take away something important from we learned various activities for introducing courses to students and explain to them what their role is. what I started doing in my upper level seminar in my very first class introduced the concept of a seminar I explain what that meant I emphasize the important of discussion and then I had students identify their own discussion styles and the whole interaction brought the importance of discussion at the forefront of students minds and I really do believe that it facilitated flow of information in the class I'm having no problems whatsoever filling up class time with students comments nowadays well what I decided to do based on all of that feedback was to move toward a more interactive discussion about that concept in particular and then actually I blew it out to be all the concepts that we're doing I split them into small groups and then we talked about I don't know six or seven of their different ideas and what it helped me do was tease out the groups that didn't really have understanding of the concept and then share those groups that did got my data point when I got this exam back I repeated the question you know changing it up. it wasn't exact for last semester but but repeated that question on filtering and they just rocked it I did the first flowers and then we get some information from the students and what they like and why do they take this class and what do they do this and they like that one and because I I told a larger class last semester and it really helped me to know them well I mean like a thousand all changes as a result of working with Mt le but the thing that kind of movement most was was this idea of learner-centered teaching one of the big takeaways I've had from that has been to streamline a lot of my a lot of my material on both assignments like ssms but also in lectures gotten a really good response from students who are able to think a little bit more conceptually now because they've had more depth maybe not quite as many concepts but more depth on the ones that they have what I'm doing this time around is having students without any preparation from me just bringing in an article and I want to see what they understand by that and then I give them a whole set of questions saying well how did this get where you found it and who wrote it and why do they have the knowledge that they need to write this article and why should you press them or not and. going from that specific object that they have in front of them making them ask those questions and then saying aha. this this is a thing called information literacy knowing where something comes from why you should trust or not how much weight you can put on it has been something an example of the way MTL he helped me go from this very top-down big concept structure to okay let's figure this out ourselves and let students develop the concepts they need on their own students who started out really quiet our participating are feeling comfortable and I think that that genuinely matters maybe more nuts and bolts potentially vigorous ways are the assignments are better I'm getting more essays that I like to read people saw the connection between the lectures and the assignments much more clearly and that came across in the evaluations in one of my big lecture classes I wanted students to show me their ability to understand where a work of literature fit into a larger literary history and I introduced an assignment where I gave them pieces of literature without names without titles and the assignment was to place it within literary history based on markers that they found within the text once I started to really engage with MP le and think about learning as a process that I was fostering in these various ways I became much more explicit. when I for example design a test I provide students with a lot more insight now into how that test is testing their learning. one of the things that I've done starting this semester to really test that learning is through the use of top hat it's a online clicker system and that Tom pad system allows me to have all sorts of questions interspersed throughout the lecture and the students are finding the brain models the top back questions all these sorts of teaching innovations that I'd added into this course they're finding all of those to be really valuable for enhancing their learning. I implemented a mid semester checking you know with three or four simple questions that Chris and Sarah gave me and then i showed the results back to the students the following day saying here's what you like in this class. far here's what he isn't going well you know here's where we can do things better here's some things you want to focus on one of the students came into my office talk to me about something else in the class and I sort of apologized for the survey i said you know sorry to make you fill out these surveys that i'm sure you have to fill out for every class all the time and she stopped and she said no you know it's actually amazing i've been here for four years i'm graduating this year and no one has ever asked me how the class is going you pay a lot of attention to what you know students are enjoying in the class not enjoying and you actually make changes during the class like it did she was just very thankful that that kind of thing had happened just be shameless about using the resources that are other people in the program don't be afraid to try things out be open with um whatever issues you might have be reflective about your classroom experience take digital notes and go back and search them I sort of entered the program thinking that my courses were kind of set in stone and MTL he's been really good at just saying oh you know like if that didn't work here sub the same try this out right there is always a space to improve your teaching you have to think of teaching as an opportunity to try things to get better and you only get better by taking some risks three things that I can't live without mm caffeine caffeine and caffeine I could look what up hippie actually um as you drink your coffee during the interview right yeah is this the part where I like have to say backward design or else I don't graduate the program no no you can check my twitter feed if you really want to know do you have a twitter feed no I you oh I didn't see it I love it I cannot live without some kind of rerun TV that will relax me my favorite being the golden girls i am not sure i want MP le the end

