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DTSTART;VALUE=DATE:20230130
DTEND;VALUE=DATE:20230327
DTSTAMP:20260429T091910
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:20230125T100000
DTEND;TZID=America/Chicago:20230125T111500
DTSTAMP:20260429T091910
CREATED:20221215T182422Z
LAST-MODIFIED:20230119T145705Z
UID:10000514-1674640800-1674645300@cirtl.net
SUMMARY:Preparing Your Teaching Demo for a Job Interview
DESCRIPTION:* This workshop 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\nAs part of the interview process for a faculty position in the U.S.\, you may be asked to lead a teaching demonstration. In this interactive workshop\, we’ll discuss ways to go into your teaching demo with preparedness\, confidence\, and adaptability. By the end of this workshop\, participants will be prepared to: \n\nidentify questions and decision points useful in preparing a teaching demo for a job interview in the U.S.\nstrategize ways to gather the information needed to effectively plan a teaching demo\ngenerate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g. logistical\, technological\, or interpersonal).\n\nInstructors\nChas Brua & Beate Brunow – Pennsylvania State University \nWorkshop Schedule\nThis one-session online workshop meets on Wednesday\, January 25 at 12-1:15PM AT / 11AM-12:15PM ET / 10-11:15AM CT / 9-10:15AM MT / 8-9:15AM PT. \nRegistration and Enrollment\nThis workshop has a cap of 50 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\nProfessional Development\n\nCreate materials that are commonplace in the academic job market (resumes\, CVs\, teaching portfolios\, teaching statements\, etc.)
URL:https://cirtl.net/event/preparing-your-teaching-demo-for-a-job-interview/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221208T120000
DTEND;TZID=America/Chicago:20221208T140000
DTSTAMP:20260429T091910
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;TZID=America/Chicago:20221205T113000
DTEND;TZID=America/Chicago:20221205T133000
DTSTAMP:20260429T091910
CREATED:20220912T021819Z
LAST-MODIFIED:20230823T175402Z
UID:10000028-1670239800-1670247000@cirtl.net
SUMMARY:Ethical Dilemmas in Inclusive Teaching: Difficult Dynamics in the Lab
DESCRIPTION:Cases that showcase inclusive teaching dilemmas at the university offer the opportunity for many to develop and test their own ways of understanding how they respond to dilemmas in their teaching. In this interactive workshop\, come together with fellow future faculty to discuss some problematic group dynamics and cultural differences playing out in a lab course at a large research university. Participants will brainstorm possible solutions and challenge assumptions about potential paths forward that they can bring to their current and future institutions. All are welcome. \nRegistration Closed \nWorkshop Schedule\nThis one-session online workshop meets on Monday\, December 5 at 1:30-3:30PM AT / 12:30-2:30PM ET / 11:30AM-1:30PM CT / 10:30AM-12:30PM MT / 9:30-11:30AM PT. \nRegistration & Enrollment\nThis workshop has a cap of 25 students. Registration is open from Monday\, August 29 until Friday\, September 9. 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 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\nPractitioner: Learning Community\n\nIntegrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.\nContribute to local professionally-focused learning communities associated with teaching and learning.\n\nPractitioner: Learning-through-Diversity\n\nExamine and describe own beliefs and biases\, including how they may influence their students’ learning.\nDetermine the diverse backgrounds among a group of students\, and consider the opportunities and challenges of the findings on each student’s learning.
