The Delta Program is a research, teaching and learning community for faculty, academic staff, post-docs, and graduate students that will help current and future faculty succeed in the changing landscape of science, engineering, and math higher education. Through three core ideas: teaching-as-research, learning-through-diversity, and learning community, the Delta Program in Research, Teaching and Learning (Delta) supports current and future science, technology, engineering and math (STEM) faculty in their ongoing improvement of student learning.

The Center for Biology Education develops and coordinates activities and programs for the university, for K-12 teachers and students and for the general public with the aim of promoting excellence in biology education at all levels. CBE staff members have backgrounds in a variety of biology subdisciplines as well as in the field of education. Program development and implementation is done in partnership with UW-Madison faculty, staff, graduate students and undergrads as well as with community members. CBE is a unit of the Institute for Cross-college Biology Education.

The Center for the Integration of Research, Teaching and Learning (CIRTL) Diversity Institute has produced a set of reviewed resources with the goal of reforming graduate training and faculty practice in science, technology, engineering and mathematics (STEM) at colleges and universities. These resources are designed to aid faculty and future faculty in:

• Creating safe spaces and open-ended discussions of inclusive practice during TA trainings, faculty events and other gatherings.
• Practicing effective communication with students through all phases of a course to create a more welcoming environment.
• Learning about the latest educational research on the existing climate for students from underrepresented groups, and what types of intervention are most effective in reducing their attrition from the field.

The ELC serves faculty, staff, graduate students, undergraduate students, and administrators. It is designed to foster effective student-centered teaching and learning within the College of Engineering. Objectives: (1) Provide professional development opportunities and resources for instructors and students; (2) Facilitate connections for other units that support teaching and learning; and (3) Help build a culture of continuous improvement in undergraduate and graduate education.

Media, Education Resources & Information Technology (MERIT) is a collaborative and comprehensive cluster of service and support for the School of Education, the UW-Madison and beyond.

Launched in October 2007, Teaching and Learning Insights (TLI) is designed to build community and share knowledge about teaching and learning throughout the UW-Madison College of Engineering. TLI is published by the Engineering Learning Center, in collaboration with the Engineering Climate and Diversity Committee. TLI is intended to communicate ideas and information related to teaching in college classrooms to all faculty, instructional staff, and students. Examples of TLI entries include approaches to teaching assessment strategies, curricular design, professional development opportunities, resources, and examples of successful instruction.

The University of Wisconsin Family Business Center (FBC) exists solely to help its membership of business-owning families address their unique needs. The FBC recognizes the important role that family-owned businesses play in our local, regional and global economy. By providing outstanding educational programming and creating membership learning opportunities, this not-for-profit resource helps family businesses succeed for generations to come.

ICE was established in 1983 to provide a center for science educators to develop and disseminate ideas. ICE is national in scope, and has led the drive to help teachers revitalize science in schools throughout the United States. Its efforts include the development of new materials, research in chemical education, demonstrations and hands-on activities, workshops for teachers, lab programs for school children, and

The goal of the Wisconsin Program for Scientific Teaching is to develop an entire generation of new resources to enhance undergraduate biology education. They promote the participation of graduate students and postdoctoral researchers, the HHMI Teaching Fellows, as vital educational resources by providing them the training necessary to become outstanding mentors and classroom teachers. They study the impact of this training on participating Fellows, the undergraduates they teach, and the faculty advisors with whom they work. HHMI Teaching Fellows take Teaching Biology, a course that covers theoretical and practical aspects of teaching, and participate in one of two focus areas towards becoming Scientific Teachers.

This NSF-funded initiative is developing and evaluating strategies to promote student learning by creating a paradigm shift from faculty-centered to student-centered learning throughout the chemistry curriculum. The integrated course models and instructional materials will be adapted and evaluated at a range of different types of institutions. New Traditions brings to UW-Madison leaders in science education and opportunity to interact with people on our campus involved in undergraduate science instructional improvement.

