This page gives you access to pre-class reading assignments, as well as the pre-class blogs and post-class blogs where we will be sharing our thoughts, views and perspectives on the readings before class.

• Before class: Read or view pre-assigned materials before our Tuesday in-class discussion;
• Before class: Reflect on materials and submit a pre-class blog by Monday at 5:00 pm (deadline);
• After class: Reflect on class discussion and activities and submit a post-class blog. We highly recommend you do so immediately after the end of the class or as promptly as possible thereafter (as a out-of-class "minute paper"). Note however that the strict deadline is "next" Monday at 5:00 pm.

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Lesson Plans can be downloaded here: 2023-12-11-Class-by-Design.docx. Note that this document will be updated weekly (on Monday evening or Tuesday morning) after your instructors summarize your pre-class bogs (due at 5:00 pm on Mondays) in the document. Instead of bringing a paper handout, we will use the lesson plans detailed in this document to manage our time and activities during class.

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Modules and Topics

Pd	Date	Modules and Topics			Activities
		Module I: Setting the Stage	Introduce yourself to your Classmates
1	09/12	Introduction: Professional Identity | Discussion as a teaching and learning technique
2	09/19	Understanding Teaching and Learning: Learning to Learn
		Understanding Teaching and Learning: The Paradigm shift
		Module II: Diversity - Nationality, Ethnicity, Culture, Race and Gender
3	09/26	Instructor's Nationality and Culture: Being a "Third-Country" Professor
		Instructor's Gender: Women Faculty
4	10/03	Student's Nationality and Culture: Undergraduate: International and American Student Engagement			Handout
		Student's Nationality and Culture: Graduate:  Advisor Advisee Relations
5	10/10	Privileges and Invisible Differences: Stereotype Threat
		Privileges and Invisible Differences: First Generation to College
		Module III: Effective Undergraduate Teaching: Indoctrinate (a crowd) versus Educate (each student)
6	10/17	Introduction to Learning Theories: Behaviorism and Constructivism
		Introduction to Learning Theories: AM vs PM Metaphor
7	10/24	Introduction to "Teaching as Research": Views of a Physics Nobel Prize Scientist Turned Educator			Panel 1
		Introduction to "Teaching as Research": PowerPoint vs. Active Learning
8	10/31	Learning in-class - Active Learning: A Meta-analysis			Panel 2
		Learning outside of class - Effective Learning (Study Habits)
9	11/07	Excellence vs. Scholarship (SoTL): Exploring and Defining the Concepts			Panel 3
		Excellence vs. Scholarship (SoTL): From Lecture to Discussion-based Course
10	11/14	Assessment of Learning: Historical and Futuristic Perspectives			Panel 4
		Assessment of Teaching: Classroom Assessment Techniques
		Module IV: Micro-teaching
11	11/21	Go to the 2023 Micro-teaching Project Guidelines Page
12	11/28	Go to the 2023 Micro-teaching Project Guidelines Page
13	12/05	Go to the 2023 Micro-teaching Project Guidelines Page
14	12/12	Go to the 2023 Micro-teaching Project Guidelines Page
		Course Evaluation: See details here
		End of the Journey -  Congratulations!

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Wk 01 - 09/12 - Setting the Stage

Synopsis: The first day of class we'll get to know each other and we'll set the stage for our learning journey. The beauty of exploring how to create effective classroom with students and (or) faculty with distinct nationalities is that it will provide us with a platform to explore what we can do "locally" (i.e., in our classrooms) to help create "global citizens." After the introduction, we'll discuss the assigned materials that were selected to meet today's class objectives: a) The development of professional identity of doctoral students and b) Using discussion as a mode of teaching.

Pre-Class Assignments:

• Go to the following page to Introduce Yourself to your classmates.
• Read the article of Colbeck (2008) Professional Identity Development Theory and Doctoral Education. Then, use the "Pre-Class" blog page for week 1 (see "Pre 1" link above under Class Blogs) to write your thoughts, reactions and one question you would like us to explore in class by 5:00 pm M. 09/11.
• Read the preface of Discussion As a Way of Teaching, the book of Brookfield and Preskill (2005).

