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CIRTL Network Teaching-as-Research Presentations
April 26 @ 2:00 pm - 3:30 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.
Register to attend
Speakers at this year’s presentation session will share projects that touch on lab instruction, inclusive teaching practices, student belonging, comprehension and assessment, student attitudes towards STEM disciplines, and more. 2023 TAR presenters are:
Faqryza Ab Latif, University of Arizona
Gloria Ashaolu, Michigan State University
Ileana Callejas, University of California, Los Angeles
Samara Chamoun, Michigan State University
Joseph Choy, Johns Hopkins University
Sai Diwan, University of British Columbia
Natasha George, Michigan State University
Alexander Johnson, University of California, Los Angeles
Briley Lewis, University of California, Los Angeles
James Macnamara, Michigan State University
Allison Moreno, University of California, Los Angeles
Colette Nickodem, Texas A&M University
Nichole Nomura, Stanford University
Emily Pappo, University of Florida
Casey Patterson, Stanford University
Vinnie Rigoglioso, University of Wisconsin-Madison
Luke Rodewald, University of Florida
Cristina Schaurich, University of British Columbia
Christopher Stevens, University of Wisconsin-Madison
Rion Wendland, University of Iowa
Event Schedule
This online event takes place on Wednesday, April 26 at 4-5:30PM AT / 3-4:30PM ET / 2-3:30PM CT / 1-2:30PM MT / 12-1:30PM PT. During the presentation period of the event, each speaker will have 12 minutes to present and respond to audience questions. Panel moderators will work off of the schedule below so that attendees can easily move across different panels if they have specific speakers they’d like to hear; however, timing may vary slightly depending on how many questions arise for panelists. You can find speaker abstracts and plan ahead for which panel/speakers you’d like to hear in our detailed agenda.
Agenda
2:00-2:20pm Central Time: Introductory remarks
2:20-3:10pm Central Time: Panel presentations
3:10-3:30pm Central Time: Closing remarks
| Time (in Central) | Panel 1: Belonging & student attitudes | Panel 2: Teaching lab & research skills | Panel 3: Student engagement | Panel 4: Inclusive practices | Panel 5: Assessment & competence |
| Location | Main Room | Breakout Room 1 | Breakout Room 2 | Breakout Room 3 | Breakout Room 4 |
| Moderator | John DiNardo, Drexel | Colleen McLinn, Cornell | Kelly Clark, Hopkins | Lisa Kelly, U of Iowa | Tiffany Shoop, Virginia Tech |
| 2:20-2:32 | Nichole Nomura, Stanford
Fostering Accurate Perceptions of the Teaching Profession in a Gateway Education Course |
Christopher Stevens, UW-Madison
Career Oriented Problem-Based-Learning Lab for Improving Student Conceptual Understanding and Motivation |
Gloria Ashaolu, MSU
The Efficacy of Podcasts as Complementary Learning Tools in a History Course for Improving Student Engagement and Comprehension |
Rion Wendland, U of Iowa
Implementing Improv Activities in Engineering Classrooms |
Alexander Johnson, UCLA
Ungrading for teaching the hidden curriculum in engineering |
| 2:32-2:44 | Briley Lewis, UCLA
Science Writing & Student Attitudes Towards STEM in an Astronomy GE Course |
Cristina Schaurich, UBC
Validation of the educational impact of the 3D Pocket Pelvis App – A Tridimensional Experience |
Joseph Choy, Hopkins
A Case Study for Active Learning in a First-Year Biomaterials Design Course |
Samara Chamoun, MSU
The impact of a holistic Math student support program, based on compassionate and loving kindness pedagogy and practices, on students’ confidence and attitude towards Mathematics |
Casey Patterson, Stanford
Metacognition and Collective Self-Assessment in Black Feminist Pedagogy |
| 2:44-2:56 | Allison Moreno, UCLA
Impacts of Study Guides in Chemical Oceanography |
James Macnamara, MSU
Comparison of Live versus Virtual Lab Comprehension |
Emily Pappo, Florida
Does local relevance improve case study effectiveness in Environmental Science? |
Faqryza Ab Latif, U of Arizona
Do Course-Level DEI Statements Affect Sense of Belonging? |
Sai Diwan, UBC
Metacognitive Research Skills Development among students in a First-year classroom |
| 2:56-3:08 | Colette Nickodem, TAMU
Impact of COVID-19 perceptions on public health students |
Ileana Callejas, UCLA
Use of Google Earth Engine for teaching coding and monitoring of environmental change in a course-based undergraduate research experience (CURE) |
Luke Rodewald, Florida
Everyday Hyperobject: Daily Encounters with Climate Change in Humanities Pedagogy |
Natasha George, MSU
Becoming Writers: Confidence, Competence, and Identity in a Senior-Level Writing Course for Human Biology Majors |
Registration
This event is open to the public. Registration opens January 10th. You must register in order to attend; you will receive Zoom information upon registration.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.
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.
