Instructional Development Institute The IDI

Schedule & Sessions

2023: Cultivating Student Success

This year the Instructional Development Institute seeks to highlight and celebrate the ways all members of our university community support the success of students. Session topics include universal design for learning (UDL), information literacy, metacognition, hot button issues in the classroom, and much, much more! 

The 2023 IDI has concluded. For access to follow-up resources and session recordings as they are available after the remote live event, please email CATL@uwgb.edu or consult this follow-up blog post on the Institute which includes access to the 2023 IDI Canvas course. Access to the IDI Canvas course will be available until May 2023.

Tuesday, Jan. 10, 2023

Synchronous Sessions

Information on schedule times and session details are subject to change.
8:30-9
Welcome & Land AcknowledgementKate Burns (Provost and Vice Chancellor for Academic Affairs) | Kris Vespia (Center for the Advancement of Teaching and Learning Director)
9-9:55
The Cognitive Challenges of Effective Teaching KEYNOTE Dr. Stephen L. Chew & Dr. Bill Cerbin (Keynote Speakers)
10:00-10:25
Learning Communities: A Transformative Experience for Students and Instructors  Live PresentationMark Karau (Professor) & Valerie Murrenus Pilmaier (Associate Professor)
Teaching Students to Evaluate Website Credibility  Live Presentation Renee Ettinger (Library Research Services Assistant Director), Jodi Pierre (Librarian), & Carli Reinecke (Librarian)
10:30-10:55
Inner Tracking: A Reflective Practice for Holistic Learning Live PresentationDavid Voelker (Professor)
Strategies for Metacognition and Growth Mindset in the Classroom  Live Presentation Albert Sears (Assistant Teaching Professor)
11 - 12
Designing Practices to Address Cognitive Challenges Keynote WorkshopDr. Stephen L. Chew (Keynote Speaker) 
The Cognitive Challenges of Learning from Lectures
Keynote WorkshopDr. Bill Cerbin (Keynote Speaker)
12:15-12:50
Lunch Session: Psychology & Stuff Podcast   Ryan Martin (Associate Dean of the College of Arts, Humanities, and Social Sciences) & Georjeanna Wilson-Doenges (Professor)
1-1:50
Student Reflections on Internship Experiences Virtual Roundtable April Bub, Tara DaPra (Assistant Teaching Professor), Kimberly Davis, Krynn Hanold, Sam Vondrum, & Caden Wiles
Best Practices for Handling “Hot Button” Topics in the Classroom Virtual Roundtable
Tracy Fernandez Rysavy (Assistant Teaching Professor) & Kimberley Reilly (Associate Professor)
2-2:50
Using Universal Design for Learning (UDL) to Create Access and Increase Student SuccessVirtual Panel Presentation Alison Gates (Professor) & Lynn Niemi (Student Accessibility Services Director)
Strategies for Teaching & Learning in Mixed-Modality or Point-to-Anywhere Classrooms Virtual Panel PresentationTara DaPra (Assistant Teaching Professor), Bill Dirienzo (Associate Professor), Mary Gichobi (Associate Professor), Heidi Sherman (Professor), & Chris Williams (Assistant Professor)
3-3:50
Scaffolding Student Success in Writing Assessments Virtual Panel PresentationRoshelle Amundson (Assistant Teaching Professor), Tara DaPra (Assistant Teaching Professor), Linda Toonen (Associate Teaching Professor), Jenny Ronsman (Assistant Teaching Professor)
The Impacts of COVID-19 on Higher Education Virtual Roundtable Paula Ganyard (Library Director), Amy Henniges (University Wellness and Student Counseling Services Director), Jennifer Jones (Assistant Vice Chancellor of Enrollment Services), Darrel Renier (Director of Academic Advising), Meagan Strehlow (Assistant Vice Chancellor of Student Access & Success)
4-4:50
The Future of Higher Education: Preparing to Educate the Students of Tomorrow Dan Mella (Plymouth School District Superintendent), Ingrid Parker-Hill (Family Engagement Coordinator for Green Bay Area Public Schools), Courtney Sherman (Associate Provost), Michelle Schuler (TechSpark Wisconsin Manager & Co-Founder of Women in Technology Wisconsin), Meagan Strehlow (Assistant Vice Chancellor for Student Access and Success), and Kris Vespia (CATL Director)
4:50-5
Wrap Up Kris Vespia (Center for the Advancement of Teaching and Learning Director)
 

