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CIRTL Network Teaching-as-Research Presentations
April 11 @ 1:00 pm - 2:30 pm CDT
Hear graduate students and postdocs from across the CIRTL Network share the results of their Teaching-as-Research (TAR) projects in this online presentation session. TAR projects investigate questions about teaching and learning, including assessing the effectiveness of specific learning activities and tools, examining the learning process about a specific topic, or characterizing the student experience in the classroom.
Schedule
This event meets on Thursday, April 11 at 3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific.
How to attend
This online event is open to the public. Participant registration opens Monday, January 8 and closes Thursday, April 11. Once you register, you will automatically receive Zoom information for the session.
REGISTER TO ATTEND
Speakers
See speakers, their institutions, and project titles below. See our detailed agenda for .descriptions of each project.
| Panel 1: Social Science and Humanities | Panel 2: Chemistry | Panel 3: Engineering & Public Health | Panel 4: Life Sciences |
| Hannah Bowling, TAMU
Constructing the Scholarly Self: A Critical Evaluation of Student Reflections in Non-Major English Courses as Insight into Students’ Perceptions of Student Agency Within Institutional Requirements |
Riley Eisert-Sasse, Penn State
Social Dynamics in the Undergraduate General Chemistry Laboratory |
Hanwei Wang, UW-Madison
Effects of Gender Composition in Small Group on Individual Performance: Collaborative Learning in College Engineering Classroom |
Keila Espinoza, U of Arizona
Online Exams in Immunology: Do They Help or Hurt? |
| Daniel Hiterer and Dr. Jack McGourty, Columbia
To Guide or Stand Aside? Instructor Guidance and Student Use of Conversational AI in a Pre-College Entrepreneurship Course |
Celine Ruscher, UBC
Can we ensure that every student thrive in team work? |
Nicole Strombom, WUSTL
Equity Versus Equality: International Students in Public Health Courses with Writing Assignments |
Geoffrey Finch, U of Arizona
Medically Relevant Activities in Evolution Education |
| Katie Silaj, UCLA
Teaching Assistant Preparation and Self-Efficacy in Teaching Research Methods in Psychology |
Kay Xia, Cal Tech
Integrating diversity, equity, and inclusion into the graduate chemistry curriculum |
Kiran Kumar Challa, Iowa State
EE 303 Energy Systems and Power Electronics |
Jasmine Hopkins, U of Illinois at Chicago
Use of templates and guides to help bridge the gap between novice and expert: improving scientific literacy in an upper-level Biology course |
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:
- Using alt-text on images in reading materials
- Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
- Enabling live captioning in synchronous sessions
- Incorporating multiple modes of interaction into synchronous sessions
Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This event is designed around the following learning outcomes.
Associate: Teaching-as-Research
- Describe a “full-inquiry” cycle.
- Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
