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DTSTART;TZID=America/Chicago:20230807T110000
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UID:10000544-1691406000-1691411400@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 students giving micro-teaching presentations to the group.\nREGISTRATION IS CLOSED \nInstructors\nDouglas Habib\, University of Idaho\nPeggy Semingson\, University of Texas at Arlington \nCourse Schedule\nThis blended synchronous-asynchronous course will run on Mondays from June 5 through August 7\, with synchronous sessions taking place at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. \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\n*Note: This course is at capacity as of Wednesday\, May 31* \nThis course has a cap of 30 students. Registration opens on Monday\, May 15\, and closes Friday\, June 2. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning communities\n\nDescribe and recognize the value of learning communities\, and how they impact on 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 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.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\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 communities\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 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-2023/2023-08-07/
CATEGORIES:Course
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230725T130000
DTEND;TZID=America/Chicago:20230725T143000
DTSTAMP:20260414T061102
CREATED:20230424T192353Z
LAST-MODIFIED:20230627T163224Z
UID:10000576-1690290000-1690295400@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 is 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 13 through July 25 (skipping the week of July 4). \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 25 students. Registration is open Monday\, May 15 and closes Thursday\, June 1. This course builds on a foundational understanding of teaching and learning\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications 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\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: 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-2/2023-07-25/
CATEGORIES:Course
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DTSTART;TZID=America/Chicago:20230628T110000
DTEND;TZID=America/Chicago:20230628T123000
DTSTAMP:20260414T061102
CREATED:20230426T141329Z
LAST-MODIFIED:20230627T163245Z
UID:10000578-1687950000-1687955400@cirtl.net
SUMMARY:Using Teaching-as-Research to Advance Equitable Educational Experiences
DESCRIPTION:Join us for a two-part workshop that explores how CIRTL’s “teaching-as-research” framework can help you identify\, assess\, and improve upon equitable teaching approaches. Teaching-as-Research (or TAR) transforms curiosity about learning into a research question and helps connect and enrich teaching and learning. Learning-through-Diversity\, one of CIRTL’s core ideas\, explicitly values the dynamic array of identities and experiences among undergraduate students\, graduate students\, post-docs\, and faculty. If we imagine and overlap these core concepts as Venn Diagram circles\, we see the union of the two and an exciting opportunity to advance equitable and inclusive teaching practices through reflective and iterative teaching. In this workshop\, we will explore this union and develop a blueprint for designing and furthering inclusive and equitable educational experiences through a TAR prism. Participants will learn about: \n\nConceptualization and application of Learning-through-Diversity as pedagogical prism for designing\, developing\, and delivering inclusive\, equitable\, and accessible learning experiences.\nApplying TAR strategies to develop\, integrate\, and assess inclusive\, equitable\, and accessible teaching practices.\nDeveloping a blueprint for different participants to support and engage in DEIA-based scholarly teaching.\nDeveloping a framework for evolving two CIRTL Core Ideas through the intersections of them.\n\nREGISTER \nInstructor\nBrian Smentkowski\, University of Idaho \nWorkshop Schedule\nThis 2-session synchronous workshop will meet on Wednesday\, June 21 and June 28 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. \nRegistration & Enrollment\nThis workshop is open to the public (no cap). Registration opens Monday\, May 15. You must register in order to attend; you will receive Zoom information upon registration. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\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.\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.\nDescribe how the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners.\n\nPractitioner: Evidence-Based Teaching\n\nImplement one or more evidence-based teaching strategies for students in a learning experience.\n\nPractitioner: Learning-through-Diversity\n\nImplement one or more Learning-through-Diversity strategies in a teaching experience.\n\nPractitioner: Teaching-as-Research\n\nShow the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity to accomplish learning goals.
URL:https://cirtl.net/event/using-teaching-as-research-to-advance-equitable-educational-experiences/2023-06-28/
CATEGORIES:Workshop
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