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UID:10000624-1712232000-1712239200@cirtl.net
SUMMARY:Postdoc Teaching Practicum
DESCRIPTION:REGISTER BY NOVEMBER 8\nWork with an experienced instructor in your discipline to enhance your understanding and experience of teaching a university course in this 5-month mentorship program. During the mentorship program\, you will observe a mentor 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 participants. Throughout the program\, you will also attend a series of synchronous sessions on teaching development topics\, like lesson planning; teaching portfolios; equity\, diversity & inclusion; and teaching-as-research. By the end of this course\, participants will be able 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 evience of teaching effectiveness gathered throughout the internship\n\nThis course is part of CIRTL’s fall programming for postdocs. \nInstructor\nNatalie Westwood\, University of British Columbia \nCourse Schedule\nThis 5-part mentorship program has synchronous sessions on Thursday\, December 7\, January 11\, February 1\, March 7\, and April 4 at 2-4PM AT / 1-3PM ET / 12-2PM CT / 11AM-1PM MT / 10AM-12PM PT (note that the course spans the 2023-2024 winter). Participants will be expected to do extensive independent work and work with their teaching mentors outside of these monthly sessions. \nAudience\nThis short course is designed exclusively for postdoctoral researchers in STEM/SBE disciplines. \nRegistration and Enrollment\nRegistration is open Thursday\, August 24 and closes Wednesday\, November 8. Registrants will be directed to a short application to confirm their postdoc status\, confirm past experience with teaching and learning professional development\, and share their teaching experience. Before registering\, participants will need to set up a guest account on University of British Columbia’s website (see directions for this at the bottom of the registration page).\nREGISTER BY NOVEMBER 8 \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, 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: \n\nUsing alt-text on images in reading materials\nSending regular reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students via a course website (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nPractitioner: Learning Community\n\nContribute to local professionally-focused learning communities associated with teaching and learning\nImplement one or more learning community strategies for students in a learning experience\nIntegrate one or more learning community strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity
URL:https://cirtl.net/event/postdoc-teaching-practicum-fall-2023/2024-04-04/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240320T130000
DTEND;TZID=America/Chicago:20240320T143000
DTSTAMP:20260423T203633
CREATED:20231211T200852Z
LAST-MODIFIED:20240321T184437Z
UID:10000717-1710939600-1710945000@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers and facilitators 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. \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/. \nInstructors\nJennifer Aumiller\, University of Maryland\, Baltimore\nBrian Rybarczyk\, University of North Carolina at Chapel Hill \nCourse Schedule\nThis intensive 5-week seminar meets online on Wednesdays from February 21 to March 20 at 3-4:30PM Atlantic / 2-3:30PM Eastern / 1-2:30PM Central / 12-1:30PM Mountain / 11AM-12:30PM Pacific. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading\, reflection\, and some writing. \nAudience\nThis seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support undergraduate mentees. \nRegistration and Enrollment\n** 1/19 Update: This course is at capacity and registration is closed.** \nThis short course has a cap of 20 students. Registration is open from Monday\, January 8\, until capacity is reached or until Wednesday\, February 14\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, 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: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning 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-2/2024-03-20/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240307T110000
DTEND;TZID=America/Chicago:20240307T123000
DTSTAMP:20260423T203633
CREATED:20231211T202955Z
LAST-MODIFIED:20240308T165815Z
UID:10000699-1709809200-1709814600@cirtl.net
SUMMARY:Building Neuroinclusive Learning Environments: Best Practices to Support and Empower Neurodiverse Learners in STEM
DESCRIPTION:*This course is at capacity and closed for registration as of Thursday\, January 11* \nLearn neurodiversity basics including the strengths and challenges people with differently wired brains have in the classroom and how these differences intersect with other aspects of peoples’ identities. Participants will also learn about both low and high input changes to their classrooms that will help them harness the strengths of their students. Participants will also have the opportunity to explore the stigma associated with neurodiversity as well as their personal experiences. By the end of this short course\, participants will be able to: \n\nIdentify different functions of the neurodivergent individuals including their strengths and challenges they might navigate in the higher education context\nRecognize and apply strength based and avoid deficit approach in teaching\, communication\, and advising\nApply a variety of techniques to enhance the students’ engagement in the field of STEM using Strength-Based approach\nDesign or revise a course component to support the success of neurodiverse learners in undergraduate or graduate programs\n\nInstructors\nRachel Prunier\, University of Connecticut\nSarira Motaref\, University of Connecticut\nConnie Syharat\, University of Connecticut \nCourse Schedule\nThis 4-week course meets online on Thursdays from February 15 to March 7 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific. \nWorkload\nParticipants will need to do some work outside of sessions\, including work on their redesigned course component. \nAudience\nThis seminar is designed first and foremost for graduate students\, postdoctoral researchers\, instructional staff\, and faculty in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support neurodiverse learners. \nRegistration and Enrollment\nUpdate: This course is at capacity and closed for registration as of Thursday\, January 11. Registrants will be notified of their enrollment status by Thursday\, January 18. \nThis short course has a cap of 25 students. Registration is open from Monday\, January 8\, until capacity is reached or until Thursday\, February 8\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, 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: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\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 several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish 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 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.
