Summer 2019 CIRTL Network Offerings
How People Learn
Tuesdays, May 28 - July 2 at 11:30 AM - 12:45 PM ET
'How People Learn: Brain, Mind, Experience and School' (2000) is a foundational work about the processes of learning. A product of the National Academies, this book lays the foundation for a scientific understanding of learning, as well as how this understanding can inform better teaching practice. In 2018, a follow-up book, How People Learn II: Learners, Contexts, and Cultures, was released, which continued where the first one left off. Together, these texts provide a formidable introduction to learning for future (and current!) faculty.
The purpose of this six-week series is to take participants on a journey through these texts, beginning with the scientific bases of learning, through the design of successful learning environments, the role of culture in the learning process, and finally, integrating digital technologies into the effective learning environment. This will be done in an informal, discussion-based format. Participants are expected to attend each session, and to come with questions that the group can unpack.
An Introduction to Evidence-Based Undergraduate STEM Teaching
MOOC (asynchronous) from June 24 - August 18
An Introduction to Evidence-Based Undergraduate 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. 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.
Developing a CV or Resume
Thursday, June 20; Tuesday June 25; and Thursday June 27 at 2:00 - 3:30PM ET
Participants will become familiar with the formats, purposes, and structures of various academic and professional CVs, through individual and group reviews of exemplary documents, and through drafting their own long-form CV and one shorter document (NSF or NIH biosketch, or non-academic resume). Participants will learn about opportunities to highlight their attainment of CIRTL learning outcomes and achievement levels in such documents. The use of Learning Communities (in a short-term virtual sense) will be modeled through a “real-time” peer review of documents drafted by participants.
Teaching Institute at Johns Hopkins University
May 29-31, 2019 and June 5-7, 2019
The goal of the Teaching Institute is to enable participants to be successful and confident classroom teachers. The goal will be accomplished by exploring the benefits of active learning, formative, summative, and hypothesis-driven assessment, and responsiveness to diversity. Participants will examine a variety of teaching practices and principles and will participate in peer-evaluated micro-teaching exercise.
Summer Teaching Institute at the University of British Columbia
June 10-14, 2019
The institute consists of teaching practice, theory application, and topical sessions specifically relevant to STEM Graduate Students and scholars new to teaching. During the institute you will teach three short lessons and receive feedback from your peers. In this supportive atmosphere you will have a chance to begin to develop new teaching skills, to enhance existing skills, and/or to try new and challenging ideas. By the end of the institute, participants will be able to design and teach effective STEM undergraduate lessons using evidence-based teaching concepts with emphasis on alignment of learning objectives, activities and assessment.
2019 CIRTL Summer Institute on Scientific Teaching
June 17-22, 2019 from 12:00 - 5:00 PM
The CIRTL Online Summer Institute on Scientific Teaching designed specifically for grad students and postdocs new to teaching. In this five-day institute, participants will experience a thorough introduction to the core ideas that ground CIRTL's approach to STEM education: learning-through-diversity, learning communities, evidence-based teaching, and teaching-as-research. By examining relevant literature, working online in small peer groups facilitated by topical experts, and performing structured work independently; participants will develop a deep understanding of scientific teaching.
Throughout the week, participants will design an evidence-based, inclusive teaching activity. Each day will be split between independent work, large group activities and lessons, and small group work. On the final day of the program, participants will present their teaching activities to the entire group. By the end of the institute participants will have observed, evaluated, and collected a portfolio of innovative teaching approaches, instructional materials and practical strategies for enhancing student learning that can be adapted to their own teaching environments. Participants who successfully complete the CIRTL Summer Institute on Scientific Teaching will be named Scientific Teaching Fellows by the Summer Institutes on Scientific Teaching. Finally, participants will be familiar with CIRTL's associate-level learning outcomes, making them excellent candidates for achieving associate certification (note that certification is determined on a local level by each individual member institution).
Evidence-Based Introduction to Teaching (EBIT)
July 29 - August 2, 2019
Calling all STEM post-docs and new faculty! Teaching for the first time? Interested in improving your teaching? Join us at EBIT, a five-day, four-hour per day summer institute for post-docs and new faculty that uses the engineering principles of “Design, Build, Test, and Iterate” to develop course content and assessments. Take part in a genuine student-centered learning experience that will help you in your job search or help start your job off right!