CIRTL Network Meeting May 15, :00-12:30 ET/ 10:00-11:30 CT/ 9:00-10:30 MT / 8:00-9:30 PT This meeting will be recorded Begin by running the Audio Setup Wizard Select : Tools>Audio> Audio Setup Wizard or select the audio wizard icon Backup Call-in: Call-in Number: 1 (571) Passcode: #

Agenda Announcements Sign-up form for October in-person meeting posted New, final TAR abstracts posted (FAST Fellows) Delta TAR abstracts Topic 1: Local Program Evaluations Northwestern University – Nancy Ruggeri Texas A&M University – Jeff Froyd Vanderbilt University – Cynthia Brame

CIRTL at Northwestern Robert Linsenmeier Co-Leader, CIRTL at Northwestern Departments of Biomedical Engineering, Neurobiology, and Ophthalmology Nancy Ruggeri Co-Leader, CIRTL at Northwestern Associate Director, Searle Center Louise Edwards Neiman CIRTL Graduate Assistant, Searle Center Clare Forstie Graduate Assistant, Searle Center Denise Drane Associate Director, Searle Center

CIRTL at Northwestern Teaching Certificate Program Full academic year program Develop teaching philosophy, design course, and reflective teaching portfolio Mentored Discussions of Teaching Quarter-long program, with option to repeat Engage graduate students and postdocs in discussions with faculty about student learning Searle Center STEM Graduate Workshops Offered throughout the year on relevant topics

CIRTL at Northwestern Associate Practitioner (Scholar) Faculty Students Mentored Discussions of Teaching (MDT) Faculty Associates Students Graduate Workshops Teaching Certificate Program (TCP) Graduate Teaching Fellows and Mentors Practitioners Students = Graduate students and postdocs

CIRTL at Northwestern Teaching Certificate Program: Objectives Articulate a learner-centered approach informed by current scholarship Design a learner-centered course that aligns learning objectives, methods, and assessments Critically reflect on impact of student diversity on teaching practices

CIRTL at Northwestern Teaching Certificate Program: Overview Attend seminars, workshops, and peer-led discipline-specific discussions Identify faculty mentor and meet 3-4 times Develop course and apply evidence-based practices to a significant teaching experience Draft and revise teaching philosophy and develop teaching portfolio

CIRTL at Northwestern TCP Participation: STEM Grad students- 19 Postdocs- 7

CIRTL at Northwestern Teaching Certificate Program: Evaluation plan Application (statement of interest and teaching statement) Pre-survey Mid-term evaluation End-of-program survey Materials –Teaching philosophy –Portfolio –Reports from Graduate Teaching Mentors Program and workshop attendance

Teaching Certificate Program Program Objectives ActivitiesEvaluation Methods Indicators 1. Articulate a learner- centered approach informed by current scholarship 2. Design a learner- centered course that aligns learning objectives, methods, and assessments 3. Critically reflect on impact of student diversity on teaching practices Attend seminars, workshops, and peer-led discipline- specific discussions Identify faculty mentor and meet 3- 4 times Develop course and apply evidence-based practices to a significant teaching experience Draft and revise teaching philosophy and develop teaching portfolio Review of attendance records Midterm survey Pre, midterm & post surveys Review of pre & post program teaching philosophies Review of: - portfolio - reports of grad teaching mentors -Number of events -Number of participants at each event -Number of meetings, -Range of topics discussed -Reported conceptual gains from events -Reported application to design project or teaching practice -Degree of alignment of learning objectives, methods & assessments -Number of learner centered activities -Number of references to T&L literature -Use of theory to support claims

CIRTL at Northwestern Teaching Certificate Program: Midterm Evaluation Please describe one thing you took away from attending the "Considering Student Diversity" seminar. “Students have a diverse background when they enter the course, both socio- economic and educational. Cannot assume all students have the same understanding of the material walking in.” “Every student is different and every student might present unique needs for learning. The bottom line is to be open and reflective to make sure my own personal biases aren't preventing me from achieving my objectives for all the students in the classroom.”

CIRTL at Northwestern TCP Responses: Midterm Please describe one thing you took away from attending the "Considering Student Diversity" seminar. (n=17)

CIRTL at Northwestern Teaching Certificate Program: Final Evaluation Identify 1-2 teaching and learning concepts or theories that informed your approach to teaching as demonstrated in your teaching portfolio. Explain how each concept or theory informed your approach. “The concept of aligning teaching methods and assessments with the learning objectives that drive the course was the most important idea that informed my course design process.” “Active learning is exemplified in my portfolio by the in-class worksheets I use to get my students to think about mathematical ideas instead of passively receiving them. I also consistently write down and communicate my objectives to make sure that my students recognize that each activity is aligned with specific goals.”

CIRTL at Northwestern Teaching Certificate Program: Alignment with CIRTL Outcomes Evidence for meeting Practitioner-level outcomes –Create learning goals –Develop assessments –Use evidence-based practices –Integrating LC strategies –Examine beliefs & biases –Create plan incorporates practices responsive to student backgrounds

CIRTL at Northwestern Teaching Certificate Program: Evaluation challenges Evidence is largely qualitative and is time-consuming to analyze Capacity for developing Teaching-as-Research projects is limited –Closing loop on inquiry cycle –Gathering and analyzing data

CIRTL at Northwestern Mentored Discussions of Teaching: Overview Attend three program meetings to discuss TL issues in STEM Observe faculty mentor teach and meet to discuss practices Read articles on creating inclusive learning, critical thinking, and active learning Discuss literature with peers in facilitated discussion

CIRTL at Northwestern MDT Participation: Fall 2013 Grad students- 18 Postdocs- 12

