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DTEND;TZID=America/Chicago:20210602T110000
DTSTAMP:20260427T005112
CREATED:20210426T142938Z
LAST-MODIFIED:20230407T183518Z
UID:10000494-1622624400-1622631600@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers 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. \nThe 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. Seminar topics include: \n\nAligning Expectations and Assessing Competencies\nPromoting Professional Development\nMaintaining Effective Communication\nFostering Equity and Inclusion in the Research Context\nFostering Independence\nCultivating Ethical Behavior\nArticulating a Mentoring Philosophy and Plan\n\nThis 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/. \nRegistration Closed \nCourse Schedule\nThis intensive 5-week course meets online on Wednesdays from June 2 to July 7 at 11AM – 1PM AT / 10AM-12PM ET / 9-11AM CT / 8-10AM MT / 7-9AM PT (no class on June 16). \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. \nRegistration & Enrollment\nThis course is at capacity and registration is closed as of May 21. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training/2021-06-02/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210609T090000
DTEND;TZID=America/Chicago:20210609T110000
DTSTAMP:20260427T005112
CREATED:20210426T142938Z
LAST-MODIFIED:20230407T183518Z
UID:10000495-1623229200-1623236400@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers 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. \nThe 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. Seminar topics include: \n\nAligning Expectations and Assessing Competencies\nPromoting Professional Development\nMaintaining Effective Communication\nFostering Equity and Inclusion in the Research Context\nFostering Independence\nCultivating Ethical Behavior\nArticulating a Mentoring Philosophy and Plan\n\nThis 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/. \nRegistration Closed \nCourse Schedule\nThis intensive 5-week course meets online on Wednesdays from June 2 to July 7 at 11AM – 1PM AT / 10AM-12PM ET / 9-11AM CT / 8-10AM MT / 7-9AM PT (no class on June 16). \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. \nRegistration & Enrollment\nThis course is at capacity and registration is closed as of May 21. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training/2021-06-09/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210616T090000
DTEND;TZID=America/Chicago:20210616T110000
DTSTAMP:20260427T005112
CREATED:20210426T142938Z
LAST-MODIFIED:20230407T183518Z
UID:10000496-1623834000-1623841200@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers 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. \nThe 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. Seminar topics include: \n\nAligning Expectations and Assessing Competencies\nPromoting Professional Development\nMaintaining Effective Communication\nFostering Equity and Inclusion in the Research Context\nFostering Independence\nCultivating Ethical Behavior\nArticulating a Mentoring Philosophy and Plan\n\nThis 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/. \nRegistration Closed \nCourse Schedule\nThis intensive 5-week course meets online on Wednesdays from June 2 to July 7 at 11AM – 1PM AT / 10AM-12PM ET / 9-11AM CT / 8-10AM MT / 7-9AM PT (no class on June 16). \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. \nRegistration & Enrollment\nThis course is at capacity and registration is closed as of May 21. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training/2021-06-16/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210616T140000
DTEND;TZID=America/Chicago:20210616T150000
DTSTAMP:20260427T005112
CREATED:20230117T172616Z
LAST-MODIFIED:20230117T200632Z
UID:10000528-1623852000-1623855600@cirtl.net
SUMMARY:Transforming Your Research Into Teaching
DESCRIPTION:Transforming Your Research Into Teaching (TYRIT) is a unique\, hybrid course focused on learning the skills of course design and developing a college-level course based on the area of your research expertise. In this course\, you will be matched with peers across the country who are developing courses in similar areas for peer review and inspiration. You will also have a learning community\, either based out of your institution\, or a cross-network learning community to have weekly synchronous meetings for discussion of your projects and what you’re learning. The course runs for 6 weeks in June and July 2021 (with an additional week for project presentations)\, has one one-hour meeting per week\, and requires around 1.5-2 hours of self-directed video and project development work per week. By the end of this course\, you will be able to: \n\nWrite learning objectives for an educational goal and communicate level of understanding by using different verbs.\nDesign a course sequence that enhances thematic goals of your course\nChoose assessment strategies and consider how their validity or reliability might be improved\nChoose resources and develop instructional approaches that are inclusive of diverse students\n\nCourse Structure\nThe course is a hybrid\, multi-institutional program with structured support for project development. More than 10 universities are running parallel learning communities of this course\, including this community specifically for participants from the CIRTL Network community. Each week\, students from across these institutions will learn new content asynchronously\, through videos\, readings\, discussion forums\, and peer group work. Those peer groups will bring together students in similar disciplines from across all collaborating institutions\, amplifying your ability to learn from new and different perspectives. To date\, the following institutions are running local learning communities: \nColumbia University\nDalhousie University\nIndiana