Meet the Betas: MTLE Faculty Fellows at UW-Madison

I grew up in Shorewood Wisconsin just outside Milwaukee I am Katie Culver I teach in the School of Journalism and mass communication here at UW Madison and my fun fact about me is that my twitter profile picture is my daughter when she was two years old I grew up near San Francisco um grew up actually on treasure island until I was five years old. ed Hubbard in its aight directing the Enduro lab yeah I lived in Paris France for almost four years I learned all of the cool brain terms all brain anatomy in French I grew up in a small town outside of Philadelphia called swathmore Pennsylvania I'm Hannah Eldridge I'm in the Department of German my usual fun fact is that I have a twin sister who is also a German professor but I'm getting kind of bored of that one. I'll say that I'm perfecting my butterfly stroke in swimming I grew up in fredericton new brunswick which is on the east coast of Canada mmm Jerry Morris from the communication arts department doing in particular media and cultural studies and fun fact about myself i talked to tony the tiger on the phone grew up in Rochester New York I'm Philip Hollander I'm a member of the department of german and the center for jewish studies and I don't like peppermint patties i was born in Shanghai groping Shanghai and went to college in Shanghai I stating champagne before i came to the united states they are from the Department of east asian languages and literature i have been a freelance writer for over 10 years in chinese i was born on the cross i lived in wisconsin until age 7 silla cross and the short stint in Fond du Lac and then grew up outside of Flint Michigan I'm grand else is doing I'm in the Department of classics my grandfather was a Wisconsin farmer my father was a banker for Wisconsin farmers and I am a professor of Roman agriculture at the University of Wisconsin I grew up in Minnesota mostly I was born in Boston but then I moved to Minnesota when I was six years old hi i'm chris wells i'm in the school of journalism mass communication here at UW Madison and a fun fact about myself as I've been learning teaching myself to play the banjo I grew up in Transylvania in Romania actually my name is Catalina tell mom like the island Catalina which I'm hoping to visit at some point and I'm an assistant professor in the Department of Communication Arts did I mention the winter gear I've become quite an expert in various types of parkas and down fillings and it's been it's made a huge difference in my winter experience in Wisconsin discovering that I share the same challenges as someone who's interested in mind brain education or journalism not because we all want our students necessarily to look exactly the same or do the same thing which is because teaching turns out to be an enterprise that works well in certain ways in badly and other ways and that's pretty interdisciplinary speak frankly how many people are at this university dedicated to spending most or all their time improving undergraduate education I realized all the stuff about Mt le is really about getting you to focus on who's in your class and its really helped me rethink my role as a teacher I didn't realize how important it is to have network of people to talk about teaching and pedagogy on a regular basis a safe space for asking questions it's been a space where teaching is taken really intellectually seriously but it's also been a place with a lot of fun and a lot of camaraderie and I've really appreciated that we've shared our eyes and our lows in the classroom and have that community that I never I never even realized that it was something that I was missing I think the most exciting for me think for me is the potential effect that this will have on my teaching down the road one of the things that I think that MTL he has done for me is to help me think about how one designs and put this together classes and sort of the role of an assignment within teaching every single week I feel like I walk out with actionable ideas things that I can change and tweak and implement and try and and that's my favorite part of it I found it somewhat difficult to get people started on the discussion portion of the seminar and to understand what exactly a seminar is about and how learning takes place in a discussion oriented forum I just finished grading exams and the students had just crashed and burned on one particular question that I thought was a totally fair question but was really a critical concept that I felt like we talked a lot about but clearly the way that they answered show that they did not know. I think in my class j2a one in which i have a lot of freshmen and sophomores people just coming into the university having their first exposure to taking a big lecture class probably for most of them their first chance to edit to write an essay to take exams all of which is hard at something new I was talking about being unsure of what I was doing in the class some of the things that I've been implementing you know and they said well you know have you ever asked the students what they think of it it's like it seems like such an obvious thing I have a an information literacy assignment that's creating an annotated bibliography and the first time I did this with students I gave them a lecture on what is information literacy and I talked about peer review and I talked about how you find things and I talked about here the library resources actually really struggled with the bibliography assignment in ways that surprised me for whatever reason I'm. blinded by the content is for me I thought about it in terms of what I needed to cover instead of how might I deliver this to students. that they may actually take away something important from we learned various activities for introducing courses to students and explain to them what their role is. what I started doing in my upper