SEESP is a one-week summer professional development opportunity for new faculty members or graduate students with aspirations of an academic career. The focus is on teaching and learning scholarship and how to balance that with research scholarship. The program is appropriate for those in engineering, math, chemistry, physics, and computer science including: doctoral candidates in their last two years of study; assistant professors with one year or less in a faculty position; and post-doctoral associates.

Academic Technology helps UW-Madison faculty and instructional staff maximize their effectiveness through the use of technology. Our team of consultants, designers, programmers, graphic artists and multimedia developers provide a continuum of services, from simple troubleshooting to designing complex online courses.

The Vice Provost for Teaching and Learning works with deans, directors, campuswide groups, and others to carry out UW–Madison's teaching and learning missions. He is designated as the point person for Strategic Plan priorities related to undergraduate education.

A resource site for teachers put together by the School for Veterinary Medicine (SVM), useful to both first-time and experienced teachers.

UW-Madison has established a three-year program to enhance teaching and learning across throughout the university through the various uses of technology. Key to the TEL projects which are funded annually through a campus-wide competition is developing teaching and learning collaborations across schools and colleges, and creating ways to seamlessly integrate technology into our students’ educational experience.

A UW-Madison instructional support community designed to network and collaborate and share expertise and resources. ComETS promotes events focused on technology, faculty engagement, instructional design, and associated teaching and learning topics.

Technology holds the potential to revolutionize teaching and learning. At DoIT,  the Engage program, partners with innovative instructors to transform higher education by exploring, evaluating and disseminating best practices for teaching and learning with technology.

Information for faculty, staff, and students on the recommended campus clicker system. The site includes information on how to obtain a unit, how students register their clickers, and how to best use it in instruction.

The Digital Media Center (formerly known as the Biology New Media Center or BNMC) provides resources at no cost to faculty, staff & graduate students across campus. They provide the equipment, software & assistance to help you integrate multimedia technology into your teaching and research. Access is not limited to those in the biosciences - all faculty and staff have access. Appointments are recommended, though walk-ins are welcome.

Learn@UW (UW-Madison Only) - eGrade Submission

Although LSS is a service department of the College of Letters and Sciences, it has a number of services available to all faculty/staff. LSS maintains an extensive collection of videos, including many which were formerly housed in BAVI. For anyone teaching in Van Hise, LSS supplies audio visual equipment for loan. For a fee, some video production services are available to non-L&S faculty. For L&S faculty/staff, many other services are available. (see webpage). An emphasis on helping faculty in using technology for teaching has resulted in several new programs.

This document provides a frame of reference for faculty/staff considering whether to use Learn@UW or Moodle as a CMS tool.  The document was prepared by the UW-Madison Moodle Council.   

Library staff provide instructional services customized to the learning goals and equirements of your research assignment and course. These services connect students to the most appropriate research materials and promote the development of the research skills you value.  Instructional support can include instruction in the library or classroom, and can also include instructional materials integrated into the online Library Course Pages and Learn@UW.

Official List of Certificates, Departments, Degrees, Majors and Options

The STEM (Science, Technology, Engineering, and Math)  Teaching and Learning Research Guide was developed by a diverse group of librarians, Delta instructors, and people involved in Teaching/Learning Centers across campus.  This guide is helpful to those wishing to find publications on what has been effective in STEM instruction as well as repositories of materials for STEM instruction.  Some reasons for using the guide may be for research on teaching and learning,  to find answers to questions in order to make better-informed decisions on what to try in your course, or to find materials for teaching.

The Office of Testing and Evaluation Services provides the UW-Madison campus and the University of Wisconsin System with services related to assessment and evaluation. Our office provides scanning services, scoring and statistical analysis of exams and evaluations, and administration of local and national standardized exams. Staff within the department conduct nationally recognized research on test-related topics and have an extensive record of publications in peer-reviewed journals.