University Bloomington\nIowa State University\nUniversity at Buffalo\, State University of New York\nUniversity of California Irvine\nUniversity of Colorado Boulder\nUniversity of Houston\nUniversity of Illinois Chicago\nUniversity of Iowa\nUniversity of Massachusetts – Amherst\nUniversity of Nebraska Lincoln\nWashington University in St. Louis \nInterested students from these institutions should register locally\, not here (you can contact CIRTL’s helpdesk at info@cirtl.net with registration questions). \nCourse Schedule\nThe cross-Network learning community meets online on Wednesdays from June 16\, 2021 to July 28\, 2021 at 4-5PM AT / 3-4PM ET / 2-3PM CT / 1-2PM MT / 12-1PM PT. In addition to these learning community meetings\, students will be expected to do additional asynchronous work on their own and collaborate with disciplinary peer groups each week. \nWorkload\nInstructors estimate students may need to spend approximately 1.5 hours per week on coursework outside of learning community sessions. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAll CIRTL programming helps participants achieve CIRTL learning outcomes\, which are organized around our core pedagogical ideas. Read more about our learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n*Including but not limited to backgrounds\, race\, gender\, ability\, socio-economic status\, ethnicity\, gender preference\, and cognitive skills\n\nPractitioner: Evidence-based teaching\n\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.\n\nPractitioner: Learning-through-diversity\n\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.\nExamine and describe own beliefs and biases\, including how they may influence their students’ learning.\nIntegrate one or more Learning-through-Diversity techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.
URL:https://cirtl.net/event/transforming-your-research-into-teaching-summer2021/2021-06-16/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210622T130000
DTEND;TZID=America/Chicago:20210622T143000
DTSTAMP:20260427T005112
CREATED:20210501T141610Z
LAST-MODIFIED:20230407T183456Z
UID:10000488-1624366800-1624372200@cirtl.net
SUMMARY:Planning Your Teaching-as-Research Project
DESCRIPTION:Jumpstart your plans for a Teaching-as-Research (TAR) project in this 6-week flipped course designed to guide participants through developing a research question\, identifying project methods and outcomes\, and more. Each week\, students will watch videos\, read articles\, and complete assignments on their own time; in weekly sessions\, students will refine their work with peer review\, work through sticking points with instructors\, and build community to sustain their work. Throughout the course\, students will also be expected to meet occasionally with a local TAR contact (typically the person at your CIRTL member institution who mentors TAR students and/or runs your institution’s TAR program) to refine key components of your TAR project plan. By the end of the course\, students will present a TAR project plan and be well-positioned to implement their project in the coming academic year. \nRegistration Closed \nWhat is Teaching-as-Research?\nTeaching-as-Research (TAR) takes a deliberate and systematic approach towards investigating\, reflecting on\, and improving one’s own teaching. The TAR process follows an inquiry cycle that consists of the following stages: identifying of a challenge within the context of teaching and learning\, delving into the relevant scientific literature\, designing a project to elucidate why the challenge occurs or designing a teaching intervention to address the challenge\, implementing the project\, collecting data\, analyzing the data\, drawing conclusions\, and reflecting on the experience. TAR is a proactive and dynamic approach towards improving your teaching and document your teaching effectiveness. A TAR experience will provide a substantial example of your reflective\, professional practice applicable to a range of career outcomes. \nCourse Schedule\nThis 6-week course has weekly online sessions on Tuesdays at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT from June 22 through July 27. \nWorkload\nYour instructors estimate students will need to spend 6-8 hours per week on work outside of class sessions including: watching videos\, reading articles\, completing assignments\, meeting with your local TAR contact\, and reviewing peer group work so that you can provide in-session feedback. \nRegistration and Enrollment\nThis course is limited to 20 students. This course is at capacity as of May 20. \nRegistration is open Monday\, May 3 and closes when capacity is reached or Friday\, June 4\, whichever comes first. Upon registering\, students will be directed to complete a course application to explain their teaching and learning experience\, and their interest in TAR. Instructors will accept students on a first-come first-served basis providing they meet course requirements in their application. Students are expected to have a working knowledge of\, and experience with\, evidence-based teaching methods. As minimum prerequisites\, we expect students will have met these CIRTL Associate-level learning outcomes: \n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable\, and student-centered learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\n\nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning-through-Diversity\n\nDescribe the scope of diversity in learning environments\, of both students and instructor. (*Including but not limited to backgrounds\, race\, gender\, ability\, socio-economic status\, ethnicity\, gender preference\, and cognitive skills)\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\n\nAssociate: Teaching-as-Research\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle.\n\nPractitioner: Evidence-Based Teaching\n\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.\n\nPractitioner: Learning-through-Diversity\n\nExamine and describe own beliefs and biases\, including how they may influence their students’ learning.\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.\nIntegrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.\n\nPractitioner: Teaching-as-Research\n\nShow the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity to accomplish learning goals.\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/planning-your-teaching-as-research-project/2021-06-22/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210623T090000