level seminar in my very first class introduced the concept of a seminar I explain what that meant I emphasize the important of discussion and then I had students identify their own discussion styles and the whole interaction brought the importance of discussion at the forefront of students minds and I really do believe that it facilitated flow of information in the class I'm having no problems whatsoever filling up class time with students comments nowadays well what I decided to do based on all of that feedback was to move toward a more interactive discussion about that concept in particular and then actually I blew it out to be all the concepts that we're doing I split them into small groups and then we talked about I don't know six or seven of their different ideas and what it helped me do was tease out the groups that didn't really have understanding of the concept and then share those groups that did got my data point when I got this exam back I repeated the question you know changing it up. it wasn't exact for last semester but but repeated that question on filtering and they just rocked it I did the first flowers and then we get some information from the students and what they like and why do they take this class and what do they do this and they like that one and because I I told a larger class last semester and it really helped me to know them well I mean like a thousand all changes as a result of working with Mt le but the thing that kind of movement most was was this idea of learner-centered teaching one of the big takeaways I've had from that has been to streamline a lot of my a lot of my material on both assignments like ssms but also in lectures gotten a really good response from students who are able to think a little bit more conceptually now because they've had more depth maybe not quite as many concepts but more depth on the ones that they have what I'm doing this time around is having students without any preparation from me just bringing in an article and I want to see what they understand by that and then I give them a whole set of questions saying well how did this get where you found it and who wrote it and why do they have the knowledge that they need to write this article and why should you press them or not and. going from that specific object that they have in front of them making them ask those questions and then saying aha. this this is a thing called information literacy knowing where something comes from why you should trust or not how much weight you can put on it has been something an example of the way MTL he helped me go from this very top-down big concept structure to okay let's figure this out ourselves and let students develop the concepts they need on their own students who started out really quiet our participating are feeling comfortable and I think that that genuinely matters maybe more nuts and bolts potentially vigorous ways are the assignments are better I'm getting more essays that I like to read people saw the connection between the lectures and the assignments much more clearly and that came across in the evaluations in one of my big lecture classes I wanted students to show me their ability to understand where a work of literature fit into a larger literary history and I introduced an assignment where I gave them pieces of literature without names without titles and the assignment was to place it within literary history based on markers that they found within the text once I started to really engage with MP le and think about learning as a process that I was fostering in these various ways I became much more explicit. when I for example design a test I provide students with a lot more insight now into how that test is testing their learning. one of the things that I've done starting this semester to really test that learning is through the use of top hat it's a online clicker system and that Tom pad system allows me to have all sorts of questions interspersed throughout the lecture and the students are finding the brain models the top back questions all these sorts of teaching innovations that I'd added into this course they're finding all of those to be really valuable for enhancing their learning. I implemented a mid semester checking you know with three or four simple questions that Chris and Sarah gave me and then i showed the results back to the students the following day saying here's what you like in this class. far here's what he isn't going well you know here's where we can do things better here's some things you want to focus on one of the students came into my office talk to me about something else in the class and I sort of apologized for the survey i said you know sorry to make you fill out these surveys that i'm sure you have to fill out for every class all the time and she stopped and she said no you know it's actually amazing i've been here for four years i'm graduating this year and no one has ever asked me how the class is going you pay a lot of attention to what you know students are enjoying in the class not enjoying and you actually make changes during the class like it did she was just very thankful that that kind of thing had happened just be shameless about using the resources that are other people in the program don't be afraid to try things out be open with um whatever issues you might have be reflective about your classroom experience take digital notes and go back and search them I sort of entered the program thinking that my courses were kind of set in stone and MTL he's been really good at just saying oh you know like if that didn't work here sub the same try this out right there is always a space to improve your teaching you have to think of teaching as an opportunity to try things to get better and you only get better by taking some risks three things that I can't live without mm caffeine caffeine and caffeine I could look what up hippie actually um as you drink your coffee during the interview right yeah is this the part where I like have to say backward design or else I don't graduate the program no no you can check my twitter feed if you really want to know do you have a twitter feed no I you oh I didn't see it I love it I cannot live without some kind of rerun TV that will relax me my favorite being the golden girls i am not sure i want MP le the end