Dedicated to the University’s pursuit of excellence in teaching, research, and service, the Writing Center offers: teaching support for faculty and TAs across campus; teaching, learning, and leadership opportunities for its staff; national leadership in writing center programs, pedagogy, administration and scholarship; an online writing center providing electronic tutoring and instructional material; short-term, non-credit workshops about academic writing; reference materials about academic writing, for use by students and faculty; and
convenient access to our resources through multiple locations across campus and online.

Since its foundation in early 2000, the UWDCC has worked collaboratively with UW System faculty, staff, and librarians to create and provide access to digital resources that support the teaching and research needs of the UW community, uniquely document the university and State of Wisconsin, and provide access to rare or fragile items of broad research value. The UWDCC has also partnered with cultural heritage institutions and public libraries throughout Wisconsin to create digital resources.

In my work with UW Office of Human Resource Development, I convene several continuing learning communities for campus staff (also open to faculty, students, and community members) that catalyze collaborations regarding improved work climate and processes. Among these groups is UW-MANIAC (Madison Area Network for Innovation and Applied Creativity, which maintains this Blog:

http://http://uwmaniac.blogspot.com/

In yesterday's post, I focused on Michael Wesch and his innovative approaches to teaching and learning at Kansas State University. If you have additional information about his work, or if you have had experiences with similar approaches to your classes, I'd be thrilled to talk with you and see if you'd like to share some of your expereicnes with UW-MANIAC. We have a regular "Breakfast Series" and sponsor an "Innovaiton and Collaboration Learning Café Series," as well. You can get more informaiton about these programs at the OHRD website: www.ohrd.wisc.edu or by contacting me directly at 262-9934, hwebnebehrman@ohr.wisc.edu  -- Harry Webne-Behrman

For faculty and teaching assistants in all disciplines who want to find effective ways to use writing assignments in their content courses. So whether you're teaching history, anthropology, botany, literature, genetics, or mechanical engineering--and whether you're a wily veteran or a first-time teacher--this UW-Madison Writing-Across-the-Curriculum Web site can offer you a great deal of help. It includes hundreds of pages of advice and samples designed to help you create a wide array of effective writing assignments, teach students about writing, coach students to succeed with assignments, or respond to student papers.

Workshops are offered each year that focus on a variety of issues including teaching and learning at UW-Madison.

The relationship between OPID and the UW System Leadership Site for the Scholarship of Teaching and Learning (SoTL), housed at UW-Milwaukee, is one of cooperation, collaboration and teamwork. The Leadership Site is the primary SoTL arm of OPID and extends the faculty development work of OPID by designing initiatives to encourage scholarly inquiry into teaching and learning, and by creating inter-campus collaborations for conducting SoTL research. As a result, a core of faculty experts in classroom inquiry practices and principles from across the System now exists.

The partnership between OPID and the Leadership Site has elevated the faculty development status of the University of Wisconsin System as a whole. In 2003, the UWS Leadership Site was designated one of 12 national "cluster leaders" in the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Campus Program with the theme of Creating a Multi-Institutional Framework to Advance the Practice of Teaching Through Scholarly Inquiry into Student Learning. Most recently, in 2006, the UW System has been selected to participate in the 2006-2009 CASTL Leadership Program as coordinating institution of the theme Systemwide Collaboration. This initiative affords the opportunity for OPID and the Leadership Site to mentor and foster SoTL relationships with other national systems including the University of Colorado, CUNY, Miami-Dade, and North Carolina. For more information about SoTL and the UWS Leadership Site, please visit:

The Office of Professional and Instructional Development (OPID) provides leadership in fostering the pursuit of effective and innovative teaching to enhance student learning for all students and promote academic quality throughout the University of Wisconsin System and beyond. OPID serves as a statewide faculty development resource for University of Wisconsin System institutions. Established in 1977 as the Undergraduate Teaching Improvement Council, it was first led by a council of campus representatives who focused primarily on teaching improvement. Over the past few years OPID has expanded its emphases to meet the broader professional needs of faculty and academic staff with programming on topics such as student learning, the scholarship of teaching and learning, career stages, and faculty roles and rewards. OPID's Council remains essential to its operation, both as an advisory board and as a liaison between System and its campuses.