DTEND;TZID=America/Chicago:20210623T110000
DTSTAMP:20260427T005112
CREATED:20210426T142938Z
LAST-MODIFIED:20230407T183518Z
UID:10000497-1624438800-1624446000@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers 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. \nThe 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. Seminar topics include: \n\nAligning Expectations and Assessing Competencies\nPromoting Professional Development\nMaintaining Effective Communication\nFostering Equity and Inclusion in the Research Context\nFostering Independence\nCultivating Ethical Behavior\nArticulating a Mentoring Philosophy and Plan\n\nThis 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/. \nRegistration Closed \nCourse Schedule\nThis intensive 5-week course meets online on Wednesdays from June 2 to July 7 at 11AM – 1PM AT / 10AM-12PM ET / 9-11AM CT / 8-10AM MT / 7-9AM PT (no class on June 16). \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. \nRegistration & Enrollment\nThis course is at capacity and registration is closed as of May 21. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training/2021-06-23/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210623T140000
DTEND;TZID=America/Chicago:20210623T150000
DTSTAMP:20260427T005112
CREATED:20230117T172616Z
LAST-MODIFIED:20230117T200632Z
UID:10000529-1624456800-1624460400@cirtl.net
SUMMARY:Transforming Your Research Into Teaching
DESCRIPTION:Transforming Your Research Into Teaching (TYRIT) is a unique\, hybrid course focused on learning the skills of course design and developing a college-level course based on the area of your research expertise. In this course\, you will be matched with peers across the country who are developing courses in similar areas for peer review and inspiration. You will also have a learning community\, either based out of your institution\, or a cross-network learning community to have weekly synchronous meetings for discussion of your projects and what you’re learning. The course runs for 6 weeks in June and July 2021 (with an additional week for project presentations)\, has one one-hour meeting per week\, and requires around 1.5-2 hours of self-directed video and project development work per week. By the end of this course\, you will be able to: \n\nWrite learning objectives for an educational goal and communicate level of understanding by using different verbs.\nDesign a course sequence that enhances thematic goals of your course\nChoose assessment strategies and consider how their validity or reliability might be improved\nChoose resources and develop instructional approaches that are inclusive of diverse students\n\nCourse Structure\nThe course is a hybrid\, multi-institutional program with structured support for project development. More than 10 universities are running parallel learning communities of this course\, including this community specifically for participants from the CIRTL Network community. Each week\, students from across these institutions will learn new content asynchronously\, through videos\, readings\, discussion forums\, and peer group work. Those peer groups will bring together students in similar disciplines from across all collaborating institutions\, amplifying your ability to learn from new and different perspectives. To date\, the following institutions are running local learning communities: \nColumbia University\nDalhousie University\nIndiana University Bloomington\nIowa State University\nUniversity at Buffalo\, State University of New York\nUniversity of California Irvine\nUniversity of Colorado Boulder\nUniversity of Houston\nUniversity of Illinois Chicago\nUniversity of Iowa\nUniversity of Massachusetts – Amherst\nUniversity of Nebraska Lincoln\nWashington University in St. Louis \nInterested students from these institutions should register locally\, not here (you can contact CIRTL’s helpdesk at info@cirtl.net with registration questions). \nCourse Schedule\nThe cross-Network learning community meets online on Wednesdays from June 16\, 2021 to July 28\, 2021 at 4-5PM AT / 3-4PM ET / 2-3PM CT / 1-2PM MT / 12-1PM PT. In addition to these learning community meetings\, students will be expected to do additional asynchronous work on their own and collaborate with disciplinary peer groups each week. \nWorkload\nInstructors estimate students may need to spend approximately 1.5 hours per week on coursework outside of learning community sessions. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAll CIRTL programming helps participants achieve CIRTL learning outcomes\, which are organized around our core pedagogical ideas. Read more about our learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n*Including but not limited to backgrounds\, race\, gender\, ability\, socio-economic status\, ethnicity\, gender preference\, and cognitive skills\n\nPractitioner: Evidence-based teaching\n\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.\n\nPractitioner: Learning-through-diversity\n\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.\nExamine and describe own beliefs and biases\, including how they may influence their students’ learning.\nIntegrate one or more Learning-through-Diversity techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.
