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UID:10000023-1663243200-1663250400@cirtl.net
SUMMARY:Postdoc Teaching Practicum
DESCRIPTION:Work with an experienced instructor in your discipline to enhance your understanding and experience of teaching a university course in this semester-long mentorship program designed for postdoctoral fellows. In this practicum\, postdocs will observe mentors in their teaching\, teach guest lectures and receive feedback on your teaching\, discuss approaches to teaching with your mentors\, and engage in group discussions of teaching with other postdocs from your cohort. The cohort will meet every three weeks for 2-hour workshops around key topics in teaching development; this may include lesson planning\, teaching portfolios\, equity\, diversity\, & inclusion\, and teaching-as-research. By participating in this practicum\, you will learn how to: \n\nCreate a framework for how a typical university course operates\nArticulate how teaching and learning theories intersect with the practical requirements of a university course\nDesign university lessons which incorporate learner-centered lesson planning basics\, demonstrating the alignment of learning objectives\, learning activities and assessment techniques\nDevelop and refine a teaching portfolio using the evidence of teaching effectiveness gathered throughout the internship\n\nRegistration Closed \nPracticum Schedule\nThis five-session semester-long practicum meets at 2-4PM AT / 1-3PM ET / 12-2PM CT / 11AM-1PM MT / 10AM-12PM PT on Thursday\, September 15\, October 6\, October 27\, November 17\, and December 8. \nWorkload\nParticipants will need to do most of their work outside of sessions: teaching observations\, guest lecturing\, etc. \nRegistration and Enrollment\nRegistration is open Monday\, August 15 through Monday\, September 12 or until capacity is reached. Registrants will be directed to an application form\, and practicum instructors will determine course acceptance after reviewing applications. Participants must have CIRTL Associate status in order to take this practicum. Note for CIRTL registrants: the application form asks for your UBC Employee Number; you can type “N/A” in this field to complete the form. \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\nPractitioner: Learning Community\n\nIntegrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.\nImplement one or more LC strategies for students in a learning experience.\nContribute to local professionally-focused learning communities associated with teaching and learning.\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/postdoc-teaching-practicum/2022-09-15/
CATEGORIES:Course
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DTSTART;VALUE=DATE:20220926
DTEND;VALUE=DATE:20221121
DTSTAMP:20260426T052121
CREATED:20220912T022533Z
LAST-MODIFIED:20230407T183349Z
UID:10000029-1664150400-1668988799@cirtl.net
SUMMARY:An Introduction to Evidence-Based Undergraduate STEM Teaching
DESCRIPTION:An Introduction to Evidence-Based Undergraduate STEM Teaching is a massive open\, online course (MOOC) designed to provide graduate students\, postdoctoral scholars\, and other aspiring faculty in STEM disciplines with an overview of effective college teaching strategies and the research that supports them. This course is also suitable for other interested university staff\, faculty\, and administrators. The goal of the eight-week course is to equip the next generation of faculty to be effective teachers\, thus improving the learning experience for the thousands of students they will teach. Past participants are overwhelmingly satisfied with the course (nearly 90% of Summer 2019 students were satisfied or extremely satisfied). \nThe course draws on the expertise of a variety of STEM faculty\, educational researchers\, and staff from university teaching centers\, many of them affiliated with the CIRTL Network. Topics include key learning principles\, such as the role of mental models in learning and the importance of practice and feedback; fundamental elements of course design\, including the development of learning objectives and assessments of learning aligned with those objectives; and teaching strategies for fostering active learning and inclusive classroom environments. Formats include video content and transcripts\, readings\, discussion forums\, quizzes\, and peer-graded assignments where participants will plan teaching and learning activities relevant to their disciplines. \nRegister \nCourse Schedule\nThis 8-week Massive Open Online Course takes place from Monday\, September 26 through Sunday\, November 20. \nWorkload\nYour instructors estimate participants will need to spend 4 hours per week on coursework. \nRegistration and Enrollment\nRegistration opens in late August. No cap. \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: Evidence-Based Teaching\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\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques for creating a LC within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\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 and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.
URL:https://cirtl.net/event/an-introduction-to-evidence-based-undergraduate-stem-teaching/
CATEGORIES:Course
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