Formerly known as the Advances in Higher Education Research Seminar and now renamed as the Reflection and Practice Seminar series, these conversations highlight original research in college-level instruction and learning. See below for a listing of past presentations.
Braiding Indigenous knowledges into STEM undergraduate curriculum and practices: An ally’s perspective
Dr. Ashley Welsh is cross-appointed between the Central and Science Centres for Teaching and Learning at the University of British Columbia.
May 17, 2022
There is a growing movement to rethink and decolonize Western STEM (Science, Technology, Engineering, and Mathematics) education and make it more inclusive of multiple ways of knowing. These efforts enrich student learning and contribute to more respectful relationships and partnerships with communities, culture, and our natural world. Fueled by the 2015 Truth and Reconciliation Commission of Canada’s call to “redress the legacy of residential schools and advance the process of Canadian reconciliation”, Canadian post-secondary institutions have reached a point of reckoning. They are charged with planning and implementing programs to train educators with how to infuse Indigenous knowledges, histories, cultures, and experiences into their teaching. The “braiding” of Indigenous and Western ways of knowing together is an approach that acknowledges and explores the unique strengths of different ways of knowing while collectively forming a holistic, reciprocal, and enriched view of the world. This call for change can be a particular challenge for educators in STEM disciplines, where the emphasis on reductionist, objective, and Eurocentric knowledge and practices may be harder to align with the relational, spiritual, and community frameworks that guide Indigenous worldviews, communities, and Peoples.
In this talk, Dr. Welsh will explore various approaches for how STEM educators can begin and sustain their efforts to Indigenize their curricula and pedagogy. Her presentation will be guided by the literature, current programs and models for faculty development, her personal and professional experiences as a non-Indigenous STEM educator, and the generosity and care afforded to her by her Indigenous and non-Indigenous colleagues and mentors.
How do we prepare students to learn from experience?
Yore Kedem, assistant professor of Hebrew, Department of Linguistics, Languages, and Cultures, Michigan State University
February 22, 2022
At many universities, relatively little time is dedicated to experiential learning. Even in fields that lend themselves readily to experiential learning—such as language and music—instructors generally aim at institutional or professional outcomes that are easy to evaluate with common assessment methods. Conventional learning outcomes often overlook the value of other educational goals such as personal growth and self-understanding. Instructors can center these goals by making them explicit and defining the relationship between knowledge, skills, and experience.
In this talk, Professor Yore Kedem will discuss notions from aesthetics and hermeneutics to explore what John Dewey called an experience: a novel situation that perturbs one’s prior worldview, but which can be incorporated through engagement and reflection. He will discuss how we understand, learn from, and even create such experiences. Kedem will suggest ways to design educational contexts that engage students in an active exploration of the world around them and build on students’ own understanding of themselves. Students learn through these experiences and through intentional reflection on the experiences. To illustrate this point, Kedem will describe how particular teaching approaches in music, language and study abroad learning contexts can provide students the means to engage in and understand their experiences. To conclude, Kedem will challenge faculty to reflect upon their own experiences, and in turn, use them to create opportunities for students to engage in meaningful growth.
At home and hands-on: Leveraging the benefits of remote lab instruction
Luna Yue Huang, assistant teaching professor, Department of Materials Science & Engineering, University of Washington
January 25, 2022
The COVID-19 pandemic forced many educators and students to dramatically change how they teach and learn, particularly in hands-on lab courses. In response, Professor Luna Yue Huang of Materials Science and Engineering redesigned a year-long senior undergraduate laboratory course — typically held in-person — to be delivered 100% remotely. Huang led a development team of teaching assistants and lab technicians to create more than 30 instructional videos, a robust suite of web resources, and a series of experiments that students could safely design and execute at home. With the return to in-person instruction this year, some unexpected benefits of remote course development have emerged, such as the opportunity to offer advanced laboratory and instrumentation experiences to students who usually do not have access to them.
In this talk, Huang will share how she now utilizes remote learning strategies to improve and supplement hands-on lab classes.