URL:https://cirtl.net/event/transforming-your-research-into-teaching-summer2021/2021-06-23/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210629T130000
DTEND;TZID=America/Chicago:20210629T143000
DTSTAMP:20260427T005112
CREATED:20210501T141610Z
LAST-MODIFIED:20230407T183456Z
UID:10000489-1624971600-1624977000@cirtl.net
SUMMARY:Planning Your Teaching-as-Research Project
DESCRIPTION:Jumpstart your plans for a Teaching-as-Research (TAR) project in this 6-week flipped course designed to guide participants through developing a research question\, identifying project methods and outcomes\, and more. Each week\, students will watch videos\, read articles\, and complete assignments on their own time; in weekly sessions\, students will refine their work with peer review\, work through sticking points with instructors\, and build community to sustain their work. Throughout the course\, students will also be expected to meet occasionally with a local TAR contact (typically the person at your CIRTL member institution who mentors TAR students and/or runs your institution’s TAR program) to refine key components of your TAR project plan. By the end of the course\, students will present a TAR project plan and be well-positioned to implement their project in the coming academic year. \nRegistration Closed \nWhat is Teaching-as-Research?\nTeaching-as-Research (TAR) takes a deliberate and systematic approach towards investigating\, reflecting on\, and improving one’s own teaching. The TAR process follows an inquiry cycle that consists of the following stages: identifying of a challenge within the context of teaching and learning\, delving into the relevant scientific literature\, designing a project to elucidate why the challenge occurs or designing a teaching intervention to address the challenge\, implementing the project\, collecting data\, analyzing the data\, drawing conclusions\, and reflecting on the experience. TAR is a proactive and dynamic approach towards improving your teaching and document your teaching effectiveness. A TAR experience will provide a substantial example of your reflective\, professional practice applicable to a range of career outcomes. \nCourse Schedule\nThis 6-week course has weekly online sessions on Tuesdays at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT from June 22 through July 27. \nWorkload\nYour instructors estimate students will need to spend 6-8 hours per week on work outside of class sessions including: watching videos\, reading articles\, completing assignments\, meeting with your local TAR contact\, and reviewing peer group work so that you can provide in-session feedback. \nRegistration and Enrollment\nThis course is limited to 20 students. This course is at capacity as of May 20. \nRegistration is open Monday\, May 3 and closes when capacity is reached or Friday\, June 4\, whichever comes first. Upon registering\, students will be directed to complete a course application to explain their teaching and learning experience\, and their interest in TAR. Instructors will accept students on a first-come first-served basis providing they meet course requirements in their application. Students are expected to have a working knowledge of\, and experience with\, evidence-based teaching methods. As minimum prerequisites\, we expect students will have met these CIRTL Associate-level learning outcomes: \n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable\, and student-centered learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\n\nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning-through-Diversity\n\nDescribe the scope of diversity in learning environments\, of both students and instructor. (*Including but not limited to backgrounds\, race\, gender\, ability\, socio-economic status\, ethnicity\, gender preference\, and cognitive skills)\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\n\nAssociate: Teaching-as-Research\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle.\n\nPractitioner: Evidence-Based Teaching\n\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.\n\nPractitioner: Learning-through-Diversity\n\nExamine and describe own beliefs and biases\, including how they may influence their students’ learning.\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.\nIntegrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.\n\nPractitioner: Teaching-as-Research\n\nShow the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity to accomplish learning goals.\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/planning-your-teaching-as-research-project/2021-06-29/
CATEGORIES:Course
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210630T090000
DTEND;TZID=America/Chicago:20210630T110000
DTSTAMP:20260427T005112
CREATED:20210426T142938Z
LAST-MODIFIED:20230407T183518Z
