2. TLA: What you get when you cross a think tank with a feel tank with a do tank

3.  Civil discourse including disagreement  A deeper understanding of teacher-learner relationships  Best individual & institutional teaching and learning practices  Optimal learning for everyone  Celebrating contributions to teaching and learning

4.  One of a kind structure for staff, students, faculty, administrators, community  Equal playing field – flattened hierarchy

5. Why participate?  Share views on teaching & learning  Hear what others, especially students, think  Make learning, the community & the world better  Make connections, partnerships, network

6.  Meet bimonthly in dialogue groups  Sponsor /co-sponsor all-campus forums on teaching & learning  Provide print and online resources on teaching & learning  Share findings locally, nationally and internationally  Lead special interest group on “Students as Co-Inquirers” within the International Society for the Scholarship of Teaching and Learning (ISSOTL)

7.  Develop a BIG question on T&L to study for the year.  Use question(s) to study ourselves.  Invite others into the study.  Analyze and share the results.  Translate into action.

8.  Every OTHER week  Four meeting options: Wednesdays at 12 & at 2 (Canada House) Thursdays at 12 & at 2 (Miller Hall 05, CEED)  80 mins

9. Whole Group Opening Name badges, TREATS, review agenda & dialogue prompt, form small groups Small Group Dialogue Responding to common prompt, recording group highlights Whole Group Closing Sharing & responding to small group highlights – recording for TLA Highlights

10.  Facilitate: to make easy  Student facilitators – Comm 339  Use Agreements to ensure air time for all

12. Participants report: more positive attitudes new insights informed practices institutional change

13. Teaching-LearningAcademy “Students as Co-Inquirers” Interest Group in the International Society for the Scholarship of Teaching and Learning (ISSOTL) A.S. Board Teaching & Learning Leadership Cooperative WWU & Bellingham community partners

14.  2002: White paper on GURs  2003: Ethical education practices, fac. seminar on ethics  2004: Stories of hope, “Good Stories for Good Learning” project  2005: Sustaining practices, Sustain. Literacy  2006: Online dialogue forum (VV)  2007: Evaluating teaching recommendations  2008: Mentoring, Expanding Info Fair, Interactive spaces recommendations, Rejuvenation practices  2009: Reflective Garden, Common Interest Groups, Campus Commons, Reflective teaching practices

15.  Spring groundbreaking for phase 1!

17. Developing a BIG question together~ So what’s on your mind? What if we envisioned the most creative WWU we can imagine - one that fosters intellectual risk taking, life-long learning, and preparing graduates for a changing world? What would this creative university look like if we took advantage of existing structures that already work this way and (re)invented new ones?

19.  Creating a Learning Commons  Improving the GURs  Other

20. 1. Provide ample gathering and interactive spaces. 2. Be an information hub and central learning center. 3. Offer spaces for creative expression, wellness, and stress relief.

21. 4. Create an inviting, aesthetically pleasing physical environment. 5. Sponsor regular learning events in the Commons. 6. Develop a virtual component of the Learning Commons.  See “Learning Commons Recommendations”

22. March 16 –  Recommendations to the Library’s Learning Commons Task Force  Under consideration for short- and long-term planning

23. 1. Clearer and ongoing communication about the purpose of the GURs. 2. More guidance in selecting and navigating GURs. 3. More coherency and relevancy in GUR curriculum 4. Enhanced development opportunities for faculty teaching the GURs 5. Expanded access to GURs.  See “Improving the GURs”

24. 31 March –  Recommendations to the Committee on Undergraduate Education (CUE) responsible for GURs  TLA recommendations now the basis for CUE spring enhancing the GURs agenda

25. 1. For Stress Relief: 2. For Aesthetic Pleasure 3. For Community Building  See “Creativity – Other Recommendations”

26. i s contagious, healing, intrinsically rewarding, powerful, playful, personal, quantum, demanding, changing, limitless, indefinable, disobedient, committed, fickle, vital, fun, E=MC^2. the lens with which we view and shape,. the journey and the destination within myself, absolutely necessary for now and the future, and the gift of every person. needs nurturing, trust, respect, time, the courage to explore, grow, change, and the chace to make mistakes flourishes when people consciously build environments that nurture imagination and develonp connection, collaboration and teamwork. arises without words, continues with inspiration and nourishes ourselves and our community. belongs to everyone

27. fosters collaboration, feeds the soul, inspires agency, transforms, facilitates life, enhances technology prospers in a culture of curiosity with multiple paths honoring the moments in between. I offers infinite possibilities. hurts the head. has no limits. Can be cultivated. Springs from variety. Can take many forms. finds its roots in passion.. flourishes with openness, enthusiasm and motion! Happens when we DARE to take risks, be silly.  Makes learning deeper, wider, and longer-lasting.

28.  Video to document work http://education.ted.com/  Dialogue to advance proposals  Creative expression activities

32.  Name?  Something about you that will help us enter into dialogue with you?

33.  What might YOU do to advance creative learning at WWU?