Find peer reviewed online teaching and learning materials. Share advice and expertise about education with expert colleagues. Be recognized for your contributions to quality education.

A website is designed by Pavela, McCabe and McDuff to "be a national resource on academic integrity and student ethical development. The focus is on offering demanding, individually reviewed and evaluated seminars of varied design for high school, college and graduate/professional students." The site also provides "... valuable (and free) information about the connection between academic integrity, good teaching, and student ethical development."

AAC&U is the leading national association concerned with the quality, vitality, and public standing of undergraduate liberal education. Its members are committed to extending the advantages of a liberal education to all students, regardless of academic specialization or intended career. Founded in 1915, AAC&U now comprises 1,200 member institutions—including accredited public and private colleges and universities of every type and size.

AAC&U organizes its work around five broad goals:

• A Guiding Vision for Liberal Education
• Inclusive Excellence
• Intentional and Integrative Learning
• Civic, Diversity, and Global Engagement
• Authentic Evidence

AAC&U also has a series of white papers on a number of topics including Inclusive Excellence,

Calibrated Peer Review (CPR)™ is a Web-based program that enables frequent writing assignments even in large classes with limited instructional resources. In fact, CPR can reduce the time an instructor now spends reading and assessing student writing. UW Madison is a registered user for this system.

The CIRTL Diversity Institute created materials and resources aimed to
enable faculty and future faculty to enhance diversity in STEM fields
by creating inclusive classrooms and fostering the engagement of all
students irrespective of race, gender, or socioeconomic background.

Kansas State University offers a web page full of 4-6 page articles, concerning a wide variety of Faculty Evaluation and Development issues, called IDEA papers.

RubiStar is a free tool to help teachers create quality rubrics. Registered users can save and edit rubrics online. Registration and use of this tool is free.

a large collection of teaching strategies from the Teaching Center at Washington University in St. Louis, ranging from getting started, to grading, to evaluations.

Tomorrow’s Professor Listserve seeks to foster a diverse, world-wide teaching and learning ecology among its nearly 12,000 subscribers at over 500 institutions and organizations in 86 countries around the world. To date there have been over 800 postings under the following categories:Tomorrow's Academy, Tomorrow's Graduate Students and Post docs, Tomorrow's Academic Careers, Tomorrow's Teaching and Learning and Tomorrow's Research.

Presentations from the 2008 Faculty College focused on SoTL research

Formerly known as AAHE, AAHEA is the oldest association in the United States dedicated to the advancement of higher education. AAHEA’s primary function is to assure and strengthen academic quality and ongoing quality improvement in academic courses, programs and degrees.

NCAT is an independent non-profit organization dedicated to the effective use of information technology to improve student learning outcomes and reduce the cost of higher education. NCAT provides expertise and support to institutions and organizations seeking proven methods for providing more students with the education they need to prosper in today’s economy.

Stanford University provides a series of newsletters entitled, "Speaking of Teaching," devoted to specific classroom strategies and challenges that can be downloaded as PDF files.

“Leading the industry” since 1995, this web site doesn’t even pretend that its papers are to be used for reference purposes only. Cheathouse.com offers 50,000 student essays in over 130 categories, many of which are FREE.

Do you worry about plagiarism on student papers and take-home essay tests? You’ll want to visit this web site, which offers more than 101,000 “example” essays for students to purchase as “references.”

The Journal on Excellence in College Teaching is a peer-reviewed journal published at Miami University by and for faculty at universities to increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their classroom experiences. Individual electronic subscriptions are just $49 and include access to all issues.

Innovate is an open access, peer-reviewed, online periodical (ISSN 1552-3233) published bimonthly by the Fischler School of Education and Human Services at Nova Southeastern University.

The journal focuses on the creative use of information technology (IT) to enhance educational processes in academic, commercial, and governmental settings. Our basic assumption is that innovative uses of technology in one sector can inform innovative uses of technology in each of the other sectors.

