1. CIRTL Onboarding Guide Section I: Administrative Tasks Section II: Programmatic tasks Section III: Additional Resources: Foundational CIRTL documents and Profiles of Particular Programs Link to Section I - Administrative Tasks: http://go.wisc.edu/wp1f6w

2. Excerpts on Program Staffing Most institutions have a suite of learning community activities with an array of “dosages” or duration of future faculty participation. The longitudinal study of Connolly, 2016, has shown that significant impact in both short- and long-terms required at least "engaging in a moderate amount of TD — one formal course, for example.” At the same time, small dosage events are an excellent entree into local learning communities. Of the 20 CIRTL institutions responding to a survey, 95% indicated that at least some Network contributions are offered by faculty, 70% by teaching center staff, 45% by graduate school staff, and a small number by local CIRTL staff or lecturers. About half of respondents do not provide additional compensation or release to providers of Network contributions, but rather view them as part of their normal duties. Half provide compensation or teaching release at least some of the time.

3. Excerpt from Core Teams Section Core personnel. CIRTL Institutional Leaders often work with a fairly small group of core personnel, ranging from 2-8, with most around 4-6. Core personnel design the on- campus programming (see Section 2), select and advertise events, communicate with university administrators, arrange for in-kind Network contributions, file the Institutional Portrait, attend both on-line and in-person Network meetings and respond to email from CIRTL Central, and generally oversee the CIRTL local learning community.

4. Iowa State University Johns Hopkins University CIRTL Role/TitleUniversity Position/Rank Amount of Time Dedicated to CIRTL Activities Payment/Compensation and Source of Funding Administrative Co-leaderProgram Coordinator20 hours a weekInternal/institutionalized Co-leaderAssistant Dean5 hours a weekInternal/institutionalized National CIRTL Leadership Team Associate Director10 hours a weekInternal/institutionalized Michigan State University Return to CIRTL Onboarding Guide: Section 1 - Administrative Actions [Version 1.0]: http://go.wisc.edu/wp1f6wCIRTL Onboarding Guide: Section 1 - Administrative Actions http://go.wisc.edu/wp1f6w CIRTL Role/TitleUniversity Position/Rank Amount of Time Dedicated to CIRTL Activities Payment/Compensation and Source of Funding Institutional Leader Vice Dean for Undergraduate Education 5%No specific funding Administrative Co-Leader Assoc. Dean University Libraries & Director, Center for Educational Resources 20%-- Other Professional Manager, Preparing Future Faculty Teaching Academy 50% Currently grant funded via Office of Provost Other ProfessionalLecturer, Biology10%No specific funding Other Professional Assoc. Director, Center for Educational Resources 10%No specific funding StaffAdministrative Assistant20%No specific funding CIRTL Role/TitleUniversity Position/Rank Amount of Time Dedicated to CIRTL Activities Payment/Compensation and Source of Funding Institutional Leader Associate Dean and Professor 30%The Graduate School Institutional Co-LeaderInterim DirectorUnknownCollege of Engineering Graduate StudentGraduate Research Assistant25%CIRTL Grant Preview of the CIRTL Core Teams document

5. Section I Available Now Section I of the Onboarding Guide can be accessed by visiting this link: Comments and questions are welcome and can be directed to Hollie Thompson ( hthompson7@wisc.edu ) or you are welcome to bring them up at the upcoming In-person meeting.hthompson7@wisc.edu http://go.wisc.edu/wp1f6w

6. CIRTL Administrative Structure

7. Resources Programming Collaboration on Funding Initiatives Leadership Learning Community Networking Cross- Network Learning Community CIRTL Cross-Network Learning Community

8. Evaluation Instruments Course Guide Books Bibliography Syllabi Repository Effective Teaching in BBC Workshop Resources Programming Collaboration on Funding Initiatives Leadership Learning Community Networking Cross- Network Learning Community

9. Evaluation Instruments Course Guide Books Bibliography Syllabi Repository Effective Teaching in BBC Workshop Resources Programming Collaboration on Funding Initiatives Leadership Learning Community Networking  Monthly Virtual Meetings  Semi Annual In-Person Meetings  CIRTL Committees  National Forum Cross- Network Learning Community