Alma Mat(t)ers: Leveraging Current Undergraduate Experiences to Change the Future of Higher Education
Dan Grunspan, assistant professor, Department of Integrative Biology, University of Guelph
Dec. 7, 2021
Reforming university instruction to align with evidence-based practices is a critical, time-sensitive goal across science, technology, engineering, and math (STEM) fields. Unfortunately, achieving scalable change has proven difficult. In this seminar, Professor Dan Grunspan will describe a cultural evolutionary model for pedagogical change that stresses how individuals and their ideas flow between universities. This flow determines the trajectory and frequency with which pedagogical practices are used by faculty. Using a novel dataset of more than 7000 physics faculty from nearly 600 institutions — including where they received their undergraduate degree — Grunspan will show that the flow of individuals between institutions is currently imbalanced: only about 20% of all universities train 70% of physics faculty. Although this imbalance may be historically responsible for a stasis of teacher-centered pedagogies, it can also create opportunities for large-scale pedagogical reform.
Using Reproducibility Education to Teach Research Methods
Rachel Hayes-Harb, professor, Department of Linguistics, University of Utah
Oct. 26, 2021
Scholarly disciplines vary in the degree to which their members have embraced reproducible research methods and how well new scholars are taught to generate results that can be reproduced by other researchers. In this seminar, Professor Rachel Hayes-Harb will share a framework educators across the university can use to promote the concept of reproducibility in their undergraduate courses. The primary goal of the framework is to provide a meaningful research experience for undergraduate students and to help them develop research skills that emphasize responsible conduct of research, social justice, and Open Science values and practices. In addition to promoting reproducibility, Hayes-Harb will show that this framework benefits students’ education by providing a direct route to developing impactful research questions and high-quality analyses. Moreover, a course created with the framework can offer students an exciting hands-on research experience and be implemented in large classes. A further benefit to teaching large numbers of undergraduate students about reproducibility in research is that it promotes productive skepticism and public trust in science.
An Environment for Learning: Leveraging Instructional Expertise to Support Remote Teaching
May 17, 2021
The rapid shift to remote teaching due to the pandemic has been destabilizing to all members of the UW community, and the coincident social and political unrest has only added further tumult to a fraught teaching and learning environment. Helping faculty, teaching assistants, and students navigate this new instructional paradigm has become a principal focus of all teaching units at our institution.
In the UW College of the Environment, Jane Dolliver, Tim Essington, José Guzmán, Kat Huybers, Kerry-Ann Naish, Mikelle Nuwer, Julia Parrish, and Kristi Straus responded to the moment by forming the “Online Teaching Team” (OLT). OLT supports faculty and TAs across the college in adapting to the demands of remote instruction. Signal contributions of OLT include:
- Evidence-based workshops on effective teaching and technology use
- Creation of lightboard studios and training in their use
- All-college TA workshops
- One-pager “tips” development for momentous and controversial events (e.g., the U.S. capitol insurrection; day of the presidential election)
- Weekly online teaching “office hours” and “think tanks”
In this panel discussion, OLT members Tim Essington, José Guzmán, Kat Huybers, Kerry-Ann Naish, Mikelle Nuwer, and Kristi Straus describe the group’s work and how their broad expertise in pedagogy and in the diverse range of fields represented in the College of the Environment gives them the credibility to make a difference.
Supporting Higher-Order Thinking: Leveraging Learning Outcomes and Alternative Grading Approaches to Help Students Dig Deeper
Santiago Toledo, associate professor, Department of Chemistry, St. Edward’s University
February 9, 2021
Professor Toledo discusses his use of Marzano’s Taxonomy for drafting content-based student learning outcomes. This taxonomy provides students with a structure for their learning process and allows them to access course content expectations more transparently. After discussing ways to implement Marzano’s Taxonomy, Toledo will review an alternative grading scheme that leverages content-based learning outcomes and provides targeted and actionable feedback to both students and instructors. This approach makes use of Mastery Based and Specifications Based Grading.
Social Workers Can’t Be Republicans: Engaging Conservative Students in the Classroom
Justin Lerner, associate teaching professor, School of Social Work, University of Washington
October 20, 2020
Over the past 50 years, the United States has experienced the disappearance of a moderate politics replaced by a more divisive political ideology. As the country has become more polarized, universities, schools of social work, and professors have increasingly leaned left. In this era of extreme political polarization, social work educators have a responsibility to create a classroom environment in which conservative students can enhance the diversity of thought in schools of social work so that all students can be more skillful social workers while helping these students understand social work values derived from the National Association of Social Workers’ Code of Ethics. This workshop will explore how to create productive political conversations that encourage true dialogue rather than partisan soundbites.