URL:https://cirtl.net/event/ethical-dilemmas-in-inclusive-teaching-difficult-dynamics-in-the-lab/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221201T120000
DTEND;TZID=America/Chicago:20221201T133000
DTSTAMP:20260429T091910
CREATED:20220816T193155Z
LAST-MODIFIED:20230823T174718Z
UID:10000459-1669896000-1669901400@cirtl.net
SUMMARY:Equity\, Diversity\, and Inclusive Teaching in the Community College Setting
DESCRIPTION:Community colleges are truly diverse settings\, attracting individuals from all different walks of life with a common interest in advancing their education. If you are interested in exploring a career at a community college\, then understanding the diversity of their student populations is crucial. This panel consisting of faculty and administrators from various community colleges will share insights on student diversity. We will also explore the types of inclusive teaching strategies that best support community college students and help to create more equitable classrooms. \nThis event is supported by and organized through NSF INCLUDES Aspire grant by the Regional Initiative group. \nRegistration Closed \nEvent Schedule\nThis online event takes place on Thursday\, December 1 at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT. This event is part of the three-part event series “Exploring Careers in Teaching at a Community College\,” organized through CIRTL and APLU’s NSF INCLUDES Aspire grant. \nRegistration\nThis event is open to the public. You must register in order to attend; you will receive Zoom information upon 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: Learning Community\n\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/equity-diversity-and-inclusive-teaching-in-the-community-college-setting/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221109T120000
DTEND;TZID=America/Chicago:20221109T133000
DTSTAMP:20260429T091910
CREATED:20220816T180254Z
LAST-MODIFIED:20230823T175345Z
UID:10000456-1667995200-1668000600@cirtl.net
SUMMARY:Getting Started with Universal Design for Learning
DESCRIPTION:We know the one-size-fits-all approach to learning design is not optimal. But how do we incorporate flexibility into teaching and learning while still maintaining rigorous learning? In this workshop\, participants will learn the three principles that underpin Universal Design for Learning (UDL)\, a pedagogical framework backed by neuroscience that fosters motivated\, resourceful\, and strategic learners. They will have the opportunity to apply these principles to a teaching artifact of their choice\, be it a syllabus\, assignment\, and/or teaching practice. Participants will come away with an expanded understanding of learner variability\, how it can be leveraged as an asset in the classroom\, and how to make learning more accessible for their students. No previous experience with UDL is necessary. By the end of this workshop\, participants will be prepared to: \n\nIdentify the 3 main principles of Universal Design for Learning\nExplain why each principle is important to consider when designing inclusive learning opportunities\nCritique a proposed learning activity and identify potential barriers to equitable access\nPropose ways of re-designing a learning community to foster equity by following the principles of UDL\n\nRegistration Closed \nWorkshop Schedule\nThis two-session online workshop meets on Wednesday\, November 2 and November 9 at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT. \nRegistration & Enrollment\nThis workshop has a cap of 75 students. Registration is open from Monday\, August 9 until capacity is reached or until Friday\, October 28\, 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-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.
URL:https://cirtl.net/event/getting-started-with-universal-design-for-learning/2022-11-09/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221101T113000
DTEND;TZID=America/Chicago:20221101T130000
DTSTAMP:20260429T091910
CREATED:20220729T002416Z
LAST-MODIFIED:20230823T175326Z
UID:10000020-1667302200-1667307600@cirtl.net
SUMMARY:Finding Your Teaching Mentor
DESCRIPTION:In this two-part workshop\, participants will start making a teaching development plan. Their plans will take into account their current context as well as align with their personal and professional goals. In session one\, participants will learn how to orient themselves in their teaching development pathway and make an inventory of their local teaching resources. They will also develop understanding about why future faculty need a teaching mentor network that includes people different from their research mentors. The second session will help participants make a plan for building their mentoring network around their teaching development goals. We will talk about defining success as a teacher and how to ask for mentorship. We will hear from graduate student and faculty panelists about their teaching mentorship highlights and challenges. We will end our workshop series with time to form peer mentor networks. \nBy the end of this workshop\, participants will be prepared to: \n\nUnderstand why you need a teaching mentor network\nMake an inventory of your local teaching resources\nMake a teaching development plan based on where you are developmentally and institutionally\, and in alignment with your personal and professional goals\nGet a teaching mentor(s) different from your research advisor\n\nRegistration Closed \nWorkshop Schedule\nThis two-session online workshop meets on Tuesday\, October 25 and November 1\n1:30-3PM AT/ 12:30-2PM ET / 11:30AM-1PM CT / 10:30AM-12PM MT / 9:30-11AM PT \nRegistration & Enrollment\nThis workshop has a cap of 30 students. Registration is open from Monday\, August 9 until capacity is reached or until Friday\, October 21\, 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.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.