10. Evaluation Instruments Course Guide Books Bibliography Syllabi Repository Effective Teaching in BBC Workshop Resources Programming Collaboration on Funding Initiatives Leadership Learning Community Networking  Monthly Virtual Meetings  Semi Annual In-Person Meetings  CIRTL Committees  National Forum  Network Exchange Program  Presentation to Network  National Forum  Newsletter Cross- Network Learning Community

11. Evaluation Instruments Course Guide Books Bibliography Syllabi Repository Effective Teaching in BBC Workshop  NSF INCLUDES  AGEP  NSF WIDER Resources Programming Collaboration on Funding Initiatives Leadership Learning Community Networking  Monthly Virtual Meetings  Semi Annual In-Person Meetings  CIRTL Committees  National Forum  Network Exchange Program  Presentation to Network  National Forum  Newsletter Cross- Network Learning Community

12. Courses CIRTL MOOC TAR Capstone Summer Institutes Workshops Evaluation Instruments Course Guide Books Bibliography Syllabi Repository Effective Teaching in BBC Workshop  NSF INCLUDES  AGEP  NSF WIDER Resources Programming Collaboration on Funding Initiatives Leadership Learning Community Networking Workshops CIRTLCast Other recurring events  Monthly Virtual Meetings  Semi Annual In-Person Meetings  CIRTL Committees  National Forum  Network Exchange Program  Presentation to Network  National Forum  Newsletter Cross- Network Learning Community

14. Core Courses Fall Diversity in the College Classroom Teaching with Technology TAR course (likely extension to the advanced MOOC) An Introduction to Evidenced-Based STEM Teaching (MOOC) Advancing Learning through Evidenced-Based STEM Teaching (MOOC) Spring College Classroom, (non-MOOC version) Research Mentor Training (spring) TAR course (likely accompanying the advanced MOOC) An Introduction to Evidenced-Based STEM Teaching (MOOC) Advancing Learning through Evidenced-Based STEM Teaching (MOOC) Summer Basics of Online Teaching and Learning (not core course, but repeated annually)

15. Network Exchange Program Participants present a disciplinary and TAR presentation at the host institution Participants practice professional skills before entering the job market Welcoming an early-career scholar from another institution invigorates your local CIRTL community

16. Regional Institutes Summer 2016 Evidenced-Based Teaching Institute (Vanderbilt University) Summer Teaching Institute (Johns Hopkins Institute) FULL STRIPE Teaching Institute (University of Colorado Boulder) http://cirtl.net/institutes

17. Visit us at: http://stemteachingcourse.org/http://stemteachingcourse.org/ Based on work supported by the National Science Foundation under Grant No. 1347605 Open participation worldwide: doctoral students, postdocs, faculty, administrators, instructors Offer a MOOC-Center Learning Community (MCLC) on your campus (> 60 during Fall, 2015) Download our material for seminars, workshops, TA orientations, course. The CIRTL MOOC Team: Rique Campa, Derek Bruff, Bennett Goldberg, Kitch Barnicle, Lauren Campbell, Noah Green, Bob Mathieu, Robin Greenler Get Involved with the CIRTL MOOCs! Two Courses Open to All!

18. Intros & Outros Trina McMahon, UW-Madison Derek Bruff, Vanderbilt University 1- Teaching As Research, Part 1 Bennett Goldberg, Boston University Henry (Rique) Campa III, Michigan State University 2- Learning Through Diversity Cori Fata-Hartley, Michigan State University 3- Cooperative Learning Henry (Rique) Campa III, Michigan State University 4- Peer Instruction Bennett Goldberg, Boston University 5- Inquiry-Based Labs Cynthia Brame, Vanderbilt University 6- Problem-Based Learning Henry (Rique) Campa III, Michigan State University 7- The Flipped Classroom Derek Bruff, Vanderbilt University 8- Teaching As Research, Part 2 Bennett Goldberg, Boston University Henry (Rique) Campa III, Michigan State University Goals: Learn to use a TAR rubric to analyze CIRTL TAR projects Learn evidence-based teaching strategies with our 5 weeks of evidence-based teaching content Use the teaching strategies you learned to plan a TAR Project! 8-Week MOOC Offer an MCLC and have a TAR Program! Associate Practitioner STARTS: JUNE 1, 2016! Advancing Learning Through Evidence-Based STEM Teaching