Reimagining Graduate Dance Education
Hannah Wiley, professor, Department of Dance, University of Washington
March 3, 2020
In 1990 Hannah Wiley designed the UW’s graduate program in dance to respond to two issues: the absence of professional dancers in dance department faculty positions and the academy’s incomplete understanding of the value of dance in higher education. In this presentation, Wiley discusses the creation and evolution of this successful program, which supports professional dancers’ transition into university teaching, as well as the production of new creative work.
Tailored, interdisciplinary scholarship is the foundation of the program. Students complete an individualized course of study, and collaborate with a wide variety of departments–from Physical Therapy and Rehab Medicine to the Natural Sciences–to complete their master’s project. Thirty years after its inception, over ninety percent of the graduates from this program hold college-level teaching positions—a number are chairs and deans.
Can Learning be Fair?: Explicit Acknowledgment of Structural Oppression as a Teaching Tool
Jessica Cleeves, Center for Science and Mathematics Education, University of Utah
February 11, 2020
Traditional diversity classes engage students in self-reflection about identity and experience, often around ideas like race, class, gender, ableism, and heteronormativity. These curricula typically explore complex problems deeply, but seldom discuss practical steps toward solutions. This problem-centric focus can leave individual students feeling helpless, overwhelmed, and/or guilty to the point of emotional overload. A creative new approach to impactful instruction about equity situates conversations about access and power within a context of enactable inclusive pedagogical practices.
In this talk, Jessica Cleeves describes the Learning Assistant (LA) pedagogy course she developed for the University of Utah’s Center for Science and Mathematics Education. The course connects evidence-based best practice for small group facilitation and the individual, institutional, and cultural barriers that motivate the opportunity gap in the first place. LAs delve into issues of academic exclusion, while also learning strategies they can deploy to increase inclusion. This approach helps LAs from backgrounds of privilege move beyond potentially paralyzing feelings of anger, guilt, and shame. Simultaneously, LAs who identify with historically excluded communities are protected from tokenization and invited into advocacy for their students, with whom their identities may or may not align. LAs learn to co-create solutions concurrent with understanding the historical depth, cultural complexity, and structural resistance to making education equitable and inclusive.
Against the Odds: Insights From a Statistician With Dyscalculia
Katherine Lewis, associate professor, College of Education, University of Washington
Dylan Lynn, statistician, former data analyst, math tutor, and researcher based in Seattle
November 19, 2019
Mathematics is a gatekeeper—one that often prevents students with dyscalculia from pursuing academic and career paths in STEM fields. Unfortunately, research on dyscalculia has focused exclusively on young students’ difficulties with basic arithmetic and adopted a deficit model of the student, rather than addressing the lack of accessibility inherent in traditional mathematics teaching.
In this talk, Lewis and Lynn offer an alternative vantage point to the prevailing deficit notions about dyscalculia. They explore how Lynn — a statistician with dyscalculia — navigated structural barriers as an undergraduate mathematics student at UC Berkeley, and the compensatory strategies she used to address issues of access. Based on this experience, Lewis and Lynn offer recommendations for tools and instructional approaches that may be beneficial for students with dyscalculia.
Teaching Integrity in Empirical Research: The Pedagogy of Reproducible Science in Undergraduate Education and Beyond
Richard Ball, professor, Department of Economics, Haverford College
October 29, 2019
Many journals now require authors to submit extensive public-facing documentation to support empirical papers. In this talk, Professor Richard Ball discusses teaching research transparency to students in quantitative fields of study. Project TIER (Teaching Integrity in Empirical Research) integrates transparent and reproducible research methods into instruction by developing standard protocols for conducting and documenting statistical research. Enacting these protocols ensures that all reported results are computationally reproducible and that the methods employed are immediately legible to other researchers.
Ball gives an overview of the approaches to research reproducibility that Project TIER promotes, discusses the resulting educational benefits, and considers lessons for professional research practice that emerge from using the Project TIER system. He also identifies potential opportunities for collaboration between Project TIER and UW faculty to promote transparency in education and research.
