Mission To Advance STEM Undergraduate Learning The Core Ideas Teaching-as-Research Learning Community Learning-through-Diversity Strategy Preparing Future Faculty What Makes Us CIRTL?

The CIRTL mission is to enhance excellence in undergraduate education through the development of a national faculty committed to implementing and advancing effective teaching practices for diverse learners as part of successful and varied professional careers. CIRTL Mission

80% Ph.D.’s 108 Research Universities 2-yr College Liberal Arts Masters University Comprehensive University Research University Undergraduate Education CIRTL Strategy 23% of U.S. PhD production is in this room!

A Bit of CIRTL History 2002 NSF funds CIRTL as Center for Teaching and Learning ($10M, 5yr; Michigan State, Penn State, Wisconsin)

A Bit of CIRTL History 2002NSF funds CIRTL as Center for Teaching and Learning ($10M; Michigan State, Penn State, Wisconsin) 2003CIRTL opens prototype learning community at UW

A Bit of CIRTL History 2002NSF funds CIRTL 2003Delta Program opens 2005FAST Program at MSU FAST Fellowship Program (Future Academic Scholars in Teaching) A mentored Teach-as-Research program

2002NSF funds CIRTL 2003Delta Program opens 2005FAST Program at MSU 2007NSF funds CIRTL Network ($5.6M) A Bit of CIRTL History

Cross-Network Learning Community CIRTL Capstone Seminar: Assessing Student Learning

2002NSF funds CIRTL 2003Delta Program opens as prototype 2005FAST Program at MSU 2007NSF funds CIRTL Network 2010 A Bit of CIRTL History

BOTTOM LINE – Preparing a significant number of future faculty to have dynamic and effective faculty careers that integrate research, teaching and learning based on the three CIRTL pillars. BOTTOM LINE - Institutionalized local CIRTL programs that continue to accomplish above. BOTTOM LINE – Understand the impact of cross-Network activities on future faculty preparation TARGET GOAL - Expansion of the CIRTL Network to increase above. What Represents Success for our prototype CIRTL Network? (from 2009 meeting)

2002NSF funds CIRTL 2003Delta Program opens as prototype 2005FAST Program at MSU 2007NSF funds CIRTL Network 2010Growth Plan for CIRTL Network A Bit of CIRTL History

2002NSF funds CIRTL 2003Delta Program opens as prototype 2005FAST Program at MSU 2007NSF funds CIRTL Network 2010Growth Plan for CIRTL Network 2011Recruitment for Expansion to applications A Bit of CIRTL History

The CIRTL Network The Next Step

Boston University Cornell University Howard University Iowa State University Johns Hopkins University Michigan State University Northwestern University Purdue University Texas A&M University The University of Georgia The University of Texas at Arlington University of Alabama at Birmingham University of California, San Diego University of Colorado at Boulder University of Houston University of Maryland, College Park University of Massachusetts Amherst University of Michigan University of Missouri - Columbia University of Pittsburgh University of Rochester University of South Florida University of Wisconsin - Madison Vanderbilt University/Fisk University Washington University in St. Louis The CIRTL Network The Next Step

New Community College Teaching Assistantships: Students involved in the community college teaching assistant program will participate actively with CIRTL as they prepare to teach STEM courses to these diverse populations. Students involved in this initiative will take a special version of the USF course “Working in Community Colleges” that focuses on the pillars of CIRTL. The CIRTL Network The Next Step LeGS Grants – the Provost’s grant program will fund multiple TAR projects in which faculty and graduate students work together to improve student learning in gateway STEM courses. We are particularly excited about developing relationships with universities within the Network that traditionally serve fundamentally different demographics of students compared to Cornell. Our first targets for learning communities will address Diversity in the Learning Environment and Active Learning Across the Disciplines. [We will] run parallel-themed commons with faculty and graduate students, with planned joint meetings interwoven into the individual groups’ schedules.

The CIRTL Network The Next Step … our programs will focus on teaching-as-research proposal writing, a course on teaching as research, and seminars and presentations on research as teaching. Participation in CIRTL will also have a major impact on how we provide education to postdoctoral fellows, who currently have an effective self-support network but who struggle with finding adequate professional development. We believe that becoming part of the CIRTL Network will also enhance our efforts to attract and to prepare minority doctoral candidates for leadership as future faculty and leaders. The Organizational Network for Teaching as Research Advancement and Collaboration (ON-TRAC) program will mature through a two-phase development process. The opening of the Center for Integrative Research on Cognition, Learning, and Education will create additional opportunities for graduate students and postdoctoral students to … design and conduct research on teaching informed by knowledge in cognitive and learning sciences.