19. An Introduction to Evidence-Based Undergraduate STEM Teaching Goal: Equip the next generation of STEM faculty to be effective teachers, thus improving the learning experience for the thousands of students they will teach. Weekly Quizzes Peer-Graded Assignments 8 Week MOOC Offer an MCLC! Associates SCHEDULE COMING SOON

20. What you should do right now? Email us (cirtlmooc@gmail.com) with the names of the people at your institution who are interested in developing a TAR program or running an MCLC, so we can talk to them directly. Visit our website (http://stemteachingcourse.org) for more information on the courses and enrollment updates.(http://stemteachingcourse.org Use these resources for local CIRTL activities!

21. CIRTLNetwork Operations Group (CNOG) We oversee all the CIRTL Network curriculum To assure that courses address the CIRTL core ideas and learning outcomes To assess how well the curriculum is meeting the needs of the members of the Network To share our experience and expertise on effective online teaching Judy Milton UGA

22. CIRTL Learning Outcomes mapped to the Core Courses: Teaching-as-Research Evidence-Based Teaching Learning Communities Learning Through Diversity

23. How do you see taking advantage of cross-Network programming in the first year to support the establishment of CIRTL on your campus? (please write here using the text tool or raise your hand and share on the microphone)

24. CIRTL Cross-Network In-Kind Contributions CIRTL member institutions provide the programming for the cross- Network Learning Community (CNLC) New institutions are invited to participate in all cross-Network programming. New institutions are required to contribute to the CNLC starting September 2017-August 2018 year (but of course are welcome to contribute anytime!) Cross-Network In-Kind Contributions, background and details: http://www.cirtl.net/networkgroup/In-kindContributionshttp://www.cirtl.net/networkgroup/In-kindContributions

25. CIRTL Cross-Network In-Kind Contributions CIRTL member institutions provide the programming for the cross- Network Learning Community (CNLC) New institutions are invited to participate in all cross-Network programming. New institutions are required to contribute to the CNLC starting September 2017-August 2018 year (but of course are welcome to contribute anytime!) Cross-Network In-Kind Contributions, background and details: http://www.cirtl.net/networkgroup/In-kindContributionshttp://www.cirtl.net/networkgroup/In-kindContributions

26. CIRTL Cross-Network In-Kind Contributions CIRTL member institutions provide the programming for the cross- Network Learning Community (CNLC) New institutions are invited to participate in all cross-Network programming. New institutions are required to contribute to the CNLC starting September 2017-August 2018 year (but of course are welcome to contribute anytime!) Cross-Network In-Kind Contributions, background and details: http://www.cirtl.net/networkgroup/In-kindContributionshttp://www.cirtl.net/networkgroup/In-kindContributions

27. Category 1 and Category 2 In-Kind Contributions In-kind contributions to the CNLC, defined as Category 1 and Category 2 contributions. Starting in fall 2017, new institutions are expected to offer two Category 1 contributions and four Category 2 contributions to the CNLC programming. Cross-Network In-Kind Contributions, background and details: http://www.cirtl.net/networkgroup/In-kindContributionshttp://www.cirtl.net/networkgroup/In-kindContributions

28. Category 1 Contributions Curricular In-Kind contributions Co-teaching or teaching a CIRTL Course Organizing CIRTLCast weekly series for two months Coordinating the TAR Capstone Series Serving as a course mentor for a previously-taught CIRTL course Coordinating an Online Learning Community for one year Teaching an in-person local institute. Development of a module for the CIRTL MOOCs, as needed. Co-teaching or teaching a workshop (0.5 Cat 1) Co-teaching or teaching a short course, 4-8 contact hours (0.5 Cat 1) Other activities as proposed Administrative In-kind contributions (limited to 1 per year) Serving as committee chair for a standing CIRTL Operations Group Serving on the Leadership Team Cross-Network In-Kind Contributions, background and details: http://www.cirtl.net/networkgroup/In-kindContributionshttp://www.cirtl.net/networkgroup/In-kindContributions

