Our Center is actively engaged in sponsoring a variety of programs that support faculty development. We strive to provide instructors with a guided structure that encourages the exploration of in-depth research and teaching and learning scholarly applications. 

NTLC Fellowship

In this unique, individual professional development experience, the NTLC Fellow assists with the New Instructor Workshop, helps co-facilitate the SoTL Team program, promotes NTLC events, and meets once-a-month with the NTLC director to discuss ideas for expanding teaching and learning opportunities across campus. Position responsibilities are fulfilled during the academic year.


NTLC Above and Beyond Badge

Communities of Practice

An NTLC Community of Practice (CoP) is a year-long program focusing on a topic or issue about enhancing teaching and learning. It is comprised of a group of faculty who come together to explore a topic in which all of the participants have a mutual interest in studying; one that encourages "honest discussion" of some higher education issue.

  NTLC Communities of Practice

Encountering Information: Inspiration, Reflection and Application

Heather Stecklein, University Archivist and CoP facilitator, will assist instructors in developing practices and assignments for teaching students to distinguish accurate scholarly resources from less reputable alternatives. An ethics-based session will establish ways to encourage students to consider their responsibility to provide accurate context as they summarize and represent their sources in their final projects. Teacher-designed course projects will guide students in applying primary sources in Stout's archival collections and the collections of the larger University Library. Student learning will be assessed in  a variety of ways.

 

Community of Practice is filled

NTLC Teaching Champions | 2017-2018

Renee Howarton (facilitator) and instructors will engage in targeted book discussions, interact with select speakers, research teaching-related issues, develop and assess a course-based scholarly project, and share it with others. The goal of this CoP is to provide a supportive environment for concentrated exploration of effective teaching strategies.

 

Application closed

A CoP for Those Teaching or Planning to Develop Racial and Ethnic Studies and Global Learning Perspectives (RES & GLP) Courses

Terri Karis and Virginia Lea, CoP facilitators, will assist instructors in strengthening their knowledge and process skills needed to teach RES & GLP courses. Members will learn from each other and from knowledge guides. Each member will select an instructional problem or content area and develop a project to investigate how to support student learning in RES & GLP courses. Assessment assistance will be provided. Members will be invited to reflect critically on both the development and the implementation of their learning experience and share their reflections and results with the University community.

 

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Now accepting applications

Retention of New Environmental Science Students: Focusing on Mindsets and Skills that Promote Long-Term Learning

Krista James (facilitator) will guide colleagues in exploring how to increase retention of new Environmental Science students through developing and implementing curriculum that focuses on mindsets and skills that promote long-term learning. Participants will research and discuss best practices that help students develop a growth mindset towards learning.


Community of Practice is filled

SimSchool: Teaching Simulations as Sound Pedagogy

Sylvia Tiala (facilitator) will guide four faculty from the School of Education in collaboratively investigating the viability of integrating teaching simulations into teacher preparation courses.


Community of Practice is filled

Infusing Diversity Across the Curriculum Project

This project has been going for five years, with 46 instructors transforming their courses with the infusion of multiculturalism and diversity-based content and experiences. Throughout the history of the project, a wealth of course assignments, assessments, and student and faculty learning outcomes have been developed. The disciplines of past participants have included: Social Science, Food & Nutrition, Education, Business, Engineering, Human Development and Family Studies, Marketing, Marketing Education, Psychology, Mathematics, English, Philosophy, and many others. This project has reached several hundred students across disciplines and across campus. It has also been the recipient of the UW System Ann Lydecker Diversity Education Award in 2012. The project has been supported by UW System OPID as well as UW-Stout's Chancellor's Office, Provost Office, Diversity Leadership Team, campus Deans, and department chairs.



NTLC Advanced Scholarship Badge

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 Research project model

 The Infusing Diversity Across the Curriculum Project has been facilitated by the Nakatani Teaching and Learning Center's director and two faculty co-investigators, Virginia Lea (2010 to present) and Holly Teuber (2010-14). Each spring, the Center has issued a call for applications, seeking those instructors who agree to do the following activities:

  • attend an immersion-based workshop usually held in August that is designed to broaden faculty perceptions of equity, diversity and multicultural concepts and guide them in reflecting on how these issues might be meaningfully woven into their courses.
  • meet throughout the fall and spring semesters on a bi-weekly basis to converse about diversity-based topics designed to advance their cultural cognizance, and ultimately, that of their students.
  • design diversity-based assignments and assessment practices (fall) and then implement and assess them in at least one of their spring courses.
  • document project reflections and disseminate outcomes in on-an-off campus venue.

 During each year that the project has existed, research has been conducted both on an individual classroom basis and as an overarching scholarly project. While individual scholarship has used multiple methodologies, the overarching research methods have included traditional surveys, focus groups, and thematic analysis. In addition, during 2015, project investigators launched an extensive follow-up one-on-one interview of former diversity project cohort members with the intention of learning what impact the project experience had on them and whether they have continued to infuse diversity content into their courses. Data from these overarching studies are currently being evaluated. With there being so many rich examples of diversity-based assignments as well as individual and overarching research outcomes, numerous presentations have been shared in local, national and international venues.


For more information, contact Renee Howarton, NTLC director, at howartonr@uwstout.edu or at (715) 232-5196.

SoTL Teams

SoTL Teams are comprised of 3 to 5 instructors who identify a common teaching question or classroom challenge associated with student learning that they study in a cross-disciplinary collaborative format. They include seasoned and newer colleagues who conduct research using the SoTL research model.

Request more information >> 

NTLC Advanced Scholarship Badge 

Sharing Communities

The NTLC's Sharing Communities typically consist of groups of 6-10 instructors who agree to meet three to four times during a semester to investigate a topic, issue or problem related to teaching and learning. The conversations are lively, thought-provoking, and beneficial.

 NTLC Sharing Community Badge

Online Teaching Pedagogy Conversations in Higher Education | 2017-18

Marya Wilson (facilitator) will be meeting with instructors and staff to discuss how to create and maintain the most effective online educational environment and experience for students and faculty alike. This SC explores instructional practices associated with successful online teaching. The group meets once a month to have free-flowing, open sharing of their successes and opportunities for  improvement within their online classrooms.


Apply to participate >> 

Now accepting applications

Table of Knowledge | 2017-18

Jill Klefstad and Robin Muza (facilitators) will provide instructional and non-instructional staff a laid-back, safe and comfortable gathering place to dialogue and share knowledge about teaching, learning, and professionalism at the college level. They will include engaging students, mindfulness, building collaboration across campus, and much more.