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UID:10002735-1723420800-1754870399@cirtl.net
SUMMARY:An Introduction to Evidence-Based Undergraduate STEM Teaching
DESCRIPTION:* This page is out of date as of 8/11/2025. View updated information for this course here\, including registration information. * \nLearn evidence-based teaching fundamentals in this 8-module\, self-paced\, asynchronous online course designed for future faculty in STEM disciplines (science\, technology\, engineering\, and math). Originally created with funding from the National Sciences Foundation and iteratively updated to reflect contemporary teaching and learning topics\, this course brings together faculty\, staff\, and other teaching and learning experts from across the United States to teach about core aspects of teaching: understanding how people learn\, developing and assessing learning objectives\, using active and inclusive teaching strategies to support all learners\, and how to turn all these pieces into a coherent lesson plan. Each module guides learners through lesson content\, discussion prompts for deeper reflection\, quizzes to reinforce key concepts\, and assignments to translate what you’re learning into your personal teaching context. \nMany CIRTL member institutions run cohort-based learning communities during the academic year around this course. If you are at a CIRTL member institution\, find your institution’s CIRTL program here and visit their website to see if they are offering a learning community for local future faculty. \nRegistration\nThis page is out of date as of 8/11/2025. View updated information for this course here\, including registration information. \nAccessibility\nIf you have access needs\, please let us know what they are. The course is heavily video and text based; videos are captioned\, and text is formatted for screen readers. Contact CIRTL’s help desk at support@cirtl.net to let us know how else we can help you have a successful experience. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following 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 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/intro-to-evidence-based-undergraduate-stem-teaching/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20241211
DTEND;VALUE=DATE:20250811
DTSTAMP:20260424T085657
CREATED:20241126T215648Z
LAST-MODIFIED:20250820T191031Z
UID:10002830-1733875200-1754870399@cirtl.net
SUMMARY:Advancing Learning Through Evidence-Based STEM Teaching
DESCRIPTION:* This page is out of date as of 8/11/2025. View updated information for this course here\, including registration information. * \nLearn effective college-level teaching strategies that engage learners through active learning\, as well as the research that supports them\, in this 8-module\, self-paced\, asynchronous online course designed for future faculty in STEM disciplines (science\, technology\, engineering\, and math). Originally created with funding from the National Sciences Foundation and iteratively updated to reflect contemporary teaching and learning topics\, this course brings together faculty\, staff\, and other teaching and learning experts from across the United States to teach about: how to engage students in active learning in classrooms using strategies such as peer instruction and problem-based learning; developing methods to help your students think more like experts in their fields using inquiry-based labs and similar activities; turning your classrooms into learning communities through cooperative learning and using the diverse perspectives of your students; and using approaches like flipped classrooms that make it possible to build active and collaborative learning into your classes. Each module guides learners through lesson content\, discussion prompts for deeper reflection\, quizzes to reinforce key concepts\, and assignments to translate what you’re learning into your personal teaching context. \nMany CIRTL member institutions run cohort-based learning communities during the academic year around this course. If you are at a CIRTL member institution\, find your institution’s CIRTL program here and visit their website to see if they are offering a learning community for local future faculty. \nThis course builds on “An Introduction to Evidence-Based Undergraduate STEM Teaching”; the intro course is recommended\, but not required\, as a prerequisite for participating in this course. \nRegistration\nThis course is hosted on CIRTL’s Moodle site. To take this course\, you will need to access Moodle\, enroll in the course\, and then fill out a registration form to get access to course content: \n\nUse an existing account to log into Moodle if you have one. If you aren’t sure if you have an account\, or know you don’t\, you can create a new account instead.\nLog into your Moodle account and follow the instructions to enroll in this course.\nFill out the course registration form to tell us more about yourself and gain access to the course content.\n\nRegardless of how you plan to engage with this course – individually and self-paced\, as a participant in a local learning community\, or as a facilitator of a local learning community – you need to follow those steps to enroll and gain access to course content. \nAccessibility\nIf you have access needs\, please let us know what they are. The course is heavily video and text based; videos are captioned\, and text is formatted for screen readers. Contact CIRTL’s help desk at support@cirtl.net to let us know how else we can help you have a successful experience. \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.\n\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student 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 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.
URL:https://cirtl.net/event/advancing-learning-through-evidence-based-stem-teaching/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250618T100000
DTEND;TZID=America/Chicago:20250618T113000
DTSTAMP:20260424T085657
CREATED:20250415T203148Z
LAST-MODIFIED:20250905T184241Z
UID:10002855-1750240800-1750246200@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. \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. \nInstructors\nBrian Rybarczyk\, University of North Carolina at Chapel Hill\nJoshua Abreu\, Yale University \nCourse Schedule\nThis 6-week course has weekly online sessions on Wednesdays at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona from June 18 to July 23. \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 25 students. Registration is open now and will close on Monday\, June 2. All applications will be reviewed after June 2\, and enrollment will be based on eligibility. This course builds on a foundational understanding of teaching and learning\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) to let us know how we can help you have a successful experience. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning 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-3/2025-06-18/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250625T100000
DTEND;TZID=America/Chicago:20250625T113000
DTSTAMP:20260424T085657
CREATED:20250415T203148Z
LAST-MODIFIED:20250905T184241Z
UID:10002856-1750845600-1750851000@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. \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. \nInstructors\nBrian Rybarczyk\, University of North Carolina at Chapel Hill\nJoshua Abreu\, Yale University \nCourse Schedule\nThis 6-week course has weekly online sessions on Wednesdays at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona from June 18 to July 23. \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 25 students. Registration is open now and will close on Monday\, June 2. All applications will be reviewed after June 2\, and enrollment will be based on eligibility. This course builds on a foundational understanding of teaching and learning\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) to let us know how we can help you have a successful experience. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning 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-3/2025-06-25/
CATEGORIES:Course
END:VEVENT
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