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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.\nRegister to attend \nSpeakers at this year’s presentation session will share projects that touch on lab instruction\, inclusive teaching practices\, student belonging\, comprehension and assessment\, student attitudes towards STEM disciplines\, and more. 2023 TAR presenters are: \nFaqryza Ab Latif\, University of Arizona\nGloria Ashaolu\, Michigan State University\nIleana Callejas\, University of California\, Los Angeles\nSamara Chamoun\, Michigan State University\nJoseph Choy\, Johns Hopkins University\nSai Diwan\, University of British Columbia\nNatasha George\, Michigan State University\nAlexander Johnson\, University of California\, Los Angeles\nBriley Lewis\, University of California\, Los Angeles\nJames Macnamara\, Michigan State University\nAllison Moreno\, University of California\, Los Angeles\nColette Nickodem\, Texas A&M University\nNichole Nomura\, Stanford University\nEmily Pappo\, University of Florida\nCasey Patterson\, Stanford University\nVinnie Rigoglioso\, University of Wisconsin-Madison\nLuke Rodewald\, University of Florida\nCristina Schaurich\, University of British Columbia\nChristopher Stevens\, University of Wisconsin-Madison\nRion Wendland\, University of Iowa \nRegister to attend \nEvent Schedule\nThis online event takes place on Wednesday\, April 26 at 4-5:30PM AT / 3-4:30PM ET / 2-3:30PM CT / 1-2:30PM MT / 12-1:30PM PT. During the presentation period of the event\, each speaker will have 12 minutes to present and respond to audience questions. Panel moderators will work off of the schedule below so that attendees can easily move across different panels if they have specific speakers they’d like to hear; however\, timing may vary slightly depending on how many questions arise for panelists. You can find speaker abstracts and plan ahead for which panel/speakers you’d like to hear in our detailed agenda. \nAgenda\n2:00-2:20pm Central Time: Introductory remarks\n2:20-3:10pm Central Time: Panel presentations\n3:10-3:30pm Central Time: Closing remarks \n\n\n\nTime (in Central)\nPanel 1: Belonging & student attitudes\nPanel 2: Teaching lab & research skills\nPanel 3: Student engagement\nPanel 4: Inclusive practices\nPanel 5: Assessment & competence\n\n\nLocation\nMain Room\nBreakout Room 1\nBreakout Room 2\nBreakout Room 3\nBreakout Room 4\n\n\nModerator\nJohn DiNardo\, Drexel\nColleen McLinn\, Cornell\nKelly Clark\, Hopkins\nLisa Kelly\, U of Iowa\nTiffany Shoop\, Virginia Tech\n\n\n2:20-2:32\nNichole Nomura\, Stanford \nFostering Accurate Perceptions of the Teaching Profession in a Gateway Education Course\nChristopher Stevens\, UW-Madison \nCareer Oriented Problem-Based-Learning Lab for Improving Student Conceptual Understanding and Motivation\nGloria Ashaolu\, MSU \nThe Efficacy of Podcasts as Complementary Learning Tools in a History Course for Improving Student Engagement and Comprehension\nRion Wendland\, U of Iowa \nImplementing Improv Activities in Engineering Classrooms\nAlexander Johnson\, UCLA \nUngrading for teaching the hidden curriculum in engineering\n\n\n2:32-2:44\nBriley Lewis\, UCLA \nScience Writing & Student Attitudes Towards STEM in an Astronomy GE Course\nCristina Schaurich\, UBC \nValidation of the educational impact of the 3D Pocket Pelvis App – A Tridimensional Experience\nJoseph Choy\, Hopkins \nA Case Study for Active Learning in a First-Year Biomaterials Design Course\nSamara Chamoun\, MSU \nThe impact of a holistic Math student support program\, based on compassionate and loving kindness pedagogy and practices\, on students’ confidence and attitude towards Mathematics\nCasey Patterson\, Stanford \nMetacognition and Collective Self-Assessment in Black Feminist Pedagogy\n\n\n2:44-2:56\nAllison Moreno\, UCLA \nImpacts of Study Guides in Chemical Oceanography\nJames Macnamara\, MSU \nComparison of Live versus Virtual Lab Comprehension\nEmily Pappo\, Florida \nDoes local relevance improve case study effectiveness in Environmental Science?\nFaqryza Ab Latif\, U of Arizona \nDo Course-Level DEI Statements Affect Sense of Belonging?\nSai Diwan\, UBC \nMetacognitive Research Skills Development among students in a First-year classroom\n\n\n2:56-3:08\nColette Nickodem\, TAMU \nImpact of COVID-19 perceptions on public health students\nIleana Callejas\, UCLA \nUse of Google Earth Engine for teaching coding and monitoring of environmental change in a course-based undergraduate research experience (CURE)\nLuke Rodewald\, Florida \nEveryday Hyperobject: Daily Encounters with Climate Change in Humanities Pedagogy\n\nNatasha George\, MSU \nBecoming Writers: Confidence\, Competence\, and Identity in a Senior-Level Writing Course for Human Biology Majors\n\n\n\nRegistration\nThis event is open to the public. Registration opens January 10th. 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: 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-spring2023/
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