29. Category 2 Contributions Generally short, one-time contributions including: Presenting at a CIRTLCast, TAR Capstone session Part of a panel for CIRTL Cast, TAR Capstone session, in-person meeting, or similar Facilitation of a virtual event (e.g. TAR presentation session) Serving on standing Operation Group or committee Other activities as proposed Cross-Network In-Kind Contributions, background and details: http://www.cirtl.net/networkgroup/In-kindContributionshttp://www.cirtl.net/networkgroup/In-kindContributions

30. Proposing Category 1 Contributions Category 1 contribution proposals are evaluated by the Cross-Network Operations Group. Programming inProposal forms due fall May spring September summer February Cross-Network Learning Community, key links, deadlines, and general information: http://www.cirtl.net/networkgroup/LClinks http://www.cirtl.net/networkgroup/LClinks

31. Slides for May On- Boarding Meeting

32. Overview of CIRTL Evaluation and Research Cross Network Evaluation and Research Studies Coordinated by Research and Evaluation Team Studies conducted by collaborative teams Institutional Portraits Local Evaluation Efforts Addressing Program Level Participation Satisfaction Impact

33. Institutional Portraits Annual snap shot of local CIRTL programming Available ~March, due mid-late June Comprised of 3 main components: 1.Institutional Portrait Summary Form 2.Institutional Portrait Program Form (information on each local program) 3.Products Form (e.g. posters, conference presentations, publications) Reports provided back to each institution

34. Institutional Portrait Components 1. Summary Form Report data for the entire institution Number of those achieving Associates, Practitioners and Scholars Gender Race Ethnicity Role Discipline Practitioner and Scholar project titles Benefits of CIRTL and lessons learned during the year

35. Institutional Portrait Components 2. Program Form Report data for each local CIRTL program Title and description Type of program, format Timing and implementation of program Contact and outside hours Selectivity of program Target CIRTL achievement level Intended learning outcomes Content focus Evaluation methods

36. Institutional Portrait Components 3. Product Report Form Report data for each product produced in the institution Upload the product Role of the creator of the product (faculty, student, staff) Type of Product Conference paper/poster/presentation Journal article Book chapter Thesis/dissertation Book Website Other

37. Institutional Portrait Report

38. Questions? Please type your questions in the space below.

39. Evaluation Instrument Project Purpose Current repository available at http://www.cirtl.net/evaluationinstrumentshttp://www.cirtl.net/evaluationinstruments Collection of specific types of evaluation tools from a handful of institutions The evaluation team is collecting data about program evaluation approaches from each Network institution for the following purposes: 1.To deepen the information collected surrounding evaluation from the annual Institutional Portraits 2.To identify exemplary evaluation instruments currently used by Network institutions 3.To gather baseline information for the creation of common evaluation metrics, questions and resources

40. What to look for in CIRTL evaluation efforts : Repository Questions that Network institutions are seeking to answer through their programmatic evaluation Approaches that are used to evaluate local CIRTL programming Evaluation instruments used across the Network Creation of common CIRTL evaluation resources

41. What do you want to know about your local learning community in its first year? (please write here using the text tool or raise your hand and share on the microphone)

42. Questions? Please type your questions in the space below.

43. Interested in the Research and Evaluation Team? Contact Lucas Hill at hillluca@msu.eduhillluca@msu.edu

44. C IRTL Network Commons: Connecting 22 Research Universities with Multi-functional Open Source Software to Prepare a National Faculty to Advance STEM Undergraduate Learning PI: Holly Bender January 2014 - August 2016!

45. Member Directory Find Members Search Filter Connecting!

46. User Profiles Photo Bio Interest Recent posts Links to social media Facebook Twitter LinkedIn Connecting!

47. Universities Member Institution Pages Connecting!

48. Emory University Upcoming local events CIRTL Leaders Recent posts Members Local events Local resources Connecting Locally!

49. Courses Cross-Network Course Institution-specific local courses Propose cross- Network courses Create local courses Connecting!

50. The College Classroom - example Course Status (published) Session details Description Learning Outcomes

51. Communities Create Join Post Open & Private Connecting!

52. Events Cross-Network and Local courses Filter by Event Type Event details Propose CN Events Create a local event

53. Universities Reporting

54. University Dashboard Institutional Portrait Button! Reporting!

55. What’s next ●Phased roll out ●1-3 institutional onboarding sessions (prior beta testers) ●Partner account creation (June ?) ●Onboarding webinars (summer) ●Formal Launch

56. Final Questions?