CIRTL Network Meeting 11:00-12:30 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> Setup (or select the wizard icon from the Audio & Video Window) Backup Call-in: Toll-free Number Passcode #

Agenda Introduction: Teaching-as-Research & TAR Learning Outcomes (Rique Campa) Topic 1: Integrating Teaching-as-Research into a course (Wendy Crone) Breakout Session Topic 2: How to fit CIRTL and TAR into a graduate career? Topic 3: What would define a "CIRTL course" in the context of Teaching-as-Research? Full Group Discussion

Teaching-as-Research Teaching-as-Research (TAR) -- the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of students and teachers. Participants in TAR apply a research approach to their teaching practice. (Your classroom is your “laboratory”)

Teaching-as-Research Learning foundational knowledge - What is known about the teaching practice? Creating objectives for student learning - What do we want students to learn? Developing an hypothesis for practices to achieve learning objectives - How can we help students meet the learning objectives? Defining measures of success - What evidence is needed to determine students’ achievement of learning objectives? Developing and implementing teaching practices within an experimental design. --- What will we do to enable students to achieve learning objectives? Collecting and analyzing data - How will we collect and analyze information to see what students learned? Reflecting, evaluating, and iterating Steps:

Teaching-as-Research Participant can define achievable and measureable learning goals and makes them public. Teaching plan describes activities in which the learner will engage to meet the learning objectives. Assessment plans are aligned with the learning goals. Evaluation uses assessment data to draw conclusions about the effectiveness of the teaching approach. CIRTL Fellow:

Teaching-as-Research Participant provides rationale and evidence for where the current teaching approach can improve and analyzes existing knowledge on teaching methods and ideas considered for adaptation. Participant describes well-defined learning goals (measurable, appropriate, based on existing knowledge). Participant develops assessment instruments that are aligned with the learning objectives and provide the instructors and students with feedback about learning (at various times during implementation). Participant presents a hypothesis connecting the teaching plan to achievement of the learning goals. Participant includes a teaching plan that details the sequence of activities in which students and instructor will engage. Participant collects, analyzes, and draws legitimate conclusions from data regarding student learning and the validity of their hypothesis. Participant engages in a “full inquiry cycle” and makes further changes in her/his teaching practices based on the data analysis. CIRTL Practitioner:

Teaching-as-Research Participant recognize the importance of implementing practices associated with each pillar for being an effective and improving teacher. Participant has designed, implemented, and defended TAR project designs and results to peers (in education or discipline). Participant has presented and/or published the results of TAR efforts to local, regional, national, or international audiences of their peers. CIRTL Scholar:

Wendy’s slides

Agenda Introduction: Teaching-as-Research & TAR Learning Outcomes (Rique Campa) Topic 1: Integrating Teaching-as-Research into a course (Wendy Crone) Breakout Session Topic 2: How to fit CIRTL and TAR into a graduate career? Topic 3: What would define a "CIRTL course" in the context of Teaching-as-Research? Full Group Discussion

ROOM #1: Ann Austin University of Alabama at Birmingham Boston University Michigan State University Washington University in St. Louis University of Rochester University of Colorado at Boulder TAR Fellow: Jeff Klukas (UW) ROOM #2: Holly Bender Purdue University Iowa State University The University of Texas at Arlington University of Maryland, College Park University of Michigan Howard University TAR Fellow: Edna Margarita Prieto (V) ROOM #3: Robin Greenler University of California, San Diego University of Pittsburgh Northwestern University Vanderbilt University & Fisk University The University of Georgia University of Massachusetts Amherst TAR Fellow: Allison Rober (MSU) ROOM #4: Don Gillian-Daniel University of Missouri-Columbia Cornell University University of Houston Johns Hopkins University Texas A&M University University of South Florida University of Wisconsin–Madison TAR Fellow: Rhonda McCoy (Howard) Breakout Assignments (1-4)

Moving Rooms Broadcast of audio and video Turns off when switching rooms. You will need to re-transmit when Entering a breakout room or returning to the main room.

Breakout Session-1 1.How to fit CIRTL and TAR into a graduate career? 1.What would define a "CIRTL course" in the context of Teaching-as-Research? Please return to the main room when the timer rings. ROOM #1: Ann Austin University of Alabama at Birmingham Boston University Michigan State University Washington University in St. Louis University of Rochester University of Colorado at Boulder TAR Fellow: Jeff Klukas (UW)

Breakout Session-2 1.How to fit CIRTL and TAR into a graduate career? 1.What would define a "CIRTL course" in the context of Teaching-as-Research? Please return to the main room when the timer rings. ROOM #2: Holly Bender Purdue University Iowa State University The University of Texas at Arlington University of Maryland, College Park University of Michigan Howard University TAR Fellow: TBD

Breakout Session-3 1.How to fit CIRTL and TAR into a graduate career? 1.What would define a "CIRTL course" in the context of Teaching-as-Research? Please return to the main room when the timer rings. ROOM #3: Robin Greenler University of California, San Diego University of Pittsburgh Northwestern University Vanderbilt University & Fisk University The University of Georgia University of Massachusetts Amherst TAR Fellow: Allison Rober (MSU)

Breakout Session-4 1.How to fit CIRTL and TAR into a graduate career? 1.What would define a "CIRTL course" in the context of Teaching-as-Research? Please return to the main room when the timer rings. ROOM #4: Don Gillian-Daniel University of Missouri-Columbia Cornell University University of Houston Johns Hopkins University Texas A&M University University of South Florida University of Wisconsin–Madison TAR Fellow: Rhonda McCoy (Howard)

Highlights from Breakout Session Facilitator: Jeff Engler (UAB) What would define a "CIRTL course" in the context of Teaching-as-Research? Room 1 Room 2 Room 3 Room 4

Tech Slides

Meeting Sign In Please sign in with your name and institution so we can all start to learn each others names and affiliations.

CIRTL Network Blackboard Collaborate Orientation Session AUDIOVIDEO

Hands/Away/Poll Stepping Away Responding to a Poll Raising & Lowering your hand

Any questions?