URL:https://cirtl.net/event/building-neuroinclusive-learning-environments-best-practices-to-support-and-empower-neurodiverse-learners-in-stem/2024-03-07/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231212T130000
DTEND;TZID=America/Chicago:20231212T143000
DTSTAMP:20260423T203633
CREATED:20230728T175214Z
LAST-MODIFIED:20230925T155722Z
UID:10000602-1702386000-1702391400@cirtl.net
SUMMARY:The College Classroom
DESCRIPTION:Get an introduction to key learning principles and the basics of effective\, evidence-based teaching practices in this 12-week course about teaching in the college classroom. This course will focus on developing inclusive\, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives\, assessment\, and learning activities through both discussion of course materials and developing and practicing their own lesson plan.  In this course\, participants will \n\nExplore inclusive\, learner-centered teaching theories and practices\nRead and discuss literature on effective teaching and learning\nApply evidence-based strategies to your teaching practice\nCreate connections between learning objectives\, assessments\, and learning activities in order to build and teach a lesson plan\nReflect on personal teaching values and decision making\n\nThis course is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nLisa Rohde\, University of Nebraska – Lincoln\nPeggy Semingson\, University of Texas at Arlington\nTiffany Shoop\, Virginia Tech \nCourse Schedule\nThis course meets in Zoom on Tuesdays\, September 26 through December 12\, at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nAudience\nThis course is designed first and foremost for graduate students\, postdoctoral researchers\, and early career faculty in STEM/SBE disciplines\, but generally relevant to anyone looking to improve their foundational college-level teaching and learning skills and knowledge. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Tuesday\, September 18. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, 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: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course 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 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 Community\n\nDescribe and recognize the value of learning communities\, and how they impact on student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\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.\n\nAssociate: Learning-through-Diversity\n\nDescribe how an instructor’s beliefs and biases can influence student learning.\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\nAssociate: Teaching as Research\n\nDescribe a “full-inquiry” cycle.\n\nPractitioner: Evidence-Based Teaching\n\nAccess the literature and existing knowledge to develop a deeper understanding of existing evidence- based knowledge concerning high- impact\, evidence-based teaching practices.\n\nPractitioner: Learning-through-Diversity\n\nAccess the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.
URL:https://cirtl.net/event/the-college-classroom-2/2023-12-12/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231101T110000
DTEND;TZID=America/Chicago:20231101T123000
DTSTAMP:20260423T203633
CREATED:20230627T163051Z
LAST-MODIFIED:20230925T155751Z
UID:10000582-1698836400-1698841800@cirtl.net
SUMMARY:TAR Express: A Teaching-as-Research Very Short Course
DESCRIPTION: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: \n\nIdentify a viable research question for a TAR project\nIdentify appropriate sources of evidence and a plan for data collection and analysis for your TAR project\nIdentify a platform or outlet for presentation or publication of your TAR project\n\nThis course is part of CIRTL’s fall programming on teaching-as-research. \nInstructors\nLaura Cruz\, Pennsylvania State University\nChas Brua\, Pennsylvania State University \nCourse Schedule\nThis 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. \nAudience\nThis 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. \nRegistration and Enrollment\nThis 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. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, 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: \n\nUsing alt-text on images in reading materials\nSending regular reminders with upcoming assignments to all students\nSending regular reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Google Drive (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nPractitioner: Teaching-as-Research\n\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.\nDevelop and execute a Teaching-as-Research plan for a limited teaching and learning project.