The Mission of the International Society for the Scholarship of Teaching and Learning (ISSOTL) is to foster cross-disciplinary and intercultural inquiry into the character, conditions, and possibilities for powerful learning and teaching at the post-secondary level and to disseminate application of these educational practices.

Founded in 2001, the Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. Our peer reviewed Journal promotes SoTL investigations that are theory-based and supported by evidence. JoSoTL’s objective is to publish articles that promote effective practices in teaching and learning and add to the knowledge base.

MountainRise is an open, peer-reviewed, international electronic journal published twice a year by the Coulter Faculty Center for Excellence in Teaching & Learning at Western Carolina University for the purpose of being an international vehicle for the Scholarship of Teaching & Learning (SoTL).

The STEM (Science, Technology, Engineering, and Math)  Teaching and Learning Research Guide was developed by a diverse group of librarians, Delta instructors, and people involved in Teaching/Learning Centers across campus.  This guide is helpful to those wishing to find publications on what has been effective in STEM instruction as well as repositories of materials for STEM instruction.  Some reasons for using the guide may be for research on teaching and learning,  to find answers to questions in order to make better-informed decisions on what to try in your course, or to find materials for teaching.

Purpose of this Guide:

         - Suggested education article databases
         - Journals that publish teaching research by discipline
         - Recommended books
         - Online resources
               + organizations
               + standards
               + repositories
               + assessment tools

The National Teaching and Learning Forum began publication in the fall of 1991 as a joint venture with the ERIC Clearinghouse on Higher Education. ERIC/HE already published a series of short books reviewing research literature on various higher education topics, and it embraced the idea of The National Teaching and Learning Forum warmly as an extension of its mission. In 2003, the Forum ended its partnership with Greenwood and took over all operations at its home office in Madison, Wisconsin.

The Teaching Professor is a forum for discussion of the best strategies supported by the latest research for effective teaching in the college classroom. From tips for class discussion to mentoring fellow faculty, The Teaching Professor stretches from the theoretical to the highly specific. Typical topics include assessment and evaluation, engagement of student interest, faculty time management, and the learner-centered classroom.

Change is a magazine dealing with contemporary issues in higher learning. It is intended to stimulate and inform reflective practitioners in colleges, universities, corporations, government, and elsewhere. Using a magazine format rather than that of an academic journal, Change spotlights trends, provides new insights and ideas, and analyzes the implications of educational programs, policies, and practices.

Organized by Illinois State University the core leader of an AAHE-Carnegie Campus Cluster on the Scholarship of Teaching and Learning (SoTL). This list includes not only core SoTL journals, but an extensive listing of discipline specific publication outlets.

Academic Enhancement Experiences for New First Year Students at UW-Madison

http://apa.wisc.edu/degrees/Certificates_2007_UNDERGRAD.pdf

UW-Madison Textbook Cost Report for the Board of Regents (November 2007)

The Office of the Provost, the University Assessment Council, and the schools and colleges jointly are responsible for assessment initiatives. These units collaborate to support assessment programming, and to ensure that assessment is being used for program improvement. This web site is intended for department chairs, program faculty and staff, and others at UW–Madison who engage in assessment activities.

The Student Assessment of their Learning Gains (SALG) website allows instructors to gather learning-focused feedback from students. The SALG survey asks students to rate how each component of a course (e.g., textbook, collaborative work, labs) helped them to learn, and to rate their gains toward achieving the course goals. The SALG survey can be customized to fit any college-level course, and can be administered multiple times per course. A baseline instrument allows faculty to compare gains relative to incoming student characteristics.

The Field-tested Learning Assessment Guide (FLAG) web site was constructed by the College Level One Team, as a resource for Science, Technology, Engineering and Mathematics (STEM) instructors. Assessment tools tell students what we think is important to learn. The tests commonly used in college science and math courses usually emphasize fact-based knowledge and algorithmic problem solving. Innovative assessment methods emphasize deeper levels of learning and give instructors valuable feedback during a course.