Wow – it’s the last week before finals. At this point in the semester, I experience an odd time divergence.  Are we really at the end of this semester?  It’s a good time to reflect on learning, growth and change, including celebrating the many accomplishments of campus community members.

In CETL weekly emails, I posted information from Mary Ellen Weimer, and I think it’s worth sharing again. Mary Ellen posited her ideas on end-of-the-semester reflections.  I believe her questions can help us as we prepare for the final weeks of classes, and help us to consider our own growth as teachers, learners, and campus members:

  • What do you think you will remember about Spring 2017 in five years?
  • Are there students you will remember? Others you hope to forget?
  • What were the best and worst moments in your courses or co-curricular work with students?
  • How did your relationship with students begin, evolve and end?
  • In your work, what seemed new and exciting and what needed work?
  • If you could change one thing about your teaching and their learning next semester, what would it be?

The full article is available at

Classroom evaluations

Additionally, I invite those teaching in the classroom to review ideas on how course evaluations can be more productively used to help us evaluate and develop courses.  Too often, we ask questions such as, “Was the instructor prepared” or “Did the instructor conduct classes in a way which held your attention and interest”.  Shadiow and Weimer (2015) pose questions that can be used to help deepen our understanding of student learning, including:

  • the approach I took to my own learning that contributed the most for me was…because…
  • the biggest obstacle for me in my learning the material was… because…
  • a resource I know about that you might consider using is…because…

The full article with a lot of ideas is at  If you’d like to work on a course evaluation that is more productive and includes ideas related to inclusivity, please contact me at or x8486.

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Congratulations to our Scholarship of Teaching and Learning scholars!

On Wednesday, April 5, our three 2016-17 scholars presented their Scholarship of Teaching and Learning Homegrown projects. Congratulations to Mary Churchill, Cade Mansfield and Amanda Zbacnik!

What is scholarship of teaching and learning (SoTL)? As shared by David Voelker, SoTL is serious scholarship to promote the practice of teaching. In the Center for Excellence in Teaching and  Learning, we think of SoTL as the cornerstone of our professional development.  SoTL provides us with knowledge on our students, how they learn, and interventions and activities to promote deeper learning. SoTL can also assist us in developing theories to frame our teaching and learning activities.

The SoTL Homegrown Program began in 2012, and has resulted in more than 20 scholars completing projects. Each scholar develops a project specific to their discipline and background within a community of learners/colleagues. Drs. Hilary Fezzey, Associate Professor in English and Brent Opall, Assistant Professor in Business (now at UW – Eau Claire) guided the projects beginning with a workshop in May 2016. Participants designed their projects and implemented them in Fall 2017 with data analysis following.  Findings are presented in a poster session in the spring, as reflected below.

We are accepting applications for our new group of scholars until April 16, 2017.  Please contact for more information, or go to

Dr. Mary Churchill, Associate Professor, Educational Leadership

Dr. Cade Mansfield, Assistant Professor, Psychology

Dr. Amanda Zbacnik, Assistant Professor, Educational Leadership

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Active responses to aggressive behaviors

Thank you to all who attended the Active responses to aggressive behaviors session on March 1.  Click Active responses to aggressive behaviors to see the powerpoint slides, which include strategies and scenarios. When the group brainstormed next steps, ideas shared included:

  • Developing opportunities to help people heighten their understanding of disrespect and how that affects our campus culture (i.e. required trainings and wider distribution);
  • Discussing and embedding ground rules in units/departments;
  • Providing ways to understand power dynamics in relationships.

A participant shared information about a podcast, Radical Candor. You can access it at  Their perspective is that you need to “challenge directly and care personally”.

If you would like to learn more strategies, brainstorm options, or roleplay scenarios, please contact Monica, CETL Director, at or x8486.

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Reflection on: “Creating and Enhancing Respectful Communication”

“Creating and Enhancing Respectful Communication with Our Students and colleagues” on Wednesday, January 18 as part of Spring 2017 Opening Week. The morning activities included sessions in three major areas: empathy, respectful relationships, and active responses for change.

We invite participants to share on this post your thoughts and reflection about your observations and experiences following this activity.

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UW-Superior CETL is Blogging

2_home_image_cetlWelcome to the UW-Superior, Markwood Center for Excellence in Teaching and Learning’s new blog site. This blog will serve as an informal communications conduit to garner feedback and cultivate dialogue on CETL sponsored events and activities. We invite you to help us build a social intranet to serve as a community forum to connect, inspire and engage members of the campus community and beyond.

Once that workshop or training event is over, the teaching and learning doesn’t stop; stay involved, maintain connections and actively participate with our students and colleagues by sharing your thoughts on this blog.

Subscribe to the RSS feed and stay up-to-date on postings and announcements related to CETL events, workshops, scholarship and training opportunities. Many of these activities are great collaborations and community building activities; get involved be part of the changing campus environment.

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