UWL professors on their involvement with the Wisconsin Teaching Fellows and Scholars program

UWL professors on their involvement with the Wisconsin Teaching Fellows and Scholars program

Three UWL faculty members took part in the Wisconsin Teaching Fellows and Scholars (WTFS) program, a year-long initiative designed to enhance teaching and connect like-minded educators across Wisconsin.

This year's program focused on inclusive pedagogy, including the importance of student belonging and self-efficacy.

"While I have spent a lot of time learning about inclusive pedagogy, having an immersive experience and numerous resources to investigate the principles and data behind implementing inclusive pedagogy has taught me a great deal," says Eugenia Turov, a professor of chemistry at UWL.

Cord Brundage, a professor of biology at UWL, shares that the program has helped him hone more strategies for communication in the classroom.

"I have increased the transparency in sharing my expectations, flexibility in my accommodations and clarity in my learning objectives," Brundage says. "I also try to promote student focus, mindfulness and provide my students with more tools that I hope will help them succeed."

Lessons from WTFS are already impacting campus courses. Kate Evans, a professor of recreation management and recreational therapy, has changed the final project in one of her courses to better achieve learning outcomes.

"I have gotten to hear great ideas from amazing colleagues from across a range of disciplines," Evans says. "It's inspiring to know what great work is happening at UWL and beyond, and it motivates me to keep my focus on creating the best learning experience for students."

Brundage says that his research surrounding scholarship of teaching and learning (SOTL), which involves monitoring student achievement and sense of belonging through interventions, has resulted in increased student performance.

"My involvement in this program has increased my awareness and desire to innovate and improve the learning experience for students in all of my classes," Brundage says.

Brundage explored improving student retention and sense of belonging through study strategy capacity building, aiming to dispel imposter syndrome.

"As faculty, it can be easy to want to teach the same content the same way and get frustrated that students are changing," Brundage says. "What my project has reinforced to me is the need to adapt my strategies to teach to the students and who they are now."

Turov believes her involvement in the program has helped her be her best self as an educator. Her research focused on strategies that allow students to feel more comfortable with her and each other to create a productive classroom climate.

"I am more proactive in the ways I connect with students, listen to their concerns, and be more transparent in how I communicate with the students," Turov says.

Evans focused her research on better understanding her students enrolled in the general education course, REC 150, as it related to their sense of belonging on campus.

"When students have a strong sense of belonging, of connection to the university, they are more likely to persevere through challenges, as they feel a greater sense of commitment to the institution," Evans says.

At the conclusion of the program, participating faculty are asked to present their research at the Spring Conference of Teaching & Learningon April 18 and 19 at UW-Madison.

"I am excited to share the information and data I have, but even more importantly, I am very excited to see the work of my colleagues and learn from the amazing educators across the state," Brundage says.