1. What We Are About! Ain Shams Univ., Cairo University of Illinois Urbana-Champaign Tufts University Lawrence University Utah State University University of Dubuque College of Idaho Madison Area Technical College Augustana College Pacific University of Oregon University of Maryland Eastern Shore Grand Valley State University North Carolina State University Purdue University Ball State University Ohio State University Bethel University Stillman College University of Louisville UW - Madison Southern Illinois University

2. CIRTL Network Meeting Spring 2014 Athens, GA Earth’s Crust 4.368 – 4.380 Gyr

3. 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

4. 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?

5. The CIRTL Network – March 2014 22% of nation’s PhD production

6. Current Focus: Effective and Supportive Evaluation Goals CIRTL Core Ideas in action => preparing future faculty Another lens and dimension for sharing successes Formative improvement of activities and impact Summative basis for future growth of the Network Report to NSF and other funding agencies

7. Learning Outcomes The Original New Ideas CIRTL – Knowledge Describe and Recognize Value CIRTL Practitioner – Practice Engage CIRTL Scholar – Scholarship Advance and Disseminate Associate Associate Fellow Fellow

8. Learning Outcomes The Original New Ideas

9. Trees and Forest – Some Meta-Thoughts Taking a synthetic, holistic view …. Preparing future faculty capable of implementing and advancing effective teaching practices. Ultimately this is the outcome that matters most.

10. The CIRTL hypothesis has been that future faculty will embrace [] research-based high-impact approaches to teaching by doing teaching-as-research, having learning community experiences, and experiencing learning-through-diversity—and furthermore, that their self-discovery will lead to deeper understanding and engagement with these ideas. - NSF proposal Trees and Forest – Some Meta-Thoughts The core ideas are the CIRTL path to such future faculty. Taking a synthetic, holistic view ….

11. Trees and Forest – Some Meta-Thoughts Evidence that CIRTL core ideas prepare such future faculty. Suppose that you are preparing to teach some scientific concept from your discipline (e.g., the nitrogen cycle, amplitude, redox reactions). Describe the steps that you will take. Taking a synthetic, holistic view ….

12. Trees and Forest – Some Meta-Thoughts Taking a synthetic, holistic view ….

13. Current education research (Ambrose et al., 2010; Svinicki & McKeachie 2010; Weimer 2002) supports the argument that the national goal of advancing STEM undergraduate learning will be advanced by STEM faculty who characterize and engage in their teaching similarly to the future faculty in this study. - NSF proposal Trees and Forest – Some Meta-Thoughts Taking a synthetic, holistic view ….

14. Trees and Forest – Some Meta-Thoughts The Learning Outcomes are our framework to realize the CIRTL path to future faculty capable of implementing and advancing effective teaching practices Our evaluations need to provide data on both the learning outcomes and the future faculty themselves. Taking a synthetic, holistic view …. Our evaluation approaches and instruments need to include both analytic and synthetic components.

15. Synthetic - Suppose that you are preparing to teach some scientific concept from your discipline (e.g., the nitrogen cycle, amplitude, redox reactions). Describe the steps that you will take. Trees and Forest – Some Meta-Thoughts Extremes Analytic and synthetic approaches to evaluation Analytic - Analytic - Implement one or more LC strategies for students in a teaching experience.

16. Summative goal of our evaluation plans and instruments Trees and Forest – Some Meta-Thoughts Demonstrating that CIRTL participants will be STEM future faculty capable of implementing and advancing effective teaching practices.

17. Trees and Forest – Some Meta-Thoughts 1400 700 100 Associates Practitioners Scholars Outcome Level Annual Goal Closing thought on roles and responsibilities

18. Trees and Forest – Some Meta-Thoughts 1)The Learning Outcomes describe what a CIRTL participant at a particular level is able to do. 2) Each institution has the freedom and the responsibility to decide how to prepare their CIRTL participants to do these outcomes. 3)Each university has the freedom and the responsibility to judge whether a participant has achieved a given level of capablity.

19. Associate, Practitioner, Scholar Learning Outcome Levels Yes Programming Framework Useful Goals for our Participants ? A bit of history We have never attracted students by marketing our labels; we attract students by marketing who they become. (With certification being all to the better … from student perspective …) from student perspective …) Some Thoughts on Marketing

20. Benefits of Involvement in CIRTL Network for (Senior) Future Faculty “You’re interviewing for the academic job of your dreams … they ask for evidence of excellence in your teaching. What will you say that distinguishes you from the crowd?” I am part of a national learning community of graduate students, post-docs and faculty who are advancing ways to integrate research, teaching, and learning. I have been exposed to and worked with undergraduate teaching and learning at diverse institutions across the nation. These institutions serve a wide range of students, much like your diverse student body. I have presented my teaching-as-research results across the nation. I am a player in a national movement to improve research, teaching, and learning in STEM. The CIRTL Network will continue to serve as a national forum for easy dissemination of my disciplinary and teaching-as-research work. And I can connect you to the Network too.

21. III. Demonstrated skills in teaching and learning... Curriculum Vitae Your University Your Name i)Knowledge and skills in evidence- based, high-impact teaching and learning ii)Experience in developing, implementing and evaluating new ways of teaching iii)Ability to apply research skills to the improvement of student learning iv)Leadership in a learning community focused on teaching and learning v)Awareness of how to promote successful learning with diverse student audiences Michigan State University East Lansing, MI Network Exchange Program Obtain funding to present and conduct your disciplinary research and your teaching-as-research projects across a national network of universities. Apply for funding to develop, implement and evaluate your teaching-as-research ideas, at UW and throughout the CIRTL Network STEM Education Scholars Prepare for diverse teaching roles through a summer immersion experience for early faculty, postdocs, and senior graduate students Graduate Seminars University of Colorado Boulder, CO Howard University Washington, DC Texas A & M University College Station, TX Vanderbilt University Nashville, TN University of Wisconsin Madison, WI The CIRTL Café Build professional connections and collaborations through this online portal for the national CIRTL Network learning community Learning-through- Diversity in Action Learn from the successful learning-through-diversity practices implemented across the CIRTL Network. Contact: www.cirtlcafe.net Explore and develop your skills in teaching with graduate students, postdocs and faculty from diverse research universities across the nation Seed Grant Program The CIRTL Network: Your National Connection to Future Faculty DIVERSE by Design NATIONAL in Purpose Connection to Your Future Faculty Career CIRTL @ [Your University] !

22. Network Expansion Process – 2011 2016

23. 80% Ph.D.’s 108 Research Universities 2-yr College Liberal Arts Masters University Comprehensive University Research University Undergraduate Education CIRTL Strategy

24. 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)

25. In order to have a major impact on future STEM undergraduate education, we presume that CIRTL needs to influence future faculty preparation at substantially more graduate schools than those of the current six universities in the prototype CIRTL Network. Thus the prototype CIRTL Network must expand We also presume that the timescale for national change in STEM faculty is longer than timescales of NSF funding. and become independently sustainable. Premise of this Meeting (from 2009 meeting)

26. 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 25 35 applications 2016 Recruitment for “Last” Expansion N applications A Bit of CIRTL History

27. Fall 2014 Iowa State Ames IA October 9-10, 2014