CIRTL Network Meeting Thursday, August 21, :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> Audio Setup Wizard or select the audio wizard icon Backup Call-in: Call-in Number: 1 (571) Passcode:

Agenda Announcements: CIRTL MOOC &MSLCs Cross-Network Update TAR Capstone Series Topic 1: Local Program Evaluations Johns Hopkins University University of Houston

Can still use speakers for CIRTLCast Series Promoting Diversity and Success in STEM Education (September, Don Gillian Daniels)Don Gillian Daniels Teaching and Learning in the American System: International Graduate Students and Post-Docs (October, Stephen Roth)Stephen Roth Xedos4 at FreeDigital Photos.net The Academic Job Search (November, Judy Milton)Judy Milton Educational Innovation and the Active Classroom (January and February, Rob Linsenmeier)Rob Linsenmeier Surviving your First Year as a Faculty Member, (March, Judy Milton)Judy Milton

Fall cross- Network course registration closes August 27 Teaching as Research I An Introduction to Evidence-Based Undergraduate STEM Teaching: A CIRTL College Classroom MOOC Registration open at Diversity in the College Classroom The Active Classroom: Supporting Successful Small Group Learning Student Centered Course Design CIRTL Reads Journal Club Africa at FreeDigital Photos.net

Spring Category 1 Proposals Due Monday Sept. 22 Proposal form at: /CNLCproposal Stuart Miles at FreeDigital Photos.net

Annual Schedule for all CIRTLCasts & TAR Capstone events Stuart Miles at FreeDigital Photos.net Soon at

Courses Spring 2015 Opportunities to co-teach or collaborate Teaching in the American System, Co-organize an Online Learning Community, academic year Effective Teaching with Technology Co-teach spring 2015 The College Classroom Co-teach spring 2015 Research Mentor Training Possibly Co-teach spring 2015 Renijith Krishnan at FreeDigital Photos.net

TAR Capstone Series Fall 2014 October 2, TAR Graduate Webinar I November 13, All Network Mid-Project Presentations Spring 2015 February 5, TAR Graduate Webinar II April 30, All-Network TAR Presentations Synchronous Sessions

TAR Capstone Series Fall 2014 October 9, Post TAR preliminary abstract online October 16, Provide feedback to two other TAR projects December 15, Submit final project abstract to CIRTL Spring 2015 February 12, Post TAR preliminary abstract online February 19, Provide feedback to two other TAR projects May 15, Submit final project abstract to CIRTL Asynchronous Activities

Johns Hopkins University Evaluation Summer Teaching Institute

Discipline Education CIRTL Teaching Academy Professional Development TA Training Context: Elements of JHU PhD Student Teaching Resources

Integrating CIRTL Principles into University Teaching Opportunities Teaching Academy TA Training Postdoctoral Instructional Development CIRTL

Preparing Future Faculty Teaching Academy: 3 Phases Require 3 phases of activity: (I) intro, (II) hands-on prep, (III) mentored teaching Award Teaching Academy Certificate upon completion

(A PFF Teaching Academy Phase II activity)

Institute Goals Provide hands-on experiences in best practice teaching activities and instructional design principles Enhance confidence in ability to implement teaching best practices & instructional design principles

Institute Blueprint Engage in active learning & formative assessment Introduce teaching strategies to meet diverse learner needs Build sample rubrics & assessment tools Conduct peer-evaluated micro teaching Identify individual strengths as aligned with teaching approaches

Who Attended the Summer Institute? Doctoral students from JHU Divisions JHU Postdoctoral Teaching Fellows Howard doctoral students UMCP doctoral students Broad discipline representation (not STEM exclusively)

Who Taught? 10 JHU faculty from natural sciences, engineering, humanities Majority attended residential teaching institutes as early career faculty Keynote facilitators: Bob Mathieu, David Andrews (Dean, School of Education)

Session Themes Teaching as Scholarship Active Learning Assessment Motivating Students with Diverse Learning Styles and Diverse Needs Course Planning Evaluation

Institute Format Daily readings (outside class) Daily interactive sessions introduced by mini- lectures, explored through group activities Micro teaching Group presentations and peer review of teaching statements, sample syllabus Institute Manual located on CIRTL website

Passive LectureActive Lecture Different parts of your body can do different things. For example, your hand has fine motor skills and your leg does not. This is due to the presence of different motor units. Many people have concerns about stem cells. Some of these are well-founded and others are not. You have to decide for yourself. Based on the data shown in this slide, researchers concluded that the universe is expanding. Think of a few examples of your ownYour examples Active Learning Worksheet With a partner, suggest how the concept delivered through passive lecture could be introduced through active student engagememnt. Example Active Learning Session Activity

This questionnaire is designed to measure your perception of your own knowledge, experience, and confidence regarding the concepts and ideas covered in the Teaching Institute. Please indicate the level of your knowledge, experience, and confidence for the following concept. Circle one number in each of the three boxes. (1= very low; 5 = very high) Q 4. ACTIVE LEARNING: Utilize active learning tools in the classroom Knowledge: Experience: Confidence: Example Pre- and Post - Session Assessment of Learning Goals - Active Learning Survey Question

Example Pre and Post Session Assessment of Learning Goals Active Learning Survey Question Results (1 = low, 5 = high) Pre-session Survey Results Post-session Survey Results

STI Assessment Pre- and post-Institute surveys 1-minute survey on each ½ day session (6 total) 6-month survey

Overall Assessment Pre-Institute Survey Results Post-Institute Survey Results

Participant Response Has the Summer Teaching Institute changed the way you think about yourself as a teacher? How? “Yes! Before, I had thought of a teacher as a person who mostly comes up with great ways to understand hard concepts in the material. Now, I see my main job and challenge to be knowing and communicating clearly which things are the most important. After that, I guide students to learning in a way that reveals progress, as well as identifies what still needs to be mastered.” “Yes. I am more cognizant of diverse groups and I will also now approach pedagogy as a scientific, as well as artistic, endeavor.” “Yes, I see that it is more my responsibility to get students engaged with the material and to make sure that they are learning by assessing students so that they can do better and not just for me to see how much they are learning” “Yes, it has. Around a year ago I thought that I'm simply not meant for teaching. The institute has enhanced my confidence: after some hard work I will be a pretty good teacher.”

Participant Response Cont. Describe in what ways, if any, involvement of students from other CIRTL institutions had an impact on your learning. “I liked that students from multiple institutions participated in the program. They offered perspective on different challenges that teachers might face, based on differences in institution size, student population, policies, attitude towards teaching, etc.” “I think that having multiple schools participating increased the diversity, making group discussions at all levels more productive. I think it was also instrumental in setting the tone of the gathering (a high impact gathering from multiple institutions). I think this influenced the speakers as well as the participants.”

Survey Results General Pre-assessment General Pre-assessment of Learning Objectives Teaching as Scholarship Post-assessment of Learning Objectives Active Learning Post-assessment of Learning Objectives Assessment Post-assessment of Learning Objectives Motivating Diverse Students Post-assessment of Learning Objectives Course Planning Post-assessment of Learning Objectives Evaluation and Rubric Post-assessment of Learning Objectives General Post-assessment

Lessons Learned Provide more instructor feedback on student work - e.g., teaching statement analysis Focus teaching tidbit to table level Redefine faculty team assignments Faculty request more time to interact personally with students More mics to improve acoustics

Questions Suggestions Cautions