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Meet the Betas: MTLE Faculty Fellows at UW-Madison

I grew up in Shorewood Wisconsin just outside Milwaukee I am Katie Culver I teach in the School of Journalism and mass communication here at UW Madison and my fun fact about me is that my twitter profile picture is my daughter when she was two years old I grew up near San Francisco um grew up actually on treasure island until I was five years old. ed Hubbard in its aight directing the Enduro lab yeah I lived in Paris France for almost four years I learned all of the cool brain terms all brain anatomy in French I grew up in a small town outside of Philadelphia called swathmore Pennsylvania I'm Hannah Eldridge I'm in the Department of German my usual fun fact is that I have a twin sister who is also a German professor but I'm getting kind of bored of that one. I'll say that I'm perfecting my butterfly stroke in swimming I grew up in fredericton new brunswick which is on the east coast of Canada mmm Jerry Morris from the communication arts department doing in particular media and cultural studies and fun fact about myself i talked to tony the tiger on the phone grew up in Rochester New York I'm Philip Hollander I'm a member of the department of german and the center for jewish studies and I don't like peppermint patties i was born in Shanghai groping Shanghai and went to college in Shanghai I stating champagne before i came to the united states they are from the Department of east asian languages and literature i have been a freelance writer for over 10 years in chinese i was born on the cross i lived in wisconsin until age 7 silla cross and the short stint in Fond du Lac and then grew up outside of Flint Michigan I'm grand else is doing I'm in the Department of classics my grandfather was a Wisconsin farmer my father was a banker for Wisconsin farmers and I am a professor of Roman agriculture at the University of Wisconsin I grew up in Minnesota mostly I was born in Boston but then I moved to Minnesota when I was six years old hi i'm chris wells i'm in the school of journalism mass communication here at UW Madison and a fun fact about myself as I've been learning teaching myself to play the banjo I grew up in Transylvania in Romania actually my name is Catalina tell mom like the island Catalina which I'm hoping to visit at some point and I'm an assistant professor in the Department of Communication Arts did I mention the winter gear I've become quite an expert in various types of parkas and down fillings and it's been it's made a huge difference in my winter experience in Wisconsin discovering that I share the same challenges as someone who's interested in mind brain education or journalism not because we all want our students necessarily to look exactly the same or do the same thing which is because teaching turns out to be an enterprise that works well in certain ways in badly and other ways and that's pretty interdisciplinary speak frankly how many people are at this university dedicated to spending most or all their time improving undergraduate education I realized all the stuff about Mt le is really about getting you to focus on who's in your class and its really helped me rethink my role as a teacher I didn't realize how important it is to have network of people to talk about teaching and pedagogy on a regular basis a safe space for asking questions it's been a space where teaching is taken really intellectually seriously but it's also been a place with a lot of fun and a lot of camaraderie and I've really appreciated that we've shared our eyes and our lows in the classroom and have that community that I never I never even realized that it was something that I was missing I think the most exciting for me think for me is the potential effect that this will have on my teaching down the road one of the things that I think that MTL he has done for me is to help me think about how one designs and put this together classes and sort of the role of an assignment within teaching every single week I feel like I walk out with actionable ideas things that I can change and tweak and implement and try and and that's my favorite part of it I found it somewhat difficult to get people started on the discussion portion of the seminar and to understand what exactly a seminar is about and how learning takes place in a discussion oriented forum I just finished grading exams and the students had just crashed and burned on one particular question that I thought was a totally fair question but was really a critical concept that I felt like we talked a lot about but clearly the way that they answered show that they did not know. I think in my class j2a one in which i have a lot of freshmen and sophomores people just coming into the university having their first exposure to taking a big lecture class probably for most of them their first chance to edit to write an essay to take exams all of which is hard at something new I was talking about being unsure of what I was doing in the class some of the things that I've been implementing you know and they said well you know have you ever asked the students what they think of it it's like it seems like such an obvious thing I have a an information literacy assignment that's creating an annotated bibliography and the first time I did this with students I gave them a lecture on what is information literacy and I talked about peer review and I talked about how you find things and I talked about here the library resources actually really struggled with the bibliography assignment in ways that surprised me for whatever reason I'm. blinded by the content is for me I thought about it in terms of what I needed to cover instead of how might I deliver this to students. that they may actually take away something important from we learned various activities for introducing courses to students and explain to them what their role is. what I started doing in my upper level seminar in my very first class introduced the concept of a seminar I explain what that meant I emphasize the important