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We are proud to list the participants in the UW-Stout 2003-2004 Scholarship
of Teaching Project. Listed with each participant is the learning question
that he or she will investigate. This project is funded by a grant from the
UW-System Office of Professional and Instructional Development (OPID).
Carolyn Barnhart, Food and Nutrition
EDUC-326 Foundations of Education
Analysis of three teaching methods designed to create critical thinking. The
impact of the methods will be measured by the level of reflection in each
student's philosophy of teaching
Final Report
Progress Report
barnhartc@uwstout.edu
Joy Becker, Mathematics, Statistics and Computer Science
MATH 157 Calculus and Analytic Geometry II
What is the effect of small groups and a technology-enhanced curriculum on
students learning in a calculus course?
Final Report
Progress Report
beckerjoy@uwstout.edu
Peter Burkholder, Social Sciences
HIST 210 Modern World
Do students learn more effectively when they have to teach their peers?
Final Report
Progress Report
burkholderp@uwstout.edu
Kari Dahl, Industrial Management
Organizational Development
What is the effect of an affective experience on learning?
Final Report
Progress Report
dahlkar@uwstout.edu
Kathleen Deery, Vocational Rehabilitation
REHAB 620 Psychological Assessment of Individuals with Exceptional Needs
Do group projects and designated "learning communities" enhance
student learning in an online
graduate course?
Final Report
Progress Report
deeryk@uwstout.edu
Barb Flom, Education, Counseling and Psychology
SCOUN 782 PK-12 Developmental Guidance
Does instruction about multicultural perspectives on child/adolescent
development enhance the multicultural counseling competence of pre-service
school counselors?
Final Report
Progress Report
flomb@uwstout.edu
Jeanne Foley, Mathematics, Statistics and Computer Science
MATH 121 College Math II
Can students¹ understanding of how to apply abstract mathematical concepts to
practical problems be enhanced by having students develop their own
application problems within their fields of interest, and can this individual
learning be shared by having students present their finished problems and
solutions to the rest of the class via links to a class web site?
Final Report
Progress Report
foleyj@uwstout.edu
Jan Hare, Human Development and Family Studies
HDFL 340 Late Adulthood
Can student learning of aging theories, concepts and research be enhanced by
small group discussion? Specifically, will the learning which occurs in small
group discussion result in greater depth of knowledge compared to last year's
class which did not utilize small group discussion?
Final Report
harej@uwstout.edu
Terri Karis, Psychology
PSYC 110 General Psychology
What methods most effectively engage students¹ interest, and increase
multicultural awareness, when learning about multicultural perspectives?
Final Report
Progress Report
karist@uwstout.edu
Sheri Klein, School
of Education
Introduction to Art Education
How does case analysis and discussion using case studies about art teaching
change pre-service art teachers perceptions and beliefs about art teaching?
Final Report
Progress Report
kleins@uwstout.edu
Kat Lui, Communications, Education, and Training
TRHRD Training Systems in Business and Industry
What is the effect of learning activities (learning contracts) and assessment
(pre / post assessment) on engaging students in knowledge building?
Final Report
Final Report Poster
Progress Report
luik@uwstout.edu
Scott Orme, Education, Counseling and Psychology
SPSY 753 - Psychometric Theory and Application
Does active engagement in conflict and preparing for debate increase the
breadth of learning or enhance the depth of knowledge for graduate students?
Final Report
Progress Report
ormes@uwstout.edu
Ken Welty, Communications, Education and Training
TECED 260 Curriculum, Methods, and Assessment for Technology Education
What effect does concept mapping have on pre-service teachers¹ ability to
identify core understandings, discriminate between broad understandings and
subordinate details, and organize unified bodies of knowledge?
Final Report
Progress Report
weltyk@uwstout.edu
Michelle Zwolinski, Biology
BIO 101 Introduction to Biology
Will in-class skill building activities help student learn social skill and
biology?
Final Report
Progress Report
zwolinskim@uwstout.edu
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