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The CIRTL Network 2010: The CIRTL Network 2010: Taking Stock University of Colorado at Boulder Howard University Michigan State University Texas A&M University.

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CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING University of Colorado at Boulder, Howard University, Michigan State University, Texas A&M.

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Presentation on theme: "The CIRTL Network 2010: The CIRTL Network 2010: Taking Stock University of Colorado at Boulder Howard University Michigan State University Texas A&M University."— Presentation transcript:

1 The CIRTL Network 2010: The CIRTL Network 2010: Taking Stock University of Colorado at Boulder Howard University Michigan State University Texas A&M University Vanderbilt University University of Wisconsin - Madison National Advisory Board, November 2010

2 Taking Stock CIRTL Mission Statement Enhance excellence in undergraduate education through the development of a STEM national faculty committed to implementing and advancing effective teaching practices for diverse learners as part of successful and varied professional careers.

3 80% Ph.D.s 100 Research Universities 2-yr College Liberal Arts Masters University Comprehensive University Research University Undergraduate Education Taking Stock CIRTL Strategy

4 1.No single university can develop the future STEM faculty … but 100 universities can. 2.No single university can know or prepare their students for the diversity of teaching needs across the nation. 3.A learning community of universities can reap the benefits of collective experience, collaborative initiatives, and shared resources. Taking Stock The CIRTL Network – Why?

5 Intentional Progression 2002NSF funds CIRTL as CLT 2003Delta Program opens as prototype 2005FAST Program at MSU CIRTL Network recruitment 2006Delta participant #1000 Prototype CIRTL Network 6 Research Universities Penn State leaves 2007Delta Institutionalized

6 2007Local CIRTL LCs across Network First Cross-Network grad course 2008NSF funds CIRTL Network 2009Ramp-up of cross-Network LC 2010Cross-Network participant #300 Growth Plan for CIRTL Network 2011Recruitment for Expansion 2012NSF Proposal CIRTL for the Nation Intentional Progression

7 Campus 1 Campus 2 Low Dosage Medium High Medium High Low Dosage Scholars Practitioners Fellows Outcomes Cross-Network Taking Stock Network Design Network Exchange Program Graduate Courses CIRTLCasts Coffee Hours Online Community

8 CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING University of Colorado at Boulder, Howard University, Michigan State University, Texas A&M University, Vanderbilt University, University of Wisconsin-Madison, Campus Highlights: CU Boulder Ongoing TIGER Workshops (AY weekly workshops on pillars & teaching STEM (dissemination & awareness) Ongoing TIGER DAD (Design & Development of Courses in College Teaching to integrate pillars; one completed New TIGER Teaches (Summer meetings with interested STEM graduate students/faculty on IRB and TAR) New TIGER TARP (AY semester-long grad student TAR projects in the discipline; currently 4 in-progress) Institutionalization Integrated with existing Graduate Training Program Future faculty participants in University of Colorado at Boulder: 100

9 CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING University of Colorado at Boulder, Howard University, Michigan State University, Texas A&M University, Vanderbilt University, University of Wisconsin-Madison, Campus Highlights: Howard University Ongoing CIRTL Course: Effective Use of Technology in Teaching and Learning Teaching-as-Research projects Prof. Ayorinde (Chemistry) – 13 students Now taught locally on Elluminate CIRTL/CETLA workshop on Elluminate for faculty/students New CIRTL Course: Developing a Community of Computational Thinkers Prof. Patterson (Computer Science) In catalog as SYCS 501 ETTL co-taught (Howard, UW) as cross-Network graduate course Institutionalization Integrated with pre-existing PFF, AGEP and Bouchet Scholars programs Future faculty participants in Howard: 35

10 CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING University of Colorado at Boulder, Howard University, Michigan State University, Texas A&M University, Vanderbilt University, University of Wisconsin-Madison, Campus Highlights: Michigan State University Ongoing FAST (Future Academic Scholars in Teaching) Fellowship Program - 5 th consecutive Year. 10 doctoral students participated Initiation of the CIRTL Exchange Program by FAST Fellow Bob Montgomery New Creating an Inclusive Learning Laboratory Environment – Diversity training institute for all students (~100) assisting with STEM courses in the Lyman Briggs Residential College (Prof. Fata-Hartley, Biology) New Certification in College Teaching Institute – 1.5 day institute introducing graduate students to TAR principles, pedagogy, and learning through diversity as well as assist them in planning TAR projects. Approximately 100 attended Institutionalization Integrated with PREP Career and Professional Development Program of MSU Graduate School Approximately 2,000 graduate students participated in CIRTL-related programs through PREP

