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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. \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. \nInstructors\nBrian Rybarczyk\, University of North Carolina at Chapel Hill\nJoshua Abreu\, Yale University \nCourse Schedule\nThis 6-week course has weekly online sessions on Wednesdays at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona from June 18 to July 23. \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 now and will close on Monday\, June 2. All applications will be reviewed after June 2\, and enrollment will be based on eligibility. 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. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) 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: 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-3/2025-07-23/
CATEGORIES:Course
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DTSTART;TZID=America/Chicago:20230227T123000
DTEND;TZID=America/Chicago:20230227T140000
DTSTAMP:20260414T220745
CREATED:20221215T181333Z
LAST-MODIFIED:20230407T183250Z
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SUMMARY:Research Mentor Training
DESCRIPTION:* This course 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\nWork with a community of peers and facilitators 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\nEffective Communication\nFostering Independence\, Self-efficacy\, and Professional Development\nFostering Equity and Inclusion in a Research Context\nConflict Resolution\, Feedback\, Well-being\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/. \nInstructors\nValerie Fako Miller – University of Illinois at Chicago\nPaula Kavathas – Yale University \nCourse Schedule\nThis intensive 6-week course meets online on Mondays from January 23 to February 27 at 2:30-4PM AT / 1:30-3PM ET / 12:30-2PM CT / 11:30AM-1PM MT / 10:30AM-12PM PT. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. \nRegistration and Enrollment\nThis short course has a cap of 20 students. Registration is open from Tuesday\, January 10\, until capacity is reached or until Wednesday\, January 18\, 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.\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-spring2023/2023-02-27/
CATEGORIES:Course
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DTSTART;TZID=America/Chicago:20210716T110000
DTEND;TZID=America/Chicago:20210716T160000
DTSTAMP:20260414T220745
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
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