Scholars Week Presentations: Scholarship of Teaching & Learning
Monday, May 16, 3:00-5:00 Haggard Hall 232
3:00-4:00 p.m., Daniel Espinoza-Gonzalez, Connor Powell, Ashley Berto, Alanna Schuh, Dmitri Simuel, Kyle Evans
“Is Creativity the Best Kept Secret in (higher) Education?”
After a brief introduction to the Scholarship of Teaching and Learning with an emphasis on students engaging as co-inquirers (Espinoza-Gonzalez and Powell), Teaching-Learning Academy (TLA) student staff (Berto, Schuh, Simuel, and Evans) will present the TLA’s 2010-11 study of creativity at WWU including a video clip followed by a chance to enter into dialogue about its implications for teaching and learning at Western.
4:00-5:00 p.m., Annie Brandon, Megan Kittridge, Allison Schreuder, and Kelly Skillingstead
“Compass 2 Campus: The Lead Student Difference”
This panel will help the audience to understand the unique role of a Lead Student within the Compass 2 Campus mentoring program. We hope to engage the audience in understanding how being a lead student helps enable individuals to benefit our community, other western students, and themselves.
Tuesday, May 17, 3:00-4:00 p.m., Haggard Hall 232
3:00-3:15 p.m., Shanyese Trujillo and Annemarie Curd
After a brief introduction to the Scholarship of Teaching and Learning with an emphasis on students engaging as co-inquirers
3:15 -3:30 p.m., Kara Yanagida, Writing Center Assistant
“Judging Questions, Not Answers”
In researching the role of questions in promoting collaborative learning, Kara explores which types of questions draw the most engagement, proposes possible explanations for why some questions work better than others, and suggests ways to add variety to our individual questioning styles.
3:30-3:45 p.m., Stephanie Skaggs, Writing Center Assistant
"Is the Research Paper Dead?"
Some high school and college critics, teachers, and students would argue that the research paper simply isn't working in the classroom. For my Writing Center research, I explore the limitations of traditional approaches and introduce promising strategies for teaching the integration of research into writing.
4:00-5:30 p.m., Francesca Leaf (student) and Kathleen Young (faculty), Anthropology; Misa Haring (student) and Korry Harvey (faculty), Communication; Rachell Redd (student) and Diana Jones (faculty), Human Services
Writing Research Fellows will present their studies of selected practices for teaching writing. Their faculty partners will respond followed by a dialogue with participants about implications for teaching and learning.
“The Narrating Subject: Student Reflection on Witness Narrative” (Leaf and Young),
“Effects of Peer Response Variations on Student Writing” (Haring and Harvey)
“Using PhotoResponse to Inspire Student Writing” (Redd and Jones), Exploring Peer Review
Thursday, May 19 from 12-4 and all day Friday, May 20 in the TLA Meeting Space (Near the Writing Center and the Circulation Desk on the Wilson side of the library)
Jessica Hunter - “Writing Intervention for Distinguishing Letter/ Sound Correspondence”
This writing intervention was designed for a Kindergarten girl having trouble recognizing letter/ sound correspondence in words, which contributed to a reduced level of fluency in writing letters. Mentor: Dina Benedetti
Christina Karras-“Increasing Handwriting Legibility Through Direct Instruction”
This writing intervention focused on increasing handwriting legibility over a three-month period. With the help of numerous hands-on activities and a direct instruction model, students were able to meet their handwriting instruction goals with nearly 100% accuracy. Mentor: Dina Benedetti
Karla Bennett- “Using Curriculum-Based Evaluation to Help Students Learn about Fractions”
The presentation shows how one educator used curriculum-based evaluation to intervene in a high school math class. Instruction focused on improving the students' conceptual understanding of fractions. Mentor: Diane Penland
Kate Baugh-“What's the Write Way? A journey into first grade writing using the CBE process.”
The presentation details a six-week writing intervention with a lower achieving first grade student. The intervention focuses on the use of Elkon Boxes as a strategy for improving the student’s skill at hearing sounds in words. Mentor: Diane Penland