Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy, learn how to articulate that philosophy across a variety of disciplines, and refine strategies for dealing with mentoring challenges.

The content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring.

This course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER, the research base of mentorship, or to request a CIMER training for your institution, visit https://cimerproject.org/.

Instructors

Sean Nicholson-Crotty, Indiana University
Jennifer Aumiller, The University of Maryland, Baltimore

Course Schedule

This intensive 6-week seminar meets online on Mondays from January 26th through March 2nd at 9-10:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Arizona / 9-10:30am Pacific.

Workload

Instructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading, reflection, and some writing.

Audience

This seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone interested in learning how to support undergraduate mentees.

Registration and Enrollment

Cap: 25. Registration opens on Monday, January 12th at 10am CT and closes once capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.

Accessibility

If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu), who is supporting this course, 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 course to support accessibility for all our students:

• Using alt-text on images in reading materials
• Sending weekly reminders with upcoming assignments to all students
• Sending weekly reminders with missing assignments to students who have late work
• Sharing materials for synchronous sessions with students via Moodle (slides, breakout group activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions
• Sharing recordings from synchronous sessions
• Allowing students to make up absences and submit work late with no penalty

About CIRTL Programming

CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.

This course supports the following CIRTL learning goals at an intermediate level:

• Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
• Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.