URL:https://cirtl.net/event/tar-express-a-teaching-as-research-very-short-course/2023-11-01/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230813T000000
DTEND;TZID=America/Chicago:20230813T233000
DTSTAMP:20260423T203633
CREATED:20230410T212206Z
LAST-MODIFIED:20230728T183425Z
UID:10000554-1691884800-1691969400@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 course is entirely asynchronous\, meaning there are no regularly scheduled weekly meetings. Each week instructors will release new materials for students to access via the EdX platform. \nMOOC Centered Learning Communities (MCLCs)\nStudents enrolled in the MOOC have the option of taking part in an MCLC on their local campus. These MCLCs provide students with a face-to-face learning community designed to deepen their understanding of MOOC course materials. See which campuses are offering MCLCs\, and who to contact to take part in your local MCLC\, at http://stemteachingcourse.org/mooc-centered-learning-communities-mclc/. \nWorkload\nYour instructors estimate participants will need to spend 4 hours per week on coursework. \nRegistration and Enrollment\nThis course has no cap on enrollment. Registration will open on Monday\, May 15 and stay open through the duration of the MOOC; however\, participants are strongly encouraged to register before the MOOC starts on Monday\, June 19 in order to fully benefit from this programming. \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 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/an-introduction-to-evidence-based-undergraduate-stem-teaching-2/2023-08-13/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230807T110000
DTEND;TZID=America/Chicago:20230807T123000
DTSTAMP:20260423T203633
CREATED:20230407T173752Z
LAST-MODIFIED:20230728T185535Z
UID:10000544-1691406000-1691411400@cirtl.net
SUMMARY:Basics of Online Learning and Teaching
DESCRIPTION:This online blended 10-week course walks students through online course development in a mix of synchronous and asynchronous activities. The course will begin with 4 weeks of synchronous online sessions providing an overview of the course and effective online pedagogy. This will be followed by a mix of synchronous and asynchronous sessions on building a course. Each week will involve approximately 4-6 hours of readings\, videos\, assignments\, discussions\, and peer feedback. During this time students will work on their final projects where they will develop materials for an online course (or unit) they plan to teach in the future. The course will end with students giving micro-teaching presentations to the group.\nREGISTRATION IS CLOSED \nInstructors\nDouglas Habib\, University of Idaho\nPeggy Semingson\, University of Texas at Arlington \nCourse Schedule\nThis blended synchronous-asynchronous course will run on Mondays from June 5 through August 7\, with synchronous sessions taking place at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. \nWorkload\nStudents should plan to spend approximately 4-6 hours per week on coursework\, in addition to synchronous sessions on weeks when those occur. \nRegistration & Enrollment\n*Note: This course is at capacity as of Wednesday\, May 31* \nThis course has a cap of 30 students. Registration opens on Monday\, May 15\, and closes Friday\, June 2. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, 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: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\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 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 communities\n\nDescribe and recognize the value of learning communities\, and how they impact on 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.\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 several learning-through-diversity (LtD) techniques and strategies.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as research\n\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.\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 communities\n\nAccess the literature and existing knowledge to develop a deeper understanding of the knowledge concerning LCs and their impact on student learning.\nIntegrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through- diversity.\n\nPractitioner: Learning through diversity\n\nAccess the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.\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\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/basics-of-online-learning-and-teaching-2023/2023-08-07/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230803T120000
DTEND;TZID=America/Chicago:20230803T133000
DTSTAMP:20260423T203633
CREATED:20230420T204642Z
LAST-MODIFIED:20230728T183232Z
UID:10000570-1691064000-1691069400@cirtl.net
SUMMARY:Change Leadership for Inclusive Teaching and Learning
DESCRIPTION:This 10-week synchronous online course aims to strengthen undergraduate STEM education by preparing graduate students\, postdoctoral scholars\, and early career-faculty to be change agents in their roles in higher education. Through participation in this course\, participants will be equipped with the knowledge and skills to inspire and influence others\, analyze their institution’s structure and become agents of change. By the end of this course\, participants will: \n\nDevelop a professional identity as a Change Agent\nExamine higher education institutions as complex organizations\, as well as analyzing leadership approaches and change theories\nDevelop strategies\, skills\, and abilities appropriate for serving as a Change Agent while holding a position as an early-career faculty member\n\nREGISTration is closed \nInstructors\nKelly Clark\, Johns Hopkins University\nRachel Kennison\, University of California\, Los Angeles\nL.J. McElravy\, University of Nebraska – Lincoln \nCourse Schedule\nThis 10-week synchronous course will run on Thursdays from June 1 through August 3\, with synchronous sessions taking place at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\nThis course has a cap of 40 students. \nRegistration opens on Monday\, May 15\, and closes Monday\, May 29. This course builds on a foundational understanding of evidence based teaching\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience.