11 CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING University of Colorado at Boulder, Howard University, Michigan State University, Texas A&M University, Vanderbilt University, University of Wisconsin-Madison, Campus Highlights: Texas A&M University Ongoing Graduate Teaching Academy Assessment of the impact of program on student learning outcomes. New College Alignment for Collaboration learning community in Geoscience Course to use inquiry in the classroom and to assess impact using TAR Prof. Herbert (Geology and Geophysics) – 10 grad students and faculty New Post-Doctoral Professional Development workshop series K-12 Initiative to study best practices for STEM education of K-12 teachers Future faculty participants in Texas A&M University: 50 grad students and 80+post-docs

12 CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING University of Colorado at Boulder, Howard University, Michigan State University, Texas A&M University, Vanderbilt University, University of Wisconsin-Madison, Campus Highlights: Vanderbilt University Future faculty participants in Vanderbilt: 106 Ongoing CIRTL Fellows Teaching-as-Research projects, in collaboration with Center for Teaching New Preparation for Teaching Hybrid Local-Network course – 15 local and 7 Network students Prof. Stacy Klein-Gardner (Biomedical Engineering/Associate Dean) New Broad Dissemination of CIRTL Concepts CIRTL embedded into the broader TA orientation program Seminars and luncheons for prospective CIRTL graduate students Increased interest in network offerings by VU future faculty. Institutionalization CIRTL and the Center for Teaching in close collaboration Dean of Graduate School will support VU-CIRTL for the next several years.

13 CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING University of Colorado at Boulder, Howard University, Michigan State University, Texas A&M University, Vanderbilt University, University of Wisconsin-Madison, Campus Highlights: UW-Madison Ongoing 6 graduate courses, 5 semester-long discussion groups Ongoing 6 targeted workshops (broader impact, teaching portfolios) Ongoing 6 Roundtable dinners for the Delta and campus community. Ongoing Implemented Mentor Training Program across STEM disciplines 173 graduates-through-faculty mentors since Fall 2007 Ongoing 8 graduate interns; Teaching-As-Research projects with faculty partners. Ongoing Awarded 14 Delta Certificates in Research, Teaching and Learning review committees involved over 40 faculty, staff and administrators Offered 3 synchronous online graduate level courses to the CIRTL Network. Enhanced collaborations with other UW-Madison campus units, e.g. grant writing Future faculty participants in UW-Madison: 678

14 CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING University of Colorado at Boulder, Howard University, Michigan State University, Texas A&M University, Vanderbilt University, University of Wisconsin-Madison, Campus Highlights Established learning communities at all 6 campuses Varying positions on the [new organization previous organization] spectrum Varying degrees of development stage, but all advancing Common features CIRTL Pillars, and especially Teaching-as-Research Teaching-as-Research capstone experiences Network impact Every local learning community shows evidence of influence of other universities Most have integrated cross-Network opportunities into local portfolio Cross-institutional evaluation of capstone TAR programs– manuscript in draft Institutionalization All moving toward institutionalization by January Future faculty participants in CIRTL local learning communities: 3000

15 Taking Stock Cross-Network Learning Community Alumni Mentoring Alumni Mentoring CIRTL Network Collaborations CIRTL Network Collaborations CIRTL Network Exchanges CIRTL Network Exchanges Cross-Network Graduate Curriculum Cross-Network Graduate Curriculum CIRTLCasts CIRTLCasts CIRTL Coffee Hours CIRTL Coffee Hours CIRTL Network Portal 2.0 CIRTL Network Portal 2.0 Engagement (focus presentation – Robin Greenler)

16 Taking Stock Cross-Network Learning Community

17 Emerging Findings: Impact on Students – Provide knowledge and skills Especially concerning research-informed teaching Taking Stock Research and Evaluation

18 Research Data CC DCC InEd ETT IMD ISIF Courses n = 21 CCLE EL Intern Programs n = 20 CC= The College Classroom, DCC = Diversity in the College Classroom, InEd = Informal Education, ETT = Effective Teaching with Technology, IMD = Instructional Materials Development, ISIF = International Students, International Faculty; CCLE = Creating a Collaborative Learning Environment, EL = Expeditions in Learning, Intern = Internship Seminar Participants n = 312 SatisfactionLearningApplicationParticipation Final Evaluations Pillar Study