Mind the Gap: Active Learning in Undergraduate STEM Classes Narrows Achievement Gaps for Historically Underrepresented Students
Elli Theobald, assistant teaching professor, Department of Biology, University of Washington
October 8, 2019
Women and minority students remain underrepresented in STEM majors and STEM professions, despite widespread efforts to increase their access to STEM fields. This is in part because of differential performance between historically under- and well-represented students—the “achievement gap”—in college STEM courses. Lower-performing students are less likely to major in STEM and more likely to drop out of college altogether. How can we modify instructional practice in our courses to remedy this problem?
A recent meta-analysis (Freeman et al., 2014) showed that active learning improves performance among all students relative to lecture-only classes. Building on this work, Theobald conducted the first large-scale study to show that active learning also narrows achievement gaps across STEM fields, and the first to show what amount of active learning is required to improve student performance. By pooling data from 133 studies of higher-education STEM courses that incorporate active-learning strategies, Theobald found that such courses reduced achievement gaps by up to 75%. In addition, active learning must comprise at least 30% of available class time to realize student gains.
Beyond Bars: Higher Education and Carceral Space
Gillian Harkins, professor, English Department, University of Washington
May 28, 2019
Although people think of universities and prisons as separate institutions, in fact they are highly interconnected. The UW holds contracts to purchase materials from prison labor, UW faculty engage in research projects focused on prisons, and state funding for incarceration impacts financial support for our university. Yet people who are currently and were formerly incarcerated often face the greatest barriers to entry at UW.
The term “school-to-prison pipeline” describes how disparities in access to quality education and targeting for disciplinary and police detention lead to a disproportionate number of non-white, non-heterosexual, and economically-disadvantaged youth ending up in prison, rather than higher education. However, a more accurate term is “school-to-prison nexus,” in which the pathways to prison or to college are not separate, but actually intertwined in the institutions we inhabit (Meiners 2007). In this talk, Professor Gillian Harkins reports on her and her colleagues’ efforts to create sustainable pathways to higher education for this underserved population, by leveraging existing connections between universities and prisons.
Responsive Teaching and Social Justice
Amy D. Robertson, research professor, Physics Department, Seattle Pacific University
April 16, 2019
Responsive teaching is an instructional approach that attends to and builds on the beginnings of disciplinary ideas and practices in student thinking. This kind of teaching is about really listening to students, trusting that their ideas are sensible to them, and seeking to understand what they mean and the possibilities for learning within.
In this interactive talk, Professor Robertson will use a seminal example to define responsive teaching in context. Seminar participants will also explore the possibilities and limitations of this instructional approach for teaching for social justice.
Global Flipped Classroom: Successes and Challenges of Combining Collaborative Online International Learning (COIL)
Kristi Straus, associate teaching professor, UW College of the Environment
Eli Wheat, lecturer, UW Program on the Environment
Wei Zuo, instructional consultant, UW Center for Teaching and Learning
February 26, 2019
In this talk Drs. Straus, Wheat, and Zuo describe a new study abroad model they developed for the Program on the Environment’s “Sustainability: Personal Choices, Broad Impacts” course. The “Global Flipped Classroom” builds on the existing Collaborative Online International Learning (COIL) model by adding a brief study abroad trip to the course. This new model enhances global engagement and provides an affordable and practicable study abroad opportunity for UW students.
UW students enrolled in the class collaborated online with Tsinghua University students to explore how culture can not only define environmental problems but can also create solutions. The course culminated in a ten-day trip to Beijing, promoting connection and conversation between Tsinghua and UW students while they experienced the city through the lens of sustainability.
Straus, Wheat, and Zuo discuss the successes and challenges they experienced while developing this model of instruction and their plans for future refinement.
Underrepresented Identities in the Classroom: Examining Our Privileges
Rachel E. Tenniel, professor, Department of Psychology, University of Arkansas
February 5, 2019
Professor Tennial will discuss how her research examining aspects of identity, the influence of skin tone bias, and exploring classroom climate moved her from a theoretical understanding of the findings to an applied focus. This new perspective on her work catalyzed introspection and reflection not only on her own identities and privileges but also on the multi-faceted identities embedded in the lives of students.
