TAR Express: A Teaching-as-Research Very Short Course
November 1 @ 11:00 am - 12:30 pm CDT
Explore how you can create, test out, and assess a new approach to your teaching in this short course designed to walk participants through the basics of CIRTL’s “Teaching-as-Research” concept. Through Teaching-as-Research (TAR), future faculty can apply their scientific research knowledge to ask and answer a question about teaching and learning. In this three-part short course, participants will learn about and workshop different components of a TAR project, and in between sessions they will have the opportunity to receive one-on-one coaching from course instructors. By the end of this course, participants will be able to:
- Identify a viable research question for a TAR project
- Identify appropriate sources of evidence and a plan for data collection and analysis for your TAR project
- Identify a platform or outlet for presentation or publication of your TAR project
This course is part of CIRTL’s fall programming on teaching-as-research.
Laura Cruz, Pennsylvania State University
Chas Brua, Pennsylvania State University
This 3-part short course has synchronous sessions on Wednesday, September 13, September 20, and November 1 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. Participants will use the time between the September 20 and November 1 sessions to schedule one-on-one coaching sessions with the course instructors.
This short course is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone looking to use CIRTL’s teaching-as-research framework to develop their teaching skills through reflective, iterative, evidence-based practice.
Registration and Enrollment
This course is limited to 12 participants. Registration is open Monday, August 14 and closes Sunday, August 27. Registrants must fill out a brief application, which instructors will review to determine eligibility for this course (some foundational knowledge of teaching and learning and specific ideas for a teaching-as-research question are preferred). Once registration closes, all registrants will be notified of their enrollment status.
If you have a disability, please let us know your learning needs. Contact Kate Diamond (firstname.lastname@example.org), 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 regular reminders with upcoming assignments to all students
- Sending regular reminders with missing assignments to students who have late work
- Sharing materials for synchronous sessions with students via Google Drive (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
- Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.
- Develop and execute a Teaching-as-Research plan for a limited teaching and learning project.