The CIRTL Network The Next Step

Timeline – The Next Steps Network Meeting CIRTL Forum October 9-12, 2011 January 27, 2012 January 2013 NSF Proposal Due August 1, 2013 NSF Funding Begins December 2-3, 2011 NSF Proposal Workshop January 6, 2012 Final Partner Contributions Due Conceptual Development of Local LCs Staffing and Prep of Local LCs Open Doors! Orientation Activities

National Advisory Board Bill Wood Orlando Taylor George Walker Don Straney Jim Stith Karl Smith Gene Rice Mike Nettles Norman Fortenberry Ed Clarke John Jungck Elaine Seymour Marilla Svinicki Peter Ewell Dick McCray

Teaching-as-Research STEM Professor as Change Agent Hypothesize, experiment, observe, analyze, improve Self-sustained improvement of STEM education The Core Ideas of CIRTL

Assessment of student performance with and without active learning material CMFRPFRmaterial balances characteristic time solving equation graphing/ reflect on results * * * p < 0.02 percent of students struggling with concept concept Spring 04 Spring 05 Leveraging the Research Model

MaterialsScience “Research Assistantships in Teaching”

Change Magazine, May/June 2009 Leveraging the Research Model

Teaching-as-Research STEM Professor as Change Agent Hypothesize, experiment, observe, analyze, improve Self-sustained improvement of STEM education (Interdisciplinary) Learning Community Support growth in teaching and learning Graduate student, post-doc, faculty community Foundation for institutional and national change The Core Ideas of CIRTL

The Learning Community in Action Instructional Materials Development College Classroom Workshops CCLE Roundtable Dinners Internships Delta Certificate Informal Education Effective Teaching with Technology Faculty Jobs! Expeditionary Learning

The Learning Community in Action Instructional Materials Development -Biology Tong (CBE) Jeanne (Entomology) College Classroom Walz (MATC) Balster (Soil Science) Workshops Bubenzer (L&S) Masters (BioEng) Timbie (Physics) CCLE Bubnezer (L&S) Roundtable Dinners Ackerman (AOS) Callahan (Grad School) Expeditionary Learning) Harris (Zoology) Desmond (Delta) Underwood (Physics) Internships Gillian-Daniel (Delta) Mathieu (Astro) Manske (Delta) Delta Certificate Gillian-Daniel (Delta) Informal Ed. Crone (Eng. Physics) Dunwoody (Journ) Effective Teaching w. Tech Blanchard (Eng. Phys) Wolf (DoIT) Diversity in the College Classroom Gillian-Daniel (Delta) Manske (Delta) International Faculty, International Students Barger (WCER) Wu (CEE) Delta Central Teaching Large Classes Balser (Soil Science) Research Mentor Training Pfund (Delta) STEM faculty and staff College Classroom: Multi-campus Gillian-Daniel (Delta) Manske (Delta) Petto (UWM) Teaching Statistics Nordheim (Stats) Informal Ed. – After- School clubs Dolly Ledin (CBE) College Classroom: Online Courter (ELC) Gruber (Biochem) Broader Impact Workshops Masters (BioEng) Pfund (Delta) Gillian-Daniel (Delta)

The Core Ideas of CIRTL Teaching-as-Research STEM Professor as Change Agent Hypothesize, experiment, observe, analyze, improve Self-sustained improvement of STEM education (Interdisciplinary) Learning Community Support growth in teaching and learning Graduate student, post-doc, faculty community Foundation for institutional and national change Learning-through-Diversity Excellence and diversity are necessarily intertwined All students bring an array of experiences and skills Learning of all students is enhanced if all engaged

Learning through Diversity “The other students and instructors had different types of issues with diversity on their campuses. Their experiences were different then mine so their involvement was very important.” “Hearing opinions from different institutions was helpful because it showed that there are similarities as well as differences depending on where you are teaching.”

Impact on Future Faculty – Provide knowledge and skills in effective teaching Especially concerning research-informed teaching The Core Ideas of CIRTL