URL:https://cirtl.net/event/change-leadership-for-inclusive-teaching-and-learning/2023-08-03/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230725T130000
DTEND;TZID=America/Chicago:20230725T143000
DTSTAMP:20260423T203633
CREATED:20230424T192353Z
LAST-MODIFIED:20230627T163224Z
UID:10000576-1690290000-1690295400@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 is 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 13 through July 25 (skipping the week of July 4). \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 Monday\, May 15 and closes Thursday\, June 1. 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. Instructors will review applications on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \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 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-2/2023-07-25/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230622T133000
DTEND;TZID=America/Chicago:20230622T153000
DTSTAMP:20260423T203633
CREATED:20230418T164107Z
LAST-MODIFIED:20230602T180442Z
UID:10000560-1687440600-1687447800@cirtl.net
SUMMARY:First Year Faculty Teaching Academy
DESCRIPTION:This online\, intensive course is designed for future faculty and early career faculty in their first years of teaching. Over the course of 3 weeks\, participants will meet twice weekly to learn how to create a great learning experience for your students while developing a solid foundation of best teaching practices and strategies. Explore the works of teaching greats such as Ken Bain\, Jim Lang\, and Wilbert McKeachie among others. We invite you to adapt and use the strategies modeled in the course. By the end of this course\, participants will learn about: \n\nFostering student motivation and interaction\nDesigning active learning experiences\nProviding effective feedback\nIdentifying effective assessment techniques\nCreating an accessible learning environment for all students\nTransparent and online teaching practices\n\nREGISTRATION IS CLOSED \nInstructors\nAlexandra Bitton-Bailey\, University of Florida\nKimberly Heal\, University of Florida\nMichael Barber\, University of Florida \nCourse Schedule\nThis condensed synchronous course will run on Tuesdays and Thursdays from June 6 through June 22\, with synchronous sessions taking place at 3:30-5:30PM AT / 2:30-4:30PM ET / 1:30-3:30PM CT / 12:30-2:30PM MT / 11:30AM – 1:30PM PT. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\nThis course has a cap of 60 students. Registration opens on Monday\, May 15\, and closes Friday\, June 2. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, 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: 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 community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
URL:https://cirtl.net/event/first-year-faculty-teaching-academy/2023-06-22/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230322T130000
DTEND;TZID=America/Chicago:20230322T143000
DTSTAMP:20260423T203633
CREATED:20221215T182530Z
LAST-MODIFIED:20230119T145732Z
UID:10000504-1679490000-1679495400@cirtl.net
SUMMARY:Laying the Foundations for a Successful Teaching Career
DESCRIPTION:* This course is at capacity and closed for registration as of Thursday\, January 12. Registrants are notified of their enrollment status within 2 business days of registration closing. * \n\nThis five-session short course explores and builds a foundation of skills and habits to develop teaching approaches that will support a successful teaching career. Development of these skills can start as early as graduate school. This short course includes developing or refining some aspects of your teaching portfolio: \n\nSession 1: participants select and “unpack” the teaching approach of a favorite assignment or important learning activity asked of students\nSession 2: participants will develop an instrument (a rubric) to measure student learning that results from their teaching and learning process\nSessions 3 and 4: building upon prior sessions\, participants will plan a change to improve their teaching process in a way that aligns with elements of their teaching philosophy\nSession 5: participants will document their teaching approach for a teaching presentation\, or record a teaching demonstration with an accompanying explanation\n\n  \nInstructors\nDouglas Jerolimov & Richard Turner – Indiana University Purdue University Indianapolis (IUPUI) \nCourse Schedule\nThis 5-week short course meets at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT on Wednesday\, January 25\, February 8\, February 22\, March 8\, and March 22. \nWorkload\nThis course will consist of five 90-minute synchronous sessions occurring once every two weeks\, with pre- and post-meeting work. Students will watch 45-minute videos and complete worksheets based on the content in the videos. Participants will also do post-session work in response to feedback from course instructors and peers. \nRegistration and Enrollment\nThis short course has a cap of 25 students. Registration is open from Tuesday\, January 10\, until capacity is reached or until Friday\, January 20\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \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\ngoals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\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.\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.\n\nProfessional Development\n\nCreate materials that are commonplace in the academic job market.
