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UID:10002851-1749801600-1749857400@cirtl.net
SUMMARY:Johns Hopkins University Online Teaching Institute
DESCRIPTION:The Johns Hopkins Teaching Institute is a multi-day online teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning\, ongoing assessment\, and fostering inclusive classrooms.  Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute\, participants will be able to: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nCreate a peer-reviewed lesson plan;\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\n\n\nSchedule\n\n\nThis institute meets online daily from Monday\, June 9 through Friday\, June 13 at 5-8:30pm Gulf / 10-1:30pm Atlantic / 9-12:30pm Eastern / 8am-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific/Arizona. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Tuesday\, April 29** \nThis institute has a cap of 40 CIRTL participants. Registration will be processed on a first-come\, first-served basis. 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 Zoe Zuleger (zmzuleger@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: 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\nAssociate: Teaching as Research-TAR\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 the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners\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/johns-hopkins-university-online-teaching-institute-2/2025-06-13/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250530T080000
DTEND;TZID=America/Chicago:20250530T143000
DTSTAMP:20260501T151553
CREATED:20250415T195409Z
LAST-MODIFIED:20250521T154743Z
UID:10002854-1748592000-1748615400@cirtl.net
SUMMARY:Johns Hopkins University In Person Teaching Institute
DESCRIPTION:The Johns Hopkins Teaching Institute is a multi-day in-person teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning\, ongoing assessment\, and fostering inclusive classrooms.  Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute\, participants will be able to: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods\n​​​​​​​Identify strategies that improve student learning outcomes for all students\nCreate a peer-reviewed lesson plan\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis in-person institute meets daily from Wednesday\, May 28 through Friday\, May 30. Daily sessions run from 9AM to around 4PM Eastern Time\, with scheduled breaks. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Monday\, May 5** \nThis institute has a cap of 15 CIRTL participants. Registration will be processed on a first-come\, first-served basis. 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 Zoe Zuleger (zmzuleger@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: 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\nAssociate: Teaching as Research-TAR\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 the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners\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/johns-hopkins-university-in-person-teaching-institute-2/2025-05-30/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240614T080000
DTEND;TZID=America/Chicago:20240614T130000
DTSTAMP:20260501T151553
CREATED:20240418T204003Z
LAST-MODIFIED:20240621T142050Z
UID:10000746-1718352000-1718370000@cirtl.net
SUMMARY:Johns Hopkins University Online Teaching Institute
DESCRIPTION:The Johns Hopkins Teaching Institute is a multi-day online teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning\, ongoing assessment\, and fostering inclusive classrooms.  Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute\, participants will be able to: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nCreate a peer-reviewed lesson plan;\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis institute meets online daily from Monday\, June 10 through Friday\, June 14 at 10am-1:30pm Atlantic / 9am-12:30pm Eastern / 8-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Friday\, May 3** \nThis institute has a cap of 25 CIRTL participants. Registration opens on Monday\, April 22 and will be processed on a first-come\, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. \nOnce 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)\, CIRTL’s cross-Network programming coordinator\, 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-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\nAssociate: Teaching as Research-TAR\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 the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners\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/johns-hopkins-university-online-teaching-institute/2024-06-14/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240531T071500
DTEND;TZID=America/Chicago:20240531T143000
DTSTAMP:20260501T151553
CREATED:20240418T204029Z
LAST-MODIFIED:20240520T135631Z
UID:10000749-1717139700-1717165800@cirtl.net
SUMMARY:Johns Hopkins University In Person Teaching Institute
DESCRIPTION:The Johns Hopkins Teaching Institute is a multi-day in-person teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning\, ongoing assessment\, and fostering inclusive classrooms.  Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute\, participants will be able to: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods\n​​​​​​​Identify strategies that improve student learning outcomes for all students\nCreate a peer-reviewed lesson plan\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis in-person institute meets daily from Wednesday\, May 29 through Friday\, May 31. Daily sessions run from 8:15AM to around 4PM Eastern Time\, with scheduled breaks. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\nThis institute has a cap of 10 CIRTL participants. Registration opens on Monday\, April 22 and will be processed on a first-come\, first-served basis. 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. \nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, CIRTL’s cross-Network programming coordinator\, 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-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\nAssociate: Teaching as Research-TAR\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 the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners\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/johns-hopkins-university-in-person-teaching-institute/2024-05-31/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230609T090000
