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The CIRTL Network 2010: The CIRTL Network 2010: Taking StockTaking Stock
University of Colorado at BoulderUniversity of Colorado at Boulder
Howard UniversityHoward University
Michigan State UniversityMichigan State University
Texas A&M UniversityTexas A&M University
Vanderbilt UniversityVanderbilt University
University of Wisconsin - MadisonUniversity of Wisconsin - Madison
National Advisory Board, November 2010National Advisory Board, November 2010
Taking StockTaking Stock
CIRTL Mission StatementCIRTL Mission Statement
Enhance excellence in undergraduate education Enhance excellence in undergraduate education
through the development of through the development of
a STEM national faculty a STEM national faculty
committed to implementing and advancing committed to implementing and advancing
effective teaching practices for diverse learners effective teaching practices for diverse learners
as part of as part of
successful and varied professional careers.successful and varied professional careers.
80% Ph.D.’s80% Ph.D.’s
100 Research Universities100 Research Universities
2-yr College
Liberal Arts
Masters University
Comprehensive University Research
University
Undergraduate EducationUndergraduate Education
Taking StockTaking Stock
CIRTL StrategyCIRTL Strategy
1.1. No single university can develop the future No single university can develop the future STEM faculty … but 100 universities can.STEM faculty … but 100 universities can.
2.2. No single university can know or prepare No single university can know or prepare their students for the diversity of teaching their students for the diversity of teaching needs across the nation.needs across the nation.
3.3. A learning community of universities can A learning community of universities can reap the benefits of collective experience, reap the benefits of collective experience, collaborative initiatives, and shared collaborative initiatives, and shared resources.resources.
Taking StockTaking Stock
The CIRTL Network – Why?The CIRTL Network – Why?
Intentional ProgressionIntentional Progression
20072007 Local CIRTL LCs across Local CIRTL LCs across
NetworkNetwork
First Cross-Network grad courseFirst Cross-Network grad course
20082008 NSF funds CIRTL NetworkNSF funds CIRTL Network
20092009 Ramp-up of cross-Network LCRamp-up of cross-Network LC
20102010 Cross-Network participant #300Cross-Network participant #300
Growth Plan for CIRTL Growth Plan for CIRTL
NetworkNetwork
20112011 Recruitment for ExpansionRecruitment for Expansion
20122012 NSF Proposal NSF Proposal CIRTL for the CIRTL for the
NationNation
Intentional ProgressionIntentional Progression
Campus 1Campus 1 Campus 2Campus 2
Low Dosage
Medium
High
Medium
High
Low Dosage
ScholarsScholars
PractitionersPractitioners
FellowsFellows
OutcomesOutcomesCross-NetworkCross-Network
Taking StockTaking Stock
Network DesignNetwork Design
Network Exchange Program
Graduate Courses
CIRTLCasts
Coffee Hours
Online Community
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,
http://www.cirtl.net
2009-2010 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
• 2009-2010 Future faculty participants
in CIRTL@ University of Colorado at Boulder: 100
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,
http://www.cirtl.net
2009-2010 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
• 2009-2010 Future faculty participants
in CIRTL@ Howard: 35
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,
http://www.cirtl.net
2009-2010 Campus Highlights: Michigan State University
• Ongoing FAST (Future Academic Scholars in Teaching) Fellowship Program - 5th 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
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,
http://www.cirtl.net
2009-2010 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
• 2009-2010 Future faculty participants
in CIRTL@ Texas A&M University: 50 grad students and 80+post-docs
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,
http://www.cirtl.net
2009-2010 Campus Highlights: Vanderbilt University
• 2009-2010 Future faculty participants
in CIRTL@ 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.
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,
http://www.cirtl.net
2009-2010 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
• 2009-2010 Future faculty participants
in CIRTL@ UW-Madison: 678
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,
http://www.cirtl.net
2009-2010 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 2012
• 2009-2010 Future faculty participants
in CIRTL local learning communities: ≈ 3000
Taking Stock Taking Stock
Cross-Network Learning CommunityCross-Network Learning Community
• Alumni MentoringAlumni Mentoring
• CIRTL Network CollaborationsCIRTL Network Collaborations
• CIRTL Network ExchangesCIRTL Network Exchanges
• Cross-Network Graduate CurriculumCross-Network Graduate Curriculum
• CIRTLCastsCIRTLCasts
• CIRTL Coffee HoursCIRTL Coffee Hours
• CIRTL Network Portal 2.0CIRTL Network Portal 2.0
En
gagemen
tE
ngagem
ent
(focus presentation – Robin Greenler)
Taking Stock Taking Stock
Cross-Network Learning CommunityCross-Network Learning Community
Emerging Findings: Impact on Students– Provide knowledge and skills
Especially concerning research-informed teaching
Taking Stock Taking Stock Research and EvaluationResearch and Evaluation
Research Data
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
Final Evaluations
Pillar Study
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 2 3 ‐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 you’ve learned in this course, program or activity.
*Please note: Questions did NOT specifically ask participants to name or describe the pillars
Pillar Related Themes
0 20 40 60 80 100 120 140 160 180
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
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 Taking Stock Research and EvaluationResearch and Evaluation
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 Taking Stock Research and EvaluationResearch and Evaluation
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 Taking Stock Research and EvaluationResearch and Evaluation
• Award winning TAR project (Jonathon Wellons, VU)Award winning TAR project (Jonathon Wellons, VU)
• Cross-Network TAR Capstone SeminarCross-Network TAR Capstone Seminar
• First Network ExchangesFirst Network Exchanges
• 35 Grads in October Coffee Hour w. CIRTL alums35 Grads in October Coffee Hour w. CIRTL alums
• CIRTL Network Portal 2.0CIRTL 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 NetworkPilot of operations for expanded Network
• Testimony before House Subcommittee ($100M please?)Testimony before House Subcommittee ($100M please?)
• Growth Plan Growth Plan CIRTL for the NationCIRTL for the Nation
Taking Stock Taking Stock
Highlights of 2010Highlights of 2010
The CIRTL Network - 2012The CIRTL Network - 2012The Next StepThe Next Step
80% Ph.D.’s80% Ph.D.’s
100 Research Universities100 Research Universities
2-yr College
Liberal Arts
Masters University
Comprehensive University Research
University
Undergraduate EducationUndergraduate Education
The CIRTL Network - 2012The CIRTL Network - 2012
The Next StepThe Next Step
Teaching-as-ResearchTeaching-as-ResearchLearning-through-DiversityLearning-through-Diversity
Learning CommunityLearning Community
Ultimate Impact on the NationUltimate 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 ShamsUniv., Cairo
TuftsUniversity
Saint LawrenceUniversity
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,
http://www.cirtl.net
2009-2010 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)
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,
http://www.cirtl.net
2009-2010 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