Asynchronous Interactive Sessions

Dual Enrollment Services at UWGB On-DemandPatrick Neuenfeldt (Assistant Director of Dual Enrollment Services)
Demystifying EDI in STEM Courses  On-DemandBree Lybbert (Associate Professor)
Responding to Microaggressions in the Classroom: Student Perspectives On-DemandTracy Fernandez Rysavy (Assistant Teaching Professor), Nate Ireland, & Indigo Ramirez
Open Educational Resources SparkshopOn-DemandStephanie Alvey (Manager of Collection Development), Renee Ettinger (Assistant Director, Research and Outreach Services), Kate Farley (Digital Collections and Metadata Librarian), Amy J. Kabrhel (Associate Professor), and Carli Reinceke (Academic Librarian)
2022-2023 EDI Consultants Projects Proposals On-DemandFirst Generation Inclusive Pedagogy: Lisa Lamson (Lecturer)
Building Critical Language Awarness to Eliminate Linguistic Racism/Prejudice at UWGB: Corinne Mathieu (Assistant Professor)
First Nations Studies/Education Fusion Project: Lisa Poupart (Associate Professor) & Lois Stevens (Associate Professor)
Social Work Student EDI Orientation: Jolanda Sallmann (Associate Professor)
   

Keynote Address

The Cognitive Challenges of Effective Teaching

Dr. Stephen L. Chew & Dr. Bill CerbinTeaching is stuck in a mire of fads and buzzwords. To move teaching forward, we propose a research-based conceptual framework of cognitive challenges that teachers and students must address for students to learn. The framework can guide the design, implementation, and troubleshooting of teaching practice. It consists of nine interacting cognitive challenges that include student mental mindset, metacognition and self-regulation, student fear and mistrust, prior knowledge, misconceptions, ineffective learning strategies, transfer of learning, constraints of selective attention, and the constraints of mental effort and working memory. After describing the challenges, we will recommend possible ways of addressing each one. The framework is context-dependent; what is effective for one situation may not be effective in others, and no single teaching method will always be optimal for all teachers, students, topics, and educational contexts. In our view, effective teaching involves managing these cognitive challenges to best support student learning.

Keynote Workshops

Designing Practices to Address Cognitive Challenges 

Dr. Stephen L. Chew There are some practices that are common to all teaching methods such as providing examples, giving feedback, and posing questions for class discussion. Some teachers also use formative assessments in their teaching such as clicker questions or think-pair-share exercises. Many teachers use these and related practices because of an intuitive sense that they are probably helpful for student learning. The Cognitive Challenge Framework enables teachers to design practices intentionally, with a specific goal in mind. Clicker questions, for example, can be designed to target specific challenges such as misconceptions, ineffective learning strategies, or transfer. They can also be designed to address multiple challenges simultaneously. Instead of giving one or two examples, teachers can design and structure sequences of examples to address specific cognitive challenges. In this session, I will discuss several examples of how teachers can design practices to address different challenges.

The Cognitive Challenges of Learning from Lectures

Dr. Bill CerbinIn this session we will explore how cognitive challenges can derail learning from lectures. Learning is hindered when students lack background knowledge or have misconceptions about the subject, use ineffective learning strategies, divide their attention, feel overloaded with information, have difficulty regulating their learning, believe they lack the ability to learn the subject, or that the teacher isn't trying to help them succeed. This session will present practical strategies instructors can use before, during, and after lectures to overcome these barriers and improve learning in their classes.

Lectures make considerable cognitive demands on students, who must select and focus on relevant information, ignore distractions and irrelevant information, organize and integrate new material with relevant prior knowledge, infer how new ideas are related to one another, decide which ideas are important and which are less so, interpret the meaning of graphics, such as pictures, charts and diagrams and reconcile those with the instructor’s oral explanations. As students are doing all this, they must also decide what information to record in their notes, and what to do about information they don’t understand or completely missed. By understanding the cognitive demands and challenges of lectures, teachers can then adopt strategies to optimize student learning. 


Learn more about our keynote speakers!