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Using Teaching-as-Research to Advance Equitable Educational Experiences
June 21 @ 11:00 am - 12:30 pm CDT
Join us for a two-part workshop that explores how CIRTL’s “teaching-as-research” framework can help you identify, assess, and improve upon equitable teaching approaches. Teaching-as-Research (or TAR) transforms curiosity about learning into a research question and helps connect and enrich teaching and learning. Learning-through-Diversity, one of CIRTL’s core ideas, explicitly values the dynamic array of identities and experiences among undergraduate students, graduate students, post-docs, and faculty. If we imagine and overlap these core concepts as Venn Diagram circles, we see the union of the two and an exciting opportunity to advance equitable and inclusive teaching practices through reflective and iterative teaching. In this workshop, we will explore this union and develop a blueprint for designing and furthering inclusive and equitable educational experiences through a TAR prism. Participants will learn about:
- Conceptualization and application of Learning-through-Diversity as pedagogical prism for designing, developing, and delivering inclusive, equitable, and accessible learning experiences.
- Applying TAR strategies to develop, integrate, and assess inclusive, equitable, and accessible teaching practices.
- Developing a blueprint for different participants to support and engage in DEIA-based scholarly teaching.
- Developing a framework for evolving two CIRTL Core Ideas through the intersections of them.
Brian Smentkowski, University of Idaho
This 2-session synchronous workshop will meet on Wednesday, June 21 and June 28 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT.
Registration & Enrollment
This workshop is open to the public (no cap). Registration opens Monday, May 15. You must register in order to attend; you will receive Zoom information upon registration.
If you have a disability, please let us know your learning needs. Contact Kate Diamond (email@example.com), who is supporting this course, to let us know how we can help you have a successful experience.
Associate: Evidence-Based Teaching
- Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
- Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
- Describe several learning-through-diversity (LtD) techniques and strategies.
- Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
- Describe a “full-inquiry” cycle.
- Describe how the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners.
Practitioner: Evidence-Based Teaching
- Implement one or more evidence-based teaching strategies for students in a learning experience.
- Implement one or more Learning-through-Diversity strategies in a teaching experience.
- Show the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity to accomplish learning goals.