19 Final Evaluation Questions 1.What major concepts* are you taking away from this course, program or activity that will affect your practice as an educator? If possible, please give 23 specific examples. 2.Suppose that you were preparing to teach some scientific concept from your discipline (e.g., the nitrogen cycle, amplitude, statistical significance, human development in early childhood). Describe the steps that you would take to do so, based on what youve learned in this course, program or activity. *Please note: Questions did NOT specifically ask participants to name or describe the pillars

20 Pillar Related Themes Learning Goals & Outcomes Assessment & Evaluation Teaching-as-Research (by name) Learning Style Inclusive Teaching Diverse Students Learning-through-Diversity (by name) Group Work Community Learning Community (by name) LC LtD TAR

21 Emerging Findings: Impact on Students – Provide knowledge and skills Especially concerning research-informed teaching – Influence attitudes and values – self-report Better prepared for undergraduate teaching Greater sense of self-efficacy regarding teaching Better prepared for various faculty roles – Value opportunities for teaching-as-research – Provide opportunities for interaction with others with similar interests Taking Stock Research and Evaluation

22 Emerging Findings: Cross-Network Courses – Student ratings of courses are high (4.25/5.0) – Students appreciate exposure to diverse ideas and experiences provided through interaction with classmates and faculty Taking Stock Research and Evaluation

23 Emerging Findings: Network – The CIRTL inter-institutional network functions as a learning community and contributes to institutional learning about ways to support doctoral students' professional development. – Benefits: Opportunities to share ideas about resources, evaluation instruments, and programs The intellectual template (i.e., the CIRTL Pillars) for organizing a coherent, effective graduate professional development program Encouragement provided by examples of CIRTL impact and success Taking Stock Research and Evaluation

24 Award winning TAR project (Jonathon Wellons, VU) Award winning TAR project (Jonathon Wellons, VU) Cross-Network TAR Capstone Seminar Cross-Network TAR Capstone Seminar First Network Exchanges First Network Exchanges 35 Grads in October Coffee Hour w. CIRTL alums 35 Grads in October Coffee Hour w. CIRTL alums CIRTL Network Portal 2.0 CIRTL Network Portal 2.0 Pillar Study (based on 10 semesters of Delta eval data) Pillar Study (based on 10 semesters of Delta eval data) Pilot of operations for expanded Network Pilot of operations for expanded Network Testimony before House Subcommittee ($100M please?) Testimony before House Subcommittee ($100M please?) Growth Plan CIRTL for the Nation Growth Plan CIRTL for the Nation Taking Stock Highlights of 2010

25 The CIRTL Network The Next Step 80% Ph.D.s 100 Research Universities 2-yr College Liberal Arts Masters University Comprehensive University Research University Undergraduate Education

26 The CIRTL Network The Next Step Teaching-as-ResearchLearning-through-Diversity Learning Community

27 Ultimate Impact on the Nation University of Illinois Urbana-Champaign University of Michigan Carleton College Madison Area Tech College U.S.G.S Purdue University UW - Madison Gillette College Unity College Lawrence University Ain Shams Univ., Cairo Tufts University Saint Lawrence University

28 CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING University of Colorado at Boulder, Howard University, Michigan State University, Texas A&M University, Vanderbilt University, University of Wisconsin-Madison, Campus Highlights: K – 12 Initiative K-12 Initiative to studying best practices in educating K-12 teachers in STEM CIRTL Research Question = How are K – 12 Science teachers prepared to teach biology by primarily NSF funded programs? Identified approximately 184 articles related to Science content preparation of K – 12 Science Teachers using ERIC CSA Database Approximately 14 articles related to CIRTL research question Emergent themes are: Standards based instruction Problem-based or Case-based learning Integration of Personal Response Systems (also known as Clickers)

29 CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING University of Colorado at Boulder, Howard University, Michigan State University, Texas A&M University, Vanderbilt University, University of Wisconsin-Madison, Campus Highlights: K – 12 Initiative Interviews of undergraduate STEM Faculty at CIRTL Institutions to investigate: Teaching practices Perceptions of K – 12 science teaching as a career Promotions practices of K – 12 science teaching Semi- structured interview protocol Video Taping interview sessions when possible


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