CIRTL@UCI

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.
REGISTration is closed
What is Teaching-as-Research?
Teaching-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.
Course Schedule
This 6-week course has weekly online sessions on Tuesdays at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT from June 13 through July 25 (skipping the week of July 4).
Workload
Your 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.
Registration and Enrollment
This course is limited to 25 students. Registration is open Monday, May 15 and closes Thursday, June 1. This course builds on a foundational understanding of teaching and learning, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
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
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Learning-through-Diversity

Describe 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)
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 how an instructor’s beliefs and biases can influence student learning.
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.

Associate: Teaching-as-Research

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe a “full-inquiry” cycle.

Practitioner: Evidence-Based Teaching

Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.

Practitioner: Learning-through-Diversity

Examine and describe own beliefs and biases, including how they may influence their students’ learning.
Create a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.
Integrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.

Practitioner: Teaching-as-Research

Show the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity to accomplish learning goals.
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

An Introduction to Evidence-Based Undergraduate STEM Teaching is a massive 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. Past participants are overwhelmingly satisfied with the course (nearly 90% of Summer 2019 students were satisfied or extremely satisfied).
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. Topics include key learning principles, such as the role of mental models in learning and the importance of practice and feedback; fundamental elements of course design, including the development of learning objectives and assessments of learning aligned with those objectives; and teaching strategies for fostering active learning and inclusive classroom environments. Formats include video content and transcripts, readings, discussion forums, quizzes, and peer-graded assignments where participants will plan teaching and learning activities relevant to their disciplines.
REGISTER
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.
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. See which campuses are offering MCLCs, and who to contact to take part in your local MCLC, at http://stemteachingcourse.org/mooc-centered-learning-communities-mclc/.
Workload
Your instructors estimate participants will need to spend 4 hours per week on coursework.
Registration and Enrollment
This course has no cap on enrollment. Registration will open on Monday, May 15 and stay open through the duration of the MOOC; however, participants are strongly encouraged to register before the MOOC starts on Monday, June 19 in order to fully benefit from this programming.
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
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following 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.
Describe several assessment techniques 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.
Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.

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.

An Introduction to Evidence-Based Undergraduate STEM Teaching is a massive 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. Past participants are overwhelmingly satisfied with the course (nearly 90% of Summer 2019 students were satisfied or extremely satisfied).
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. Topics include key learning principles, such as the role of mental models in learning and the importance of practice and feedback; fundamental elements of course design, including the development of learning objectives and assessments of learning aligned with those objectives; and teaching strategies for fostering active learning and inclusive classroom environments. Formats include video content and transcripts, readings, discussion forums, quizzes, and peer-graded assignments where participants will plan teaching and learning activities relevant to their disciplines.
REGISTER
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.
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. See which campuses are offering MCLCs, and who to contact to take part in your local MCLC, at http://stemteachingcourse.org/mooc-centered-learning-communities-mclc/.
Workload
Your instructors estimate participants will need to spend 4 hours per week on coursework.
Registration and Enrollment
This course has no cap on enrollment. Registration will open on Monday, May 15 and stay open through the duration of the MOOC; however, participants are strongly encouraged to register before the MOOC starts on Monday, June 19 in order to fully benefit from this programming.
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
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following 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.
Describe several assessment techniques 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.
Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.

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.

Join us for a two-part workshop that invites participants to consider how they might use CIRTL’s “teaching-as-research” framework to advance equitable educational experiences. Learning-through-Diversity is a core idea of the CIRTL Network. It explicitly recognizes and capitalizes on the dynamic array of identities and experiences among undergraduate students, graduate students, post-docs, and faculty. Teaching-as-Research transforms curiosity about learning into a research question and helps connect and enrich teaching and learning. If we imagine and overlap these Core Ideas as Venn Diagram circles, we see the union of the two and an exciting opportunity to advance Learning-through-Diversity through/as Teaching-as-Research. In this workshop, we will explore this union and develop a blueprint for designing and furthering inclusive and equitable educational experiences through a TAR prism. Participants will learn about:

Conceptualization and application of Learning-through-Diversity as pedagogical prism for designing, developing, and delivering inclusive, equitable, and accessible learning experiences.
Applying TAR strategies to develop, integrate, and assess inclusive, equitable, and accessible teaching practices.
Developing a blueprint for different participants to support and engage in DEIA-based scholarly teaching.
Developing a framework for evolving two CIRTL Core Ideas through the intersections of them.

REGISTER
Instructor
Brian Smentkowski, University of Idaho
Workshop Schedule
This 2-session synchronous workshop will meet on Wednesday, June 21 and June 28 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT.
Registration & Enrollment
This workshop is open to the public (no cap). Registration opens Monday, May 15. You must register in order to attend; you will receive Zoom information upon registration.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience.

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.

Associate: Learning-through-Diversity

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.

Associate: Teaching-as-Research

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe a “full-inquiry” cycle.
Describe how the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners.

Practitioner: Evidence-Based Teaching

Implement one or more evidence-based teaching strategies for students in a learning experience.

Practitioner: Learning-through-Diversity

Implement one or more Learning-through-Diversity strategies in a teaching experience.

Practitioner: Teaching-as-Research

Show the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity to accomplish learning goals.