URL:https://cirtl.net/event/laying-the-foundations-for-a-successful-teaching-career/2023-03-22/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230227T123000
DTEND;TZID=America/Chicago:20230227T140000
DTSTAMP:20260423T203633
CREATED:20221215T181333Z
LAST-MODIFIED:20230407T183250Z
UID:10000510-1677501000-1677506400@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:* This course is at capacity and closed for registration as of Wednesday\, January 11. Registrants are notified of their enrollment status within 2 business days of registration closing. * \n\nWork with a community of peers and facilitators 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\nEffective Communication\nFostering Independence\, Self-efficacy\, and Professional Development\nFostering Equity and Inclusion in a Research Context\nConflict Resolution\, Feedback\, Well-being\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/. \nInstructors\nValerie Fako Miller – University of Illinois at Chicago\nPaula Kavathas – Yale University \nCourse Schedule\nThis intensive 6-week course meets online on Mondays from January 23 to February 27 at 2:30-4PM AT / 1:30-3PM ET / 12:30-2PM CT / 11:30AM-1PM MT / 10:30AM-12PM PT. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. \nRegistration and Enrollment\nThis short course has a cap of 20 students. Registration is open from Tuesday\, January 10\, until capacity is reached or until Wednesday\, January 18\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \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-spring2023/2023-02-27/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20230130
DTEND;VALUE=DATE:20230327
DTSTAMP:20260423T203633
CREATED:20221110T223323Z
LAST-MODIFIED:20230407T183320Z
UID:10000033-1675036800-1679875199@cirtl.net
SUMMARY:Advancing Learning Through Evidence-Based STEM Teaching Spring 2023
DESCRIPTION:Advancing Learning through Evidence-Based STEM Teaching is an 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. The 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. Participants will learn how to engage students in active learning in classrooms using strategies such as peer instruction and problem-based learning\, develop methods to help their students think more like experts in their fields using inquiry-based labs and similar activities\, turn their classrooms into learning communities through cooperative learning and using the diverse perspectives of their students\, and use approaches like flipped classrooms that make it possible to build active and collaborative learning into their classes. Formats include video content and transcripts\, readings\, discussion forums\, quizzes\, and peer-graded assignments where you will plan teaching and learning activities relevant to your discipline. \nRegister \nInstructors\nL.J. McElravy\, University of Nebraska – Lincoln\nBrian Rybarczyk\, University of North Carolina at Chapel Hill \nCourse Schedule\nThis 8-week course is entirely asynchronous\, meaning there are no regularly scheduled weekly meetings. Each week instructors will release new materials for students to access via the EdX platform. The course starts the week of Monday\, January 30. \nMOOC Centered Learning Communities (MCLCs)\nStudents enrolled in the MOOC have the option of taking part in an MCLC on their local campus. These MCLCs provide students with a face-to-face learning community designed to deepen their understanding of MOOC course materials. Please see the CIRTL MOOC website to find out which campuses are offering MCLCs\, and who to contact to take part in your local MCLC. \nWorkload\nYour instructors estimate participants will need to spend 4-5 hours per week on coursework. \nRegistration and Enrollment\nThis course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration. \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.\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-spring-2023/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221208T120000
DTEND;TZID=America/Chicago:20221208T140000
DTSTAMP:20260423T203633
CREATED:20220815T173305Z
LAST-MODIFIED:20230823T175200Z
UID:10000027-1670500800-1670508000@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/2022-12-08/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220926
DTEND;VALUE=DATE:20221121
DTSTAMP:20260423T203633
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211215T130000
DTEND;TZID=America/Chicago:20211215T143000
DTSTAMP:20260423T203633
CREATED:20210829T205453Z
LAST-MODIFIED:20230407T183417Z
UID:10000476-1639573200-1639578600@cirtl.net
SUMMARY:The College Classroom
