CIRTL Event Calendar

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

* This workshop is at capacity and closed for registration as of Thursday, January 19. Registrants are notified of their enrollment status within 2 business days of registration closing. *

This two-part workshop is for anyone who needs to explain a concept or skill to students in any instructional role: an instructor, a guest lecturer, as a teaching assistant or tutor holding office hours. The main deliverable of the workshop is to develop an analogy for a particular concept/skill that will make your learners say “Aha! I truly understand what you mean!” By the end of this workshop, participants will:

Identify specific content or skills learners in your field/discipline typically struggle with.
Develop an instructional intervention (in the form of an analogy) to communicate the mental actions learners must take in order to successfully navigate their struggle.

Instructors
Larkin Hood & Chris Brua – Pennsylvania State University
Workshop Schedule
This two-session online workshop meets on Wednesday, February 8 and February 15
1-3PM AT/ 12-2PM ET / 11AM-1PM CT / 10AM-12PM MT / 9-11AM PT
Workload
Instructors anticipate students will need to spend 2-4 hours of total asynchronous work time for this workshop.
Registration & Enrollment
This workshop has a cap of 20 students. Registration is open from Tuesday, January 10 until capacity is reached or until Friday, January 27, 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.
Accessibility
We 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.

Learning Outcomes
Practitioner: Evidence-Based Teaching

Implement one or more evidence-based teaching strategies for students in a learning environment
Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

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.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 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.
MOOC Centered Learning Communities (MCLCs)
Students 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.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We 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.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.