Open to all! Fall in Madison is absolutely beautiful, and the Teaching Academy celebrates this time of year in Wisconsin with a Fall Retreat. After the semester begins, we gather for a morning of conversations on a relevant theme in higher education teaching and learning. These topics help to prepare instructors and faculty for another successful year with undergraduate students and allow campus educators to discuss new updates in undergraduate education.
2019: Inclusive Teaching — Evidence and Practice
|Did you miss it? If so, you missed an amazing event on Inclusive Teaching! Watch it here! (UW-Madison NetID only) Access the Canvas course at canvas.wisc.edu/enroll/D8YWHA.|
Friday, Sep 27, 8:30-11am at the Wisconsin Institute for Discovery
130 campus educators heard Markus Brauer share several simple inclusive teaching practices you can incorporate into your teaching — including the research and evidence that supports them. This was followed by a larger discussion on additional ways to create and maintain inclusive learning environments.
If you are interested in helping with the next event, please contact firstname.lastname@example.org.
PAST Fall Retreats
2018: Intellectual Confidence
On Friday, September 28, the UW-Madison Teaching Academy held its 2018 Fall Retreat. The theme focused on Intellectual Confidence from the recently refined language of the Wisconsin Experience. Tied to the Wisconsin Idea, The Wisconsin Experience is UW-Madison’s vision for the total student experience, which combines learning in and out of the classroom.
2017: Relentless Curiosity
On Friday, October 6, the UW-Teaching Academy held its 2017 Fall Kickoff. The theme focused on Relentless Curiosity from the recently refined language of the Wisconsin Experience. Tied to the Wisconsin Idea, The Wisconsin Experience is UW-Madison’s vision for the total student experience, which combines learning in and out of the classroom.
2016: Student Feedback
On Friday, September 23 the UW-Teaching Academy held its 2016 Fall Kickoff in Gordon Commons to discuss the role of student feedback in improving teaching. Just over 100 educators met! View the slide deck from the event here. The event focused on listening to know your students and how to implement student feedback into teaching & learning techniques.
2015: No Fall Kickoff this year.
2014: Reimagining Our World of Teaching & Learning
On Friday October 3, the UW-Teaching Academy held its 2014 Fall Kickoff in the Great Hall of Memorial Union. Our theme was “Reimagining our World of Teaching and Learning.” About 100 attendees gathered to share their innovative teaching stories and to hear what our invited speakers had to say.
2013: Enhancing Student Learning Through Feedback
On Friday October 4 about 100 instructors gathered at Union South to talk about enhancing student learning through feedback. Campus experts across disciplines shared research-based principles and experience-informed practices on how to provide effective feedback in diverse contexts (program). Video and Slides are available here. How can instructors give prompt and effective feedback to enhance student learning? At numerous points during a typical class instructors have the opportunity to give feedback to students about how well they did on assignments, papers, or exams, and how they might have done better. Students depend on such feedback to help them improve their future performance. This is why giving prompt feedback is listed as one of the seven “principles for good practice in undergraduate education” (Chickering and Gamson, 1987).
2012: Grading: From Philosophy to Feedback
On Friday, September 28th, from 8:30-1, about 140 educators gathered at Union South to explore the purposes of assigning grades to students and to generate discussions over alternative practices and how they align with our broader goals (program). This symposium premiered a short video in which UW faculty, staff, and students share their philosophy of grading; a plenary lecture by Professor James Wollack on testing and grading; a presentation by Jocelyn Milner, Director of Academic Planning and Analysis, on grades and what they can (and cannot) tell us about student progress; a panel discussion on how grades are used post-graduation, and facilitated lunch discussions on grading practices such as curving, grading group work and contracted grading.
2010: What does and doesn’t work in the classroom?