Her presentation will explore how identity, identification, and skin tone bias—or colorism—relate to the real and perceived barriers that students of color face in college classroom contexts. Tennial will also consider the impact of levity on classroom climate and student satisfaction.
This seminar was co-sponsored by UW Tacoma.
Calling Attention to Unequal Educational Outcomes in STEM Higher Education
Michael Mack, postdoctoral research associate, UW Department of Chemistry
January 15, 2019
Unequal education outcomes for historically underrepresented student groups are one of the most urgent and intractable problems in higher education. Where does this problem reside, with the students or with the institution? And who should be responsible for improving student outcomes?
Drawing on organizational learning theory, Research Associate Michael Mack examines the “deficit” and “equity” interpretive frameworks for making sense of outcomes in higher education, and shows how these frames oblige us to perceive unequal outcomes across student subpopulations in different ways. Participants in this session will engage with the frameworks to: 1) make sense of ethnicity-based disparities in introductory chemistry course grades at the University of Washington, and 2) construct possible strategies for addressing unequal outcomes. Recommendations for how this type of evaluation work can be applied beyond chemistry/science disciplines will be discussed.
Dimensions in Designing Reflection Activities for Students
Giovanna Scalone, research associate, UW Department of Human-Centered Design and Engineering
January 15, 2019
Reflection is a form of thinking where one makes meaning of past events as preparation for future engagements. Educators use many activities to help their students reflect on and improve their learning, but few frameworks exist to characterize the choices available in designing such activities.
In this talk, Research Associate Giovanna Scalone explores four dimensions of variation that emerge from reflection activities used by engineering educators: explicitness, customization, guidance, and accountability. Each dimension exists on a continuum that ranges from low to high, creating a large design space that allows educators to articulate their rationale for using reflection activities, foreground decisions about the type and structure of the activity, draw attention to potential positive and negative consequences of the activity, and connect to theories of learning. Scalone shows how these dimensions of variation can be used to design effective reflection activities in engineering and beyond.
Learning as Stewardship: Students at the Nexus of University-Community Relations
Katie Headrick Taylor, associate professor, College of Education, University of Washington
November 27, 2018
Some of the most influential theories of learning come from understanding how people learn from and teach one another in settings outside the classroom.
In her Education course, “Learning Within and Across Settings,” Professor Katie Headrick Taylor provides an extra-classroom environment for her students to learn these theories in context. Students make and nurture connections to community centers and other public neighborhood assets through outreach, observation, and feedback on the nature of teaching and learning in these spaces.
In this course, the community/place serves as teacher, and expertise is distributed: across community members, across visible histories, and across different modes of engaging with new information. Taylor demonstrates that empowering students in this way helps them develop a professional vision of learning theory that is not achievable in a traditional classroom setting while positioning students as stewards of community-university partnerships.
Framing Active Learning: How “Soft Skills” Enable a Supportive Classroom Culture and Facilitate Student Effort
Ben Wiggins, manager of program operations, Department of Biology, University of Washington
November 6, 2018
Instructor “soft skills” reference the ability to shape conversations that happen at the speed and frequency of human communication. These skills shape the effective implementation of active learning methods in class. While conversations around these skills are common in K-12 teacher development, they take place more rarely in higher education.
Dr. Ben Wiggins draws on findings from educational psychology to describe and demonstrate soft-skill teaching methods that create a supportive classroom environment and facilitate student engagement. Techniques such as active listening, honest signals, and reciprocal demonstrations of trust can be used across disciplines, in any size class, and are effective for students from diverse backgrounds.
Active Enough? Screens and Active Learning Classes
Ian Schnee, associate teaching professor, Department of Philosophy, University of Washington
October 9, 2018
There is significant evidence that the use of phones and other screens in class negatively impact student learning. There is also a great amount of evidence that classroom response technologies (CRT), like “clickers” and Poll Everywhere, positively impact student learning. Learning technology companies and universities (including UW) have largely switched to bring-your-own device (BYOD) models of CRT. However, no one has studied whether the fact that this model necessitates screen use in class takes away from the positive benefits of the active-learning allowed by CRT. Professor Ian Schnee’s work is a three-year project aimed at answering that question.
Questions about the series?