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David J. Voelker Posts

Rethinking Content Coverage

I am excited to be leading a workshop on this topic at the 2017 UWGB Faculty Development Institute, which will take place on the UWGB campus on January 19, 2017. An abstract follows. As experts in our disciplines and professions, we sometimes forget that we developed our mastery of content knowledge in tandem with—not prior to—understanding, judgment-making abilities, and disciplinary skills.  While it might be possible for students who are inundated with a large volume of content to retain some factual and conceptual information, a pedagogy driven primarily by the imperative to cover content leaves many students holding a bag…

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OPID 2016 Faculty College

I’m excited to be leading two workshops at the 2016 OPID Faculty College: Going Behind the Scenes of the Learning Process: The Scholarship of Teaching and Learning (SoTL) (co-led with Regan Gurung; my break-out sessions focus on developing a SoTL research question) Reflective Discussion and Transformational Learning I have shared many of the handouts from my SoTL workshop using Creative Commons licensing.  See the SoTL Resources page on this site. I am also sharing my workshop resources on reflective discussion. I think it really speaks to the quality of the teaching faculty and staff of the UW System that this group of about 100…

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The Plan for this Site

I’ve just created this new site with Reclaim Hosting to bring together content from my SoTL site (thegraybox.net) and my history resources site (historytools.org), as well as to have a site to post new material. The primary documents and other resources from HistoryTools.org can now be accessed here. The Scholarship of Teaching and Learning resources from The Gray Box will be posted here and here and can be accessed using the page links at the top of this page. -DV

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Studying the Impact of Course Design on Student Learning

Note: This post originally appeared on my (discontinued) Gray Box blog on Aug 30, 2012. Wherein I report preliminary results of my inquiry into student learning in my argument-based introductory history course. (Updated at bottom with some statistical details.) It just makes sense that my inaugural post here addresses my own work in the Scholarship of Teaching and Learning (SoTL) in history. I’ve carried out several SoTL projects over the years — collecting and analyzing evidence of my own students’ learning — but I have for the first time collected data from a comparison group of students, and it is…

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