of discussion and then I had students identify their own discussion styles and the whole interaction brought the importance of discussion at the forefront of students minds and I really do believe that it facilitated flow of information in the class I'm having no problems whatsoever filling up class time with students comments nowadays well what I decided to do based on all of that feedback was to move toward a more interactive discussion about that concept in particular and then actually I blew it out to be all the concepts that we're doing I split them into small groups and then we talked about I don't know six or seven of their different ideas and what it helped me do was tease out the groups that didn't really have understanding of the concept and then share those groups that did got my data point when I got this exam back I repeated the question you know changing it up. it wasn't exact for last semester but but repeated that question on filtering and they just rocked it I did the first flowers and then we get some information from the students and what they like and why do they take this class and what do they do this and they like that one and because I I told a larger class last semester and it really helped me to know them well I mean like a thousand all changes as a result of working with Mt le but the thing that kind of movement most was was this idea of learner-centered teaching one of the big takeaways I've had from that has been to streamline a lot of my a lot of my material on both assignments like ssms but also in lectures gotten a really good response from students who are able to think a little bit more conceptually now because they've had more depth maybe not quite as many concepts but more depth on the ones that they have what I'm doing this time around is having students without any preparation from me just bringing in an article and I want to see what they understand by that and then I give them a whole set of questions saying well how did this get where you found it and who wrote it and why do they have the knowledge that they need to write this article and why should you press them or not and. going from that specific object that they have in front of them making them ask those questions and then saying aha. this this is a thing called information literacy knowing where something comes from why you should trust or not how much weight you can put on it has been something an example of the way MTL he helped me go from this very top-down big concept structure to okay let's figure this out ourselves and let students develop the concepts they need on their own students who started out really quiet our participating are feeling comfortable and I think that that genuinely matters maybe more nuts and bolts potentially vigorous ways are the assignments are better I'm getting more essays that I like to read people saw the connection between the lectures and the assignments much more clearly and that came across in the evaluations in one of my big lecture classes I wanted students to show me their ability to understand where a work of literature fit into a larger literary history and I introduced an assignment where I gave them pieces of literature without names without titles and the assignment was to place it within literary history based on markers that they found within the text once I started to really engage with MP le and think about learning as a process that I was fostering in these various ways I became much more explicit. when I for example design a test I provide students with a lot more insight now into how that test is testing their learning. one of the things that I've done starting this semester to really test that learning is through the use of top hat it's a online clicker system and that Tom pad system allows me to have all sorts of questions interspersed throughout the lecture and the students are finding the brain models the top back questions all these sorts of teaching innovations that I'd added into this course they're finding all of those to be really valuable for enhancing their learning. I implemented a mid semester checking you know with three or four simple questions that Chris and Sarah gave me and then i showed the results back to the students the following day saying here's what you like in this class. far here's what he isn't going well you know here's where we can do things better here's some things you want to focus on one of the students came into my office talk to me about something else in the class and I sort of apologized for the survey i said you know sorry to make you fill out these surveys that i'm sure you have to fill out for every class all the time and she stopped and she said no you know it's actually amazing i've been here for four years i'm graduating this year and no one has ever asked me how the class is going you pay a lot of attention to what you know students are enjoying in the class not enjoying and you actually make changes during the class like it did she was just very thankful that that kind of thing had happened just be shameless about using the resources that are other people in the program don't be afraid to try things out be open with um whatever issues you might have be reflective about your classroom experience take digital notes and go back and search them I sort of entered the program thinking that my courses were kind of set in stone and MTL he's been really good at just saying oh you know like if that didn't work here sub the same try this out right there is always a space to improve your teaching you have to think of teaching as an opportunity to try things to get better and you only get better by taking some risks three things that I can't live without mm caffeine caffeine and caffeine I could look what up hippie actually um as you drink your coffee during the interview right yeah is this the part where I like have to say backward design or else I don't graduate the program no no you can check my twitter feed if you really want to know do you have a twitter feed no I you oh I didn't see it I love it I cannot live without some kind of rerun TV that will relax me my favorite being the golden girls i am not sure i want MP le the end