DESCRIPTION:Get an introduction to key learning principles and the basics of effective\, evidence-based teaching practices in this course about teaching in the college classroom. This course will focus on developing inclusive\, learner-centered approaches to teaching. Students will explore the interconnectedness of learning objectives\, assessment\, and learning activities through both discussion of course materials and developing and practicing their own lesson plan. In this course\, you will: \n\nExplore inclusive\, learner-centered teaching theories and practices\nRead and discuss literature on effective teaching and learning\, and apply to your teaching practice\nCreate connections between learning objectives\, assessments\, and learning activities in order to build and teach a lesson plan\nReflect on personal teaching values and decision making\n\nRegistration Closed \nCourse Schedule\nThis 12-week course has weekly online sessions on Wednesdays at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT from September 29 through December 15. \nWorkload\nYour instructors estimate participants will need to spend 1.5-2 hours per week on work outside of class sessions. \nRegistration and Enrollment\nThis course is limited to 30 participants. Registration is at capacity and closed as of Tuesday\, September 7. \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 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.\n\nAssociate: Teaching-as-Research\n\nDescribe a “full-inquiry” cycle.\n\nPractitioner: Evidence-Based Teaching\n\nAccess the literature and existing knowledge to develop a deeper understanding of existing evidence-based knowledge concerning high-impact\, evidence-based teaching practices.\n\nPractitioner: Learning-through-Diversity\n\nAccess the literature and existing knowledge to develop a deeper understanding of diversity and its impact on accomplishing learning goals.
URL:https://cirtl.net/event/the-college-classroom/2021-12-15/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210728T140000
DTEND;TZID=America/Chicago:20210728T150000
DTSTAMP:20260423T203633
CREATED:20230117T172616Z
LAST-MODIFIED:20230117T200632Z
UID:10000534-1627480800-1627484400@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-summer2021/2021-07-28/
CATEGORIES:Course
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DTSTART;TZID=America/Chicago:20210727T130000
DTEND;TZID=America/Chicago:20210727T143000
DTSTAMP:20260423T203633
CREATED:20210501T141610Z
LAST-MODIFIED:20230407T183456Z
UID:10000493-1627390800-1627396200@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/2021-07-27/
CATEGORIES:Course
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DTSTART;TZID=America/Chicago:20210707T090000
DTEND;TZID=America/Chicago:20210707T110000
DTSTAMP:20260423T203633
CREATED:20210426T142938Z
LAST-MODIFIED:20230407T183518Z
UID:10000499-1625648400-1625655600@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/2021-07-07/
CATEGORIES:Course
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210329T130000
DTEND;TZID=America/Chicago:20210329T143000
DTSTAMP:20260423T203633
CREATED:20210101T220425Z
LAST-MODIFIED:20230407T183543Z
UID:10000486-1617022800-1617028200@cirtl.net
SUMMARY:Basics of Online Learning and Teaching
DESCRIPTION:This online blended 10-week course walks students through online course development in a mix of synchronous and asynchronous activities. The course will begin with 4 weeks of synchronous online sessions providing an overview of the course and effective online pedagogy. This will be followed by a mix of synchronous and asynchronous sessions on building a course. Each week will involve approximately 4-6 hours of readings\, videos\, assignments\, discussions\, and peer feedback. During this time students will work on their final projects where they will develop materials for an online course (or unit) they plan to teach in the future. The course will end with 1 week of student micro-teaching presentations to the group. \nRegistration Closed \nCourse Schedule\nThis blended synchronous-asynchronous course will have online sessions at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT on Monday January 25\, February 1\, February 8\, February 15\, March 1\, and March 22\, and student final presentations on March 29. \nWorkload\nStudents should plan to spend approximately 4-6 hours per week on coursework\, in addition to synchronous sessions on weeks when those occur. \nRegistration & Enrollment\nThis course has a cap of 40 students. Registration is at capacity as of January 14. \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.\n\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 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\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.\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 Community\n\nAccess the literature and existing knowledge to develop a deeper understanding of the knowledge concerning LCs and their impact on student learning.\nIntegrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.\n\nPractitioner: Learning-through-Diversity\n\nAccess the literature and existing knowledge to develop a deeper understanding of diversity and its impact on accomplishing learning goals.\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\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/basics-of-online-learning-and-teaching/2021-03-29/
CATEGORIES:Course
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