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DTSTART;TZID=America/Chicago:20230426T140000
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LAST-MODIFIED:20230823T173726Z
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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/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20230130
DTEND;VALUE=DATE:20230327
DTSTAMP:20260522T162500
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:20221013T133000
DTEND;TZID=America/Chicago:20221013T143000
DTSTAMP:20260522T162500
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:20210728T140000
DTEND;TZID=America/Chicago:20210728T150000
DTSTAMP:20260522T162500
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:20210415T140000
DTEND;TZID=America/Chicago:20210415T153000
DTSTAMP:20260522T162500
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
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