URL:https://cirtl.net/event/finding-your-teaching-mentor/2022-11-01/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221013T133000
DTEND;TZID=America/Chicago:20221013T143000
DTSTAMP:20260429T091910
CREATED:20221003T172246Z
LAST-MODIFIED:20230823T174906Z
UID:10000030-1665667800-1665671400@cirtl.net
SUMMARY:The Notion of Critical Race Theory (CRT) Should Not Be a Dirty Word in Higher Education: Unpacking Positionality in STEM Research and Teaching
DESCRIPTION:Given our current divisive social and political climate\, there is a current need for STEM educators and scholars to critical reflect on their own positionality\, the impact of their work with STEM education\, and how they perceive issues of justice within the scope of educational change. Critical ideologies associated with STEM research and teaching are fundamental as educational researchers and practitioners further examine notions of diversity\, inclusion\, and equity\, specifically as it pertains to advocating for systematically marginalized populations in STEM educational learning spaces. In addition to an understanding of individual thoughts and feelings related to change\, knowledge of the complexity of marginalized groups\, organizations\, and systems\, as well as a commitment to navigating change in diverse and intersecting contexts\, critical STEM educational frameworks must remain at the forefront of educational research. As such\, it is vital that STEM education become intentional about employing a critical perspective to co-construct narratives that liberate all stakeholders from the system of oppression that they unknowingly grapple with and resist on a daily basis. The counternarratives\, in other words\, should be the discourse that STEM education utilizes critical race theory tenets design research and pedagogical inquiries that advocates for justice for all students. The aim of this keynote address is to broaden and deepen participant’s understanding of critical frameworks and the impact they can have on shaping the directionality of educational research and teaching in STEM. More specifically\, this keynote address will examine how STEM educators and scholars can develop brave spaces within the scope of their work to allow for capturing of various perspectives into their academic spaces. \nRegistration Closed \nWebinar Schedule\nThis online webinar takes place on Thursday\, October 13 at 3-4:15PM AT / 2-3:15PM ET / 1-2:15PM CT / 12-1:15PM MT / 11AM-12:15PM PT. \nRegistration\nThis webinar is open to the public. You must register in order to attend; you will receive Zoom information upon 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: 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.
URL:https://cirtl.net/event/the-notion-of-critical-race-theory-crt-should-not-be-a-dirty-word-in-higher-education/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220928T130000
DTEND;TZID=America/Chicago:20220928T150000
DTSTAMP:20260429T091910
CREATED:20220628T011953Z
LAST-MODIFIED:20230823T175244Z
UID:10000016-1664370000-1664377200@cirtl.net
SUMMARY:Supporting Neurodivergent Students
DESCRIPTION:Want to better support your students with neurodiversity? In this workshop\, we will review common forms of neurodiversity such as dyslexia\, dyspraxia\, autism\, and ADHD and identify obstacles faced by neurodivergent students in academia. You will be introduced to strategies and resources for supporting these students\, and explore ways to implement these strategies through group collaboration. By the end of this workshop\, participants will be prepared to: \n\nDescribe what neurodiversity is and its common forms and experiences.\nRecognize ways that neurodivergent students may experience difficulties with typical teaching methods.\nExplain the difference between the medical and social models of disability.\nBrainstorm new methods for creating inclusive and accessible classes for neurodivergent students.\n\nRegistration Closed \nWorkshop Schedule\nThis one-session online workshop meets on Wednesday\, September 28 at 3-5PM AT / 2-4PM ET / 1-3PM CT / 12-2PM MT / 11AM-1PM PT. \nRegistration & Enrollment\nThis workshop has a cap of 50 students. Registration is open from Monday\, August 9 until capacity is reached or until Friday\, September 23\, 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 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\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 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/supporting-neurodivergent-students/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220927T103000
DTEND;TZID=America/Chicago:20220927T120000
DTSTAMP:20260429T091910
CREATED:20220705T005412Z
LAST-MODIFIED:20230823T175309Z
UID:10000018-1664274600-1664280000@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement
DESCRIPTION:Draft a peer-reviewed statement that reflects your teaching beliefs and experiences in this interactive\, two-part online workshop. Participants will work to draft and edit a teaching statement\, which is often required for US academic job applications. We will discuss elements of teaching statements\, evidence of effective teaching tailored for different academic jobs\, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s collaborative\, peer-review process. \nRegistration Closed \nWorkshop Schedule\nThis two-session online workshop meets on Tuesday\, September 13 and 27 at 12:30-2PM AT / 11:30AM-1PM ET / 10:30AM-12PM CT / 9:30-11AM MT / 8:30-10AM PT. \nWorkload\nParticipants will be expected to draft (or revise an existing draft of) a teaching philosophy statement. \nRegistration & Enrollment\nThis workshop is limited to 50 participants. Registration is open from Monday\, August 9 until capacity is reached or until Friday\, September 9\, 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 goals.\n\nAssociate: Learning Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\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.