Optional Video: Teaching in America: A guide for International Faculty from the Harvard's Bok Center for teaching and learning.
Optional Readings: Defining Scholarship for the Twenty-First Century by (Diamond-2002) | Beyond Scholarship Reconsidered: Toward an Enlarged Vision of the Scholarly Work of Faculty Members by Rice (2002) | Benefits and Challenges of Diversity in Academic Setting by WISELI (2010).

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Wk 02 - 09/19 - Teaching for Learning: An Overview

Reading 1: Wirth and Perkins (2010). Learning to Learn (Blog entry Pre-2a deadline: 5:00 pm M. 09/18).
Reading 2: Barr and Tagg (1995): From Teaching to Learning: A new Paradigm for Undergraduate Education (Blog entry Pre-2b deadline: 5:00 pm M. 09/18).

Optional: Acknowledging Learning Styles of Diverse Student Populations: Implication for Instructional Design by Anderson and Adams (1992) | Inquiry as a Tool in Critical thinking by King (1994) | Questioning Techniques for the Active Classroom by Hansen (1994).

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Wk 03 - 09/26 - Instructors' Nationality & Culture and Gender

Reading 1: Dedoussis (2007) Through the Eyes of a Third Country Faculty is a memoir contrasting expectations of the roles of the professor and the role of the students in universities across the globe (Blog entry deadline: 5:00 pm M. 09/25).
Reading 2: Mamiseishvili (2010) found significant differences between foreign-born and US-born women faculty in their pattern of engagement in Academia (Blog entry deadline: 5:00 pm M. 09/25).

Optional: Mamiseishvili and Rosser (2010) found that international faculty members were significantly more productive in research, but less productive in teaching and service than their U.S. citizen colleagues | Kim et al., (2012) International Faculty in American Universities: Experiences of Academic Life, Productivity, and Career Mobility is an article that presents survey results demonstrating the contribution of international faculty to institutions of higher education in the U.S. and provides some perspectives on professional experience and career mobility.

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Wk 04 - 10/03 - Undergraduate and Graduate Students' Nationality and Culture | Advisor - Advisee Relations 

Reading 1: Zhao et al., (2005) found differences in academic engagement of foreign-born and US-born undergraduate students (Blog entry deadline: 5:00 pm M. 10/02).
Reading 2: Rice et al., (2009): International Student Perspectives on Graduate Advising Relationships (Blog entry deadline: 5:00 pm M. 10/02).

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Wk 05 - 10/10 - Undergraduate: Privileges (Stereotype Threat and Invisible Differences (First Generation College Students)

Reading 1: Steele (1997) How stereotypes shape intellectual identity and performance (Blog deadline: 5:00 pm M. 10/09).
Reading 2: Stephens et al., (2012) Culture of "independent" on university campus is a stressor for first-generation students (Blog deadline: 5:00 pm Th. 10/09).

Optional 1: Lee (2007) Neo-Racism Towards International Students.
Optional 2: In an eye-opening article, Jayakumar (2009) indicated that the US, faculty of color take on greater teaching, mentoring, service, and administrative/committee responsibilities than do white faculty.

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Wk 06 - 10/17 - Introduction to Learning Theories and implications for Classroom Design

Reading 1: Wattiaux (2015) provides an overview of two prevalent learning theories and explores the implications for classroom instructional design (Blog deadline: 5:00 pm M. 10/16). 
Reading 2: Sfard (1998) Two metaphors: the Acquisition Metaphor (AM) and the Participation Metaphor (PM) are used to illustrate prevalent learning theories, arguing that both are necessary but taken separately neither one is sufficient to describe the learning process (Blog deadline: 5:00 pm M. 10/16).

Optional: Go to the video page of this site to see Vygostky's zone of proximal development "in action" (12 min.)

