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

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


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.


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


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





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


• Integrated with pre-existing PFF, AGEP and Bouchet Scholars programs


in CIRTL@ Howard: 35





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


• Integrated with PREP Career and Professional Development Program

of MSU Graduate School

• Approximately 2,000 graduate students participated in CIRTL-related programs through PREP





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


in CIRTL@ Texas A&M University: 50 grad students and 80+post-docs





2009-2010 Campus Highlights: Vanderbilt University


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.





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


in CIRTL@ UW-Madison: 678





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


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)


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


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


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


• 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


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





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)





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

Documents

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