UID:10000498-1625043600-1625050800@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers 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. \nThe 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. Seminar topics include: \n\nAligning Expectations and Assessing Competencies\nPromoting Professional Development\nMaintaining Effective Communication\nFostering Equity and Inclusion in the Research Context\nFostering Independence\nCultivating Ethical Behavior\nArticulating a Mentoring Philosophy and Plan\n\nThis 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/. \nRegistration Closed \nCourse Schedule\nThis intensive 5-week course meets online on Wednesdays from June 2 to July 7 at 11AM – 1PM AT / 10AM-12PM ET / 9-11AM CT / 8-10AM MT / 7-9AM PT (no class on June 16). \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. \nRegistration & Enrollment\nThis course is at capacity and registration is closed as of May 21. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training/2021-06-30/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210630T140000
DTEND;TZID=America/Chicago:20210630T150000
DTSTAMP:20260427T005112
CREATED:20230117T172616Z
LAST-MODIFIED:20230117T200632Z
UID:10000530-1625061600-1625065200@cirtl.net
SUMMARY:Transforming Your Research Into Teaching
DESCRIPTION:Transforming Your Research Into Teaching (TYRIT) is a unique\, hybrid course focused on learning the skills of course design and developing a college-level course based on the area of your research expertise. In this course\, you will be matched with peers across the country who are developing courses in similar areas for peer review and inspiration. You will also have a learning community\, either based out of your institution\, or a cross-network learning community to have weekly synchronous meetings for discussion of your projects and what you’re learning. The course runs for 6 weeks in June and July 2021 (with an additional week for project presentations)\, has one one-hour meeting per week\, and requires around 1.5-2 hours of self-directed video and project development work per week. By the end of this course\, you will be able to: \n\nWrite learning objectives for an educational goal and communicate level of understanding by using different verbs.\nDesign a course sequence that enhances thematic goals of your course\nChoose assessment strategies and consider how their validity or reliability might be improved\nChoose resources and develop instructional approaches that are inclusive of diverse students\n\nCourse Structure\nThe course is a hybrid\, multi-institutional program with structured support for project development. More than 10 universities are running parallel learning communities of this course\, including this community specifically for participants from the CIRTL Network community. Each week\, students from across these institutions will learn new content asynchronously\, through videos\, readings\, discussion forums\, and peer group work. Those peer groups will bring together students in similar disciplines from across all collaborating institutions\, amplifying your ability to learn from new and different perspectives. To date\, the following institutions are running local learning communities: \nColumbia University\nDalhousie University\nIndiana University Bloomington\nIowa State University\nUniversity at Buffalo\, State University of New York\nUniversity of California Irvine\nUniversity of Colorado Boulder\nUniversity of Houston\nUniversity of Illinois Chicago\nUniversity of Iowa\nUniversity of Massachusetts – Amherst\nUniversity of Nebraska Lincoln\nWashington University in St. Louis \nInterested students from these institutions should register locally\, not here (you can contact CIRTL’s helpdesk at info@cirtl.net with registration questions). \nCourse Schedule\nThe cross-Network learning community meets online on Wednesdays from June 16\, 2021 to July 28\, 2021 at 4-5PM AT / 3-4PM ET / 2-3PM CT / 1-2PM MT / 12-1PM PT. In addition to these learning community meetings\, students will be expected to do additional asynchronous work on their own and collaborate with disciplinary peer groups each week. \nWorkload\nInstructors estimate students may need to spend approximately 1.5 hours per week on coursework outside of learning community sessions. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAll CIRTL programming helps participants achieve CIRTL learning outcomes\, which are organized around our core pedagogical ideas. Read more about our learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n*Including but not limited to backgrounds\, race\, gender\, ability\, socio-economic status\, ethnicity\, gender preference\, and cognitive skills\n\nPractitioner: Evidence-based teaching\n\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.\n\nPractitioner: Learning-through-diversity\n\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.\nExamine and describe own beliefs and biases\, including how they may influence their students’ learning.\nIntegrate one or more Learning-through-Diversity techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.
URL:https://cirtl.net/event/transforming-your-research-into-teaching-summer2021/2021-06-30/
CATEGORIES:Course
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