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Wk 07 - 10/24 - Taking a Scientific Approach to Science and Engineering Education

Recording: Please view the presentation of Carl Weiman (Physics Nobel Laureate) on Taking a Scientific Approach to Science Education. that he delivered at the Carnegie Mellon University. Fee free to ignore the first 10 minutes of the video. The slides (pdf) of a similar presentation he made on the UW-Madison campus (back in 2012) is available here.  (Blog deadline: 5:00 pm M. 10/23)
Reading: Craig and Amernic (2006) PowerPoint Presentation and Teaching Dynamics (Blog deadline: 5:00 pm M. 10/23).

Optional: Gier and Kreiner (2009) provides an example of an attempt to incorporate active learning with PowerPoint-based lectures. Can it be done?

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Wk 08 - 10/31 - In-class Active Learning and Outside of class Learning Techniques

Reading 1: Freeman et al., (2014) present a meta-analysis of 225 studies in the STEM disciplines comparing traditional lecture to lecture mixed with in-class learning activities (Blog deadline: 5:00 pm M. 10/30).
Reading 2: Dunlosky et al. (2013) Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive Psychology  (Blog deadline: 5:00 pm M. 10/30).

Optional 1: Smith et al., (2009) Peer-Discussion Improves Student Performance on In-Class Concept Questions (optional ).
Optional 2: Crouch and Mazur (2001)  summarized "Ten Years of Experience with Peer-Instruction: students helping each other learn in the classroom". 
Optional 3: Lecture from a Convert (On-line recorded presentation of Dr. Eric Mazur).

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Wk 09 - 11/07 - Excellence vs. Scholarship of Teaching & Learning (SoTL)

Reading 1: Kreber (2002) differentiates excellence from expertise and scholarly teaching. (Blog deadline: 5:00 pm M. 11/06).
Reading 2: Wattiaux (2006) is an example of SoTL: A peer-reviewed publication documenting the transition from a lecture to a discussion-based undergraduate course. (Blog deadline: 5:00 pm M. 11/06).

Optional : Wattiaux (2015) (power presentation); Invited presentation at professional meetings on: "Best" Research Methods in Teaching.

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Wk 10 - 11/14 - Using Assessment to Guide Instruction

Reading 1: Shepard (2000) will provide us with historical, somewhat theoretical but insightful perspectives on Classroom Assessment (Blog deadline: 5:00 pm M. 11/13).
Reading 2: Classroom Assessment Techniques (CATs)? | Field Tested Assessment Guide (FLAG) | Assessing Classroom Discussion: Brookfield (2010). (Blog deadline: 5:00 pm M. 11/13).

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Wk 11 to 14 - (11/28, 12/05, and 12/12) — Micro-teaching sessions; Team A to G

See 2023 Microteaching Project Guidelines

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Wk 14 - 12/12 - Second hour — Course Evaluation

There will be two opportunities for you to reflect and assess (evaluate) the course. Part I of the evaluation will be conducted individually, outside of class as an anonymous survey. Part II of the evaluation will be conducted during our last hour together today through a large group discussion. Please see more details below.

Part  I (Outside of Class): Anonymous survey is a good practice in undergraduate education if you really want to gain feedback for each student. There is no substitute to anonymous survey to come as close as possible to the "true" feelings and perceptions that your students have about your class. Please download this Course Evaluation (word document) and follow the instructions you will find therein. (Note that in your undergraduate course, you might provide a few points of participation grade for completion of the survey)  (Deadline: 10:00 am T. 12/12). Please make sure NOT to email the completed evaluation to your instructors but to Dan Mechenich (mechenich@wisc.edu), Administrative assistant of Animal and Dairy Science Department).

Part II (In-Class): To prepare for our last in-class discussion (reflection) on our semester long journey to explore "Effective Teaching in Internationally Diverse College Classroom", please address the prompts listed in this Word Document PRIOR to class. Bring your completed questionnaire with you in class so you can add your own notes to it during class. (Deadline: 10:00 am T. 12/12).