URL:https://cirtl.net/event/writing-an-effective-teaching-philosophy-statement/2022-09-27/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220926
DTEND;VALUE=DATE:20221121
DTSTAMP:20260429T091910
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:20260429T091910
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:20260429T091910
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210727T130000
DTEND;TZID=America/Chicago:20210727T143000
DTSTAMP:20260429T091910
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210716T110000
DTEND;TZID=America/Chicago:20210716T160000
DTSTAMP:20260429T091910
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
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210707T090000
DTEND;TZID=America/Chicago:20210707T110000
DTSTAMP:20260429T091910
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210415T140000
DTEND;TZID=America/Chicago:20210415T153000
DTSTAMP:20260429T091910
CREATED:20220101T221431Z
LAST-MODIFIED:20230823T174930Z
UID:10000487-1618495200-1618500600@cirtl.net
SUMMARY:CIRTL Network Teaching-as-Research Presentations
DESCRIPTION:Hear graduate students and postdocs from across the CIRTL Network share the results of their Teaching-as-Research (TAR) projects in this online presentation session. TAR projects investigate questions about teaching and learning\, including assessing the effectiveness of specific learning activities and tools\, examining the learning process about a specific topic\, or characterizing the student experience in the classroom. \nRegistration Closed \nEvent Schedule\nThis online event takes place on Thursday\, April 15 at 4-5:30PM AT / 3-4:30PM ET / 2-3:30PM CT / 1-2:30PM MT / 12-1:30PM PT. A detailed event agenda is below: \n\n2-2:15pm Central Time: Introductory remarks\n2:15-3:15pm Central Time: Panel presentations\n3:15-3:30pm Central Time: Closing remarks\n\nSpeaker Panels\nThis year’s presentations feature 17 students from 11 institutions presenting across 4 concurrent panels: \n\nPanel 1: Online learning & flipped classrooms\n\nMonika Filipovska\, Northwestern: Fostering Student Motivation in a Blended Remote Learning Setting\nJanani Hariharan\, Cornell: Impact of Modality and Camera Usage on Student Performance in a Microbiology Classroom\nSheeraz Akram\, Pittsburgh: Impact of Video Resources on Student Learning\nMi Sun An\, TAMU: Improving Visualization Capability in Construction Education (Plan Reading)\nShawn Schwartz\, UCLA: College Students’ Anxiety\, Preparedness\, and Perceptions of Remote Learning Effectiveness During COVID-19: A Classroom Study\n\n\nPanel 2: Student attitudes & active learning\n\nDeanna Rumble\, UAB: Learning in the Online Medical Psychology Classroom: Student Attitudes Towards Experiential Health Simulations\nPortia Mira\, UCLA: Effects of interactive lecturing on student’s perceptions of biology in an online learning environment\nJosie Mitchell\, UW-Madison: Students value drawing to learn biochemistry\n\n\nPanel 3: Teaching key skills and concepts\n\nUndarmaa Maamuujav\, UCI: The Affordances of Infographics for Undergraduate Students’ Writing Development\nVikas Menghwani\, UBC: Using Retrieval as a Learning Tool in an Introductory Forest Sciences Course Meant for non-Forestry students\nSarah McFall-Boegeman\, MSU: Study of Student Output During Electrochemistry Unit in Chemistry Class for Upper-Level Undergraduates\nMengtian Chen\, U Iowa: Computer-aided Corrective Feedback on the Production of Chinese Tones: Using Praat (a computer software) to Recast\n\n\nPanel 4: Student motivation\, engagement & retention\n\nRachel Hutchinson\, UW-Madison: How does guided discovery affect student motivation to learn solution calculations in a laboratory skills course?\nAndrew Van Alst\, MSU: Promoting career skill development and student perceptions of course value in an introductory biology lab to improve student learning\nRiley Petillion\, UBC: Identifying Essential Factors in Producing Effective and Engaging Instructional Videos\nIlissa Chasnick\, MSU: Experiential Learning in Veterinary Medicine\n\n\n\nRegistration\nThis drop-in\, online event is open to the public. Anyone is welcome to attend\, but you must register in order to attend. Once you register\, you will have access to the online meeting room where this event will take place. \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. \nRecording\nSpeaker presentations will be recorded. \n\nLearning Outcomes\nAssociate: Teaching-as-Research\n\nDescribe a “full-inquiry” cycle.\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.
URL:https://cirtl.net/event/cirtl-network-teaching-as-research-presentations/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210329T130000
DTEND;TZID=America/Chicago:20210329T143000
DTSTAMP:20260429T091910
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
END:VEVENT
END:VCALENDAR