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Research Mentor Training
Research Mentor Training
January 23, 2023 6:30 pm - 8:00 pm
* This course is at capacity and closed for registration as of Wednesday, January 11. Registrants are notified of their enrollment status within 2 business days of registration closing. *
Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy, learn how to articulate that philosophy across a variety of disciplines, and refine strategies for dealing with mentoring challenges.
The content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. Seminar topics include:
Aligning Expectations and Assessing Competencies
Effective Communication
Fostering Independence, Self-efficacy, and Professional Development
Fostering Equity and Inclusion in a Research Context
Conflict Resolution, Feedback, Well-being
Articulating a Mentoring Philosophy and Plan
This course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER, the research base of mentorship, or to request a CIMER training for your institution, visit https://cimerproject.org/.
Instructors
Valerie Fako Miller – University of Illinois at Chicago
Paula Kavathas – Yale University
Course Schedule
This intensive 6-week course meets online on Mondays from January 23 to February 27 at 2:30-4PM AT / 1:30-3PM ET / 12:30-2PM CT / 11:30AM-1PM MT / 10:30AM-12PM PT.
Workload
Instructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions.
Registration and Enrollment
This short course has a cap of 20 students. Registration is open from Tuesday, January 10, until capacity is reached or until Wednesday, January 18, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
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: Learning Community
Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.
Recognize the value of and participate in local professionally-focused learning communities associated with teaching and 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 how an instructor’s beliefs and biases can influence student learning.
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Preparing Your Teaching Demo for a Job Interview
Preparing Your Teaching Demo for a Job Interview
January 25, 2023 4:00 pm - 5:15 pm
* This workshop is at capacity and closed for registration as of Wednesday, January 11. Registrants are notified of their enrollment status within 2 business days of registration closing. *
As part of the interview process for a faculty position in the U.S., you may be asked to lead a teaching demonstration. In this interactive workshop, we’ll discuss ways to go into your teaching demo with preparedness, confidence, and adaptability. By the end of this workshop, participants will be prepared to:
identify questions and decision points useful in preparing a teaching demo for a job interview in the U.S.
strategize ways to gather the information needed to effectively plan a teaching demo
generate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g. logistical, technological, or interpersonal).
Instructors
Chas Brua & Beate Brunow – Pennsylvania State University
Workshop Schedule
This one-session online workshop meets on Wednesday, January 25 at 12-1:15PM AT / 11AM-12:15PM ET / 10-11:15AM CT / 9-10:15AM MT / 8-9:15AM PT.
Registration and Enrollment
This workshop has a cap of 50 students. Registration is open from Tuesday, January 10 until capacity is reached or until Friday, January 20, 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
Professional Development
Create materials that are commonplace in the academic job market (resumes, CVs, teaching portfolios, teaching statements, etc.)
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Laying the Foundations for a Successful Teaching Career
Laying the Foundations for a Successful Teaching Career
January 25, 2023 7:00 pm - 8:30 pm
*Â This course is at capacity and closed for registration as of Thursday, January 12. Registrants are notified of their enrollment status within 2 business days of registration closing. *
This five-session short course explores and builds a foundation of skills and habits to develop teaching approaches that will support a successful teaching career. Development of these skills can start as early as graduate school. This short course includes developing or refining some aspects of your teaching portfolio:
Session 1: participants select and “unpack” the teaching approach of a favorite assignment or important learning activity asked of students
Session 2: participants will develop an instrument (a rubric) to measure student learning that results from their teaching and learning process
Sessions 3 and 4: building upon prior sessions, participants will plan a change to improve their teaching process in a way that aligns with elements of their teaching philosophy
Session 5: participants will document their teaching approach for a teaching presentation, or record a teaching demonstration with an accompanying explanation
Â
Instructors
Douglas Jerolimov & Richard Turner – Indiana University Purdue University Indianapolis (IUPUI)
Course Schedule
This 5-week short course meets at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT on Wednesday, January 25, February 8, February 22, March 8, and March 22.
Workload
This course will consist of five 90-minute synchronous sessions occurring once every two weeks, with pre- and post-meeting work. Students will watch 45-minute videos and complete worksheets based on the content in the videos. Participants will also do post-session work in response to feedback from course instructors and peers.
Registration and Enrollment
This short course has a cap of 25 students. Registration is open from Tuesday, January 10, until capacity is reached or until Friday, January 20, 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
Associate: Evidence-Based Teaching
Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning
goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
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 to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.
Professional Development
Create materials that are commonplace in the academic job market.
See more details
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Advancing Learning Through Evidence-Based STEM Teaching Spring 2023
Advancing Learning Through Evidence-Based STEM Teaching Spring 2023
January 30, 2023 - March 26, 2023
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.
See more details
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Advancing Learning Through Evidence-Based STEM Teaching Spring 2023
Advancing Learning Through Evidence-Based STEM Teaching Spring 2023
January 30, 2023 - March 26, 2023
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.
See more details
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