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A CIRTL graduate student recently published an article on Developing a Learner-Centered Response to Writing through a Graduate Course in Writing-Across-the-Curriculum, for her Scholar level work at the University of Arizona. Check out her reflective approach to applying the Teaching-as-Research framework, including thoughts on how training in writing pedagogy can support graduate student identity development and improve student learning. Authors:…
This spring CIRTL is offering 4 courses, 2 event series, 1 workshop, and 1 event for graduate students and postdocs pursuing teaching careers in higher education. Spring programming covers a range of teaching and learning topics: evidence-based teaching fundamentals, academic professional development, and teaching-as-research. All programming includes synchronous online sessions that take place in Zoom, unless otherwise mentioned. We will announce programming…
This fall CIRTL is offering 2 online courses, 1 online practicum, and 7 online workshops designed for graduate students and postdocs pursuing teaching careers in higher education. Fall programming is topically focused around evidence-based teaching fundamentals, student belonging, and academic professional development. All programming includes synchronous online sessions that take place in Zoom, unless otherwise mentioned. We will announce programming…
Two CIRTL colleagues recently published a study on mentoring relationships between STEM faculty and postdoctoral scholars in a co-teaching program. The University of Arizona's CIRTL Postdoc Pathways Program created a postdoctoral teaching certificate that includes pedagogical training and a short-term, intensive co-teaching partnership with a faculty mentor. These facilitators used pre- and post-survey data to examine how the co-teaching teams collaborated…
This summer CIRTL is offering 2 courses, 2 teaching institutes, and 4 workshops for graduate students and postdocs pursuing teaching careers in STEM disciplines. Summer programming is topically focused around evidence-based teaching fundamentals and academic professional development. We will announce programming schedules and registration dates by late April. Anyone can register to attend programming, but participants from CIRTL member institutions and…
A group of CIRTL colleagues recently published a mixed-methods study on their experiences of community while facilitating a community of practice (CoP). This particular CoP was a cross-institutional seven-week CIRTL workshop series on course design for graduate students and postdoctoral scholars called Transforming Your Research Into Teaching (TYRIT). These facilitators used qualitative items from a survey to explore these two…
Every year, CIRTL hosts graduate students and postdocs from across the network to share the results of their Teaching-as-Research (TAR) projects in an online presentation session. If you have recently completed a TAR project, consider signing up to present! Presenting your work is a unique professional development opportunity to: Learn how to hone your message into concise and convincing talking…
This spring CIRTL is offering 3 courses, 2 event series, 1 event, and 3 workshops for graduate students and postdocs pursuing teaching careers in STEM disciplines. Spring programming covers a range of teaching and learning topics: evidence-based teaching fundamentals, academic professional development, science communication, and teaching-as-research. Registration dates vary; most programming opens for registration on Monday, January 8 at 11am Central Time, but…
Proposals are welcomed for Imagine the Possibilities: AI in Higher Education, this year's Interface Teaching Conference hosted on April 17, 2024 by the University of Florida. This conference provides faculty, staff, TAs, GAs, and post-docs with new strategies for teaching and learning through interactive breakout sessions. This one-day event will feature sessions designed to integrate teaching and learning with Artificial Intelligence…
In a new publication in PLOS ONE, a team of CIRTL colleagues discusses how thousands of future STEM faculty around the world have been prepared to adopt evidence-based instructional practices through their participation in two massive open online courses (MOOCs) and facilitated in-person learning communities. A total of 14,977 participants enrolled in seven offerings of the introductory course held 2014–2018,…