CIRTL at Northwestern MDT Responses: Fall 2013 What did you learn, if anything, from observing [your mentor’s] class? (n=18)

CIRTL at Northwestern Mentored Discussions of Teaching: Alignment with CIRTL Outcomes Evidence for meeting Associate-level outcomes –Introduced to a body of literature exists on teaching practices –Recognize value of learning goals –Recognize value of effective instructional practices –Recognize value of and participate in local LC –Recognize impact of student diversity on learning

CIRTL at Northwestern Associate Practitioner (Scholar) Mentored Discussions of Teaching (MDT) Graduate Workshops Teaching Certificate Program (TCP) Graduate Teaching Fellows and Mentors

Texas A&M

Texas A&M has four (4) programs to address different audiences and CIRTL levels. ProgramCIRTL Outcome Level TAR FellowCIRTL Practitioner Postdoc Workshop SeriesCIRTL Associate Graduate Teaching Academy (GTA)CIRTL Associate STEM Teaching Professional Development Course CIRTL Associate

Postdoc Workshop Series, Spring 2014 Overview: Series of online career development workshops/discussion sections with multiple presenters on different aspects of interview processes for STEM jobs. Workshop: Responsible Conduct – This session will cover the following topics and more: conflict of interest, Financial conflict, research conflict, Mentor- Mentee relationships. All things that a post-doc needs to have thought out before moving on to the next stage in your career. Workshop: Mentoring and being Mentored – This session will take a look at the reasons you might want to intentionally pursue a mentoring relationship and what that relationship can do for you and your career whether you are the mentor or the one being mentored.

Postdoc Workshop Series, Spring 2014 Workshop: Networking – Networking is one of the keys to success in any field. For postdocs, networking can be especially valuable as you seek the first job. Yet each discipline has its own culture for networking. The panel will help attendees think about what networking might look like for them. Workshop: The Voice of Experience – This final session will give the opportunity for postdocs from different CIRTL campuses to speak out. This a time to ask questions that haven't been addressed within the series and to hear from others in the same situation.

Graduate Teaching Academy (GTA) is a graduate student-led organization to provide professional development opportunities for college teaching. All GTA seminars and workshops are FREE. Participate in any or all of the GTA programs as your schedule permits. Enroll in the GTA Fellows program at the beginning of either the fall or the spring semester. GTA Fellows who successfully complete the one-year program obtain a Certificate of Completion from the GTA and receive the designation of “Graduate Teaching Academy Fellow.” GTA Fellows are eligible to enroll in the GTA II Learning Communities program, become a GTA Steering Committee (GTASC) member, go on to become a GTA Senior Fellow, and apply for travel awards to the Wakonse South Conference held annually in Burnet, TX and/or national Wakonse Conference in College Teaching held annually in Stoney Lake, Michigan.

STEM Teaching Professional Development Course Doctoral-level students who desire a career in academia can benefit greatly from training and experiences in teaching. The course enables selected PhD students to learn how to teach and includes the opportunity to design and implement a course module with a faculty mentor. Facilitated by teaching and learning consultants from the Center for Teaching Excellence (CTE), the course is open to students in the following colleges: Engineering, Geosciences, and Science.

A&M Evaluation Instruments TAR Fellow – TAR Post Assessment Questions Postdoc Workshop Series – Postdoc Workshop Evaluation Form GTA – Number of GTA Fellows STEM Teaching Professional Development Course – Pre Pedagogical Knowledge and Information Survey – Post Pedagogical Knowledge and Information Survey

A new generation of the TAR Fellows at Vanderbilt: Blended and Online Learning Design (BOLD) Fellows Cynthia J. Brame

 Vanderbilt joined Coursera in September  Media coverage of the “flipped classroom” model soared.  Consequence: Increased (but cautious) interest in blended and online learning at Vanderbilt The opportunity

 Fellows build expertise in designing online instructional modules that are grounded in good course design principles and our understanding of how people learn.  Fellows and faculty mentors investigate the impact of their online modules on student learning. BOLD program goals

 Fellow-faculty member teams  Fellow develops online module for implementation in faculty member’s class and develops plan for assessing module  Support from Center for Teaching  Collaboration with faculty mentor  Module implemented  Fellow analyzes data from module  Support form CFT  Collaboration with faculty mentor BOLD program structure

 September: Module design  Weekly meetings with readings and “homework” to walk Fellows through backward design process  October: Module development  Weekly meetings with “homework”  Individual meetings as needed  Vanderbilt.edu/bold  November: Modules finalized  Tweaks to modules and assessment plans  IRB applications  December: Module presentations BOLD program structure: more detail

 January – March: Implementation  Monthly meetings  April: TAR presentations  CIRTL Network presentations  Local presentations  May: Assessment BOLD program structure: more detail

 There is evidence of alignment between module learning goals, activities, and assessments.  The module has mechanisms for providing formative and summative feedback to students feedback.  The Fellow designed or incorporated online tools/instruction effectively in the module.  The Fellow gathered and analyzed evidence of learning related to their module.  Fellows’ and mentors’ perception of program effectiveness Assessment: What are we looking for?

 Mid-year surveys  Fellows  Mentors  Analysis of artifacts  Modules  Presentation materials  Interviews  Fellows  Mentors Assessment: How are we looking for this evidence?

 Problem: Faculty participation (interview, survey)  Improvement: Gather “process work,” that is, data along the way that reflects Fellows’ understanding Evaluation issues

 Implement “Fall start” and “Spring start” cohorts  During implementation and assessment semester, Fellows will participate in CIRTL Reads to complement their discussion of results.  Fellows must be in residence for Fellowship year  Funds are available for presentation at conferences. Changes for next year