DTEND;TZID=America/New_York:20230609T150000
DTSTAMP:20260501T151553
CREATED:20230407T185902Z
LAST-MODIFIED:20230515T150327Z
UID:10000552-1686301200-1686322800@cirtl.net
SUMMARY:Johns Hopkins University Teaching Institute (Online)
DESCRIPTION:The Johns Hopkins Teaching Institute is a multi-day teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning\, ongoing assessment\, and fostering inclusive classrooms.  Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute\, participants will: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nWork in small groups to share ideas\, build new skills\, and cultivate partnerships in teaching and learning;\nCreate a peer-reviewed lesson plan;\nPresent their lesson plan or facilitate a micro-teaching exercise to their peer group.\n\nSchedule\n\n\nThis online institute meets daily from Tuesday\, June 6 through Friday\, June 9. Synchronous sessions run from 9AM to 3PM Eastern Time\, with scheduled breaks. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Monday\, May 15** \nThis institute has a cap of 25 CIRTL participants. Registration opens on Monday\, May 15\, and closes once capacity is reached. 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)\, CIRTL’s cross-Network programming coordinator\, 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-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\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\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/johns-hopkins-university-teaching-institute-online/2023-06-09/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230602T090000
DTEND;TZID=America/New_York:20230602T150000
DTSTAMP:20260501T151554
CREATED:20230407T185535Z
LAST-MODIFIED:20230515T150612Z
UID:10000547-1685696400-1685718000@cirtl.net
SUMMARY:Johns Hopkins University Teaching Institute (In Person)
DESCRIPTION:The Johns Hopkins Teaching Institute is a multi-day teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning\, ongoing assessment\, and fostering inclusive classrooms.  Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute\, participants will: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nWork in small groups to share ideas\, build new skills\, and cultivate partnerships in teaching and learning;\nCreate a peer-reviewed lesson plan;\nPresent their lesson plan or facilitate a micro-teaching exercise to their peer group.\n\nSchedule\n\n\nThis in-person institute meets daily from Wednesday\, May 31 through Friday\, June 2. Daily sessions run from 9AM to 3PM\, with scheduled breaks. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**Registration is at capacity as of Monday\, May 15** \nThis institute has a cap of 10 CIRTL participants. Registration opens on Monday\, May 15\, and closes once capacity is reached. 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)\, CIRTL’s cross-Network programming coordinator\, 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-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\nAssociate: Teaching as Research-TAR\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 the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners.\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/johns-hopkins-university-teaching-institute-in-person/2023-06-02/
LOCATION:Johns Hopkins University\, Baltimore\, MD
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210716T110000
DTEND;TZID=America/Chicago:20210716T160000
DTSTAMP:20260501T151554
CREATED:20210501T183359Z
LAST-MODIFIED:20221118T194222Z
UID:10000464-1626433200-1626451200@cirtl.net
SUMMARY:CIRTL Summer Institute on Scientific Teaching
DESCRIPTION:The CIRTL Summer Institute on Scientific Teaching designed specifically for grad students and postdocs new to teaching. In this five-day institute\, you will develop a deep understanding of scientific teaching by examining relevant literature\, working online in small peer groups facilitated by topical experts\, and performing structured work independently. Throughout the week\, you will design an evidence-based\, inclusive teaching activity with a disciplinary-focused peer group. Each day will be split between independent work\, large group activities and lessons\, and small group work to learn content and apply those lessons to your teaching activity. On the final day of the institute\, each small group will present their teaching activities to the entire group. By the end of the institute\, you will: \n\nObserve\, evaluate\, and collect a portfolio of innovative teaching approaches\, instructional materials and practical strategies for enhancing student learning that can be adapted to your own teaching environment\nGet a thorough introduction to the core ideas that ground CIRTL’s approach to STEM education: learning-through-diversity\, learning communities\, evidence-based teaching\, and teaching-as-research. Depending on your home institution’s local CIRTL certification process\, you may be able to achieve associate-level certification by participating in this institute\nBe named Scientific Teaching Fellows by the Summer Institutes on Teaching\n\nRegistration Closed \nInstitute Schedule\nThis intensive 5-day institute meets online every day the week of July 12 at 1-6PM AT / 12-5PM ET / 11AM-4PM CT / 10AM-3PM MT / 9AM-2PM PT. Each day is split between synchronous whole group work\, asynchronous individual work\, and synchronous small group work. Instructors will share a more detailed daily schedule closer to the start of the institute\, including exact start and end times each day\, breaks\, and more. \nWorkload\nInstructors anticipate students will need to spend 2-2.5 hours per day on work outside of sessions. \nRegistration & Enrollment\nThis institute is limited to 35 participants. Registration is open Monday\, May 10 until capacity is reached or until Friday\, June 25\, whichever comes first. Registrants from CIRTL member institutions\, or who are alumni of CIRTL member institutions\, will receive enrollment priority. \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.\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 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.
URL:https://cirtl.net/event/cirtl-summer-institute-on-scientific-teaching/2021-07-16/
CATEGORIES:Institute
END:VEVENT
END:VCALENDAR