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Oct
9
Mon
Online Course: Teaching with Technology @ Online
Oct 9 @ 8:30 am – 10:30 am

This course is directed toward STEM graduate students and postdoctoral fellows wishing to enhance their understanding of instructional options that rely on educational technologies that go beyond the use of chalk or whiteboards. Instructors have many options for communicating with students, having students work together, connecting classwork to the world outside the classroom, offloading some aspects of the course in favor of emphasizing others during synchronous meetings, doing formative and summative assessment, and enhancing the ability for students to gain more practice, do independent work, or obtain deeper mastery of a subject. It is technologies in this spectrum, used to assess traditional classroom instruction, that we will focus on in this course. We will not be able to cover all technologies, and believe that it is more important to be able to critically evaluate learning technologies than to focus too narrowly on how to use a certain subset, as technologies evolve (and can become extinct) rather rapidly. The CIRTL Core ideas wll inform many of the topics in the course.

A second instructor is TBD For this course.

 

Course Schedule

This course has weekly online sessions on Mondays, starting October 2 and ending December 4. The exact course time is TBD, but sessions will fall within 10:30AM – 12:30PM CT.

 

Workload

Instructors anticipate students will need to spend 2-3 hours per week on work outside of class sessions.

 

Registration & Enrollment

This course is open for registration from Monday, August 28 through Monday, September 25; register by September 18 for early bird priority. The course is limited to 25 participants; STEM/SBE grad students and postdocs from CIRTL institutions receive priority. CIRTL staff refer to the institution and discipline in your website profile when assessing priority.

 

For More Information and Registration: https://www.cirtl.net/courses/189/about

Online Course: Teaching-as-Research @ Online
Oct 9 @ 11:00 am – 12:30 pm

Teaching-as-Research involves taking a deliberate and systematic approach to investigating, reflecting on, and improving one’s own teaching (see: https://www.cirtl.net/p/core-ideas-teaching-as-research). A Teaching-as-Research project follows an inquiry cycle: formulating a question about student learning; defining measures of success; identifying or creating assessments and learning activities; implementing the learning activity; collecting, analyzing, and interpreting data; and reflecting on the experience.

This course will provide a mentored learning community for participants who wish to develop and plan a Teaching-as-Research project (to be carried out in 2018) in a STEM or SBE discipline. Participants will work on refining their research question, conducting a literature review, composing learning objectives for their project, and identifying appropriate learning activities and assessments that align with those objectives. Throughout the course, participants will draft components of their project plan and provide feedback on each other’s work; they will have a completed plan by the end of the course. Sessions will be highly interactive and require active engagement and participation.

This is an intermediate-level course and assumes a working knowledge of, and experience with, evidence-based teaching methods. When registering, potential participants will be asked to fill out an application.

 

Course Schedule

This course has weekly online sessions at 2:00PM – 3:30PM ET / 1:00PM – 2:30PM CT / 12:00PM – 1:30PM MT / 11:00AM – 12:30PM PT on Mondays, starting October 2 and ending December 4.

 

Registration & Enrollment

This course is open for registration from Monday, August 28 through Monday, September 25; register by September 18 for early bird priority. Instructors will send registrants an additional, brief application after they sign up for this course on our website. The course is limited to 20 participants; STEM/SBE grad students and postdocs from CIRTL institutions receive priority. CIRTL staff refer to the institution and discipline in your website profile when assessing priority.

 

For More Information and Registration: https://www.cirtl.net/courses/154/about

Resume 101 10/09/17 @ Career Center 200
Oct 9 @ 12:00 pm – 1:30 pm

Description: In this hands-on workshop, graduate students and postdocs will explore the function of a resume and its major components, as well as how to reframe their work as graduate students into tangible skills employers value. Participants will learn to strategically format and structure a resume. Please bring a laptop as well as a draft of your current resume and/or CV (if you have one).

RSVP Link: https://www.eventbrite.com/e/resume-101-for-graduate-students-postdoctoral-scholars-tickets-37738019432

Oct
10
Tue
STEM Resume Polishing 10/10/17 @ Gonda 2303
Oct 10 @ 10:00 am – 11:30 am

Description: In this hands-on workshop, graduate students and postdocs from STEM disciplines will work together to refine their resumes for job applications, internship applications, career fairs and resume books. Participants will evaluate and revise resumes informed by the target industry and audience.

Participants are required to bring at least one draft of their resume and at least one job posting they are interested in applying for.

RSVP Link: https://www.eventbrite.com/e/resume-polishing-for-stem-graduate-students-postdoctoral-scholars-tickets-37738033474

Online Course: The College Classroom – Teaching Inclusively @ Online
Oct 10 @ 11:00 am – 1:00 pm

As an instructor, how can you show that you care, and contribute to the success of an increasingly diverse student body (e.g., race, gender, socio-economic status, career stage, age, etc.)? Join us in this course as we address these questions, and build your skills to promote the academic success of all students in your current and future classrooms. Through readings, discussions, case scenarios, and the development of an inclusive micro-teaching plan, we will reflect on and develop practical strategies to address critical issues of diversity that impact college students and their educational success. This course is focused on the practical application of learning about teaching inclusively. Emphasis in the course will be placed on real-time strategies for both addressing hot moments, microaggressions and difficult conversations in the classroom, and for planning an effective, inclusive teaching session.

 

As a result of taking this course, participants will:

1. Develop an appreciation for the experiences of diverse learners in higher education;

2. Demonstrate understanding of diversity, equity and inclusivity as they relate to teaching and student learning;

3. Practice addressing – in real time – difficult conversations in the classroom;

4. Recognize the range of inclusive pedagogical practices and develop the ability to implement one or more in a classroom setting;

5. Develop and demonstrate an inclusive micro-teaching plan.

 

Course Schedule

This course has weekly online sessions at 2PM – 4PM ET / 1PM – 3PM CT / 12PM – 2PM MT / 11AM – 1PM PT on Tuesdays, starting October 3 and ending November 28.

Workload

Instructors anticipate students will need to spend 1-2 hours per week on work outside of class sessions.

 

Registration & Enrollment

This course is open for registration from Monday, August 28 through Monday, September 25; register by September 18 for early bird priority. The course is limited to 30 participants; STEM/SBE grad students and postdocs from CIRTL institutions receive priority. CIRTL staff refer to the institution and discipline in your website profile when assessing priority.

 

For More Information and Registration: https://www.cirtl.net/courses/172/about

The Massive Open Online Course (MOOC): An Introduction to Evidence-Based Undergraduate STEM Teaching 10/10/17 @ TBD
Oct 10 @ 12:00 pm – 1:30 pm

Description: The Massive Open Online Course (MOOC): An Introduction to Evidence-Based Undergraduate STEM Teaching is designed to provide you with effective teaching strategies and the research that supports them, as well as how to collect and analyze evidence of student learning. The online course provides you with videos and asynchronous interaction with CIRTL participants across the network. The UCLA in-person Learning Community is a supportive, interactive environment to practice the theory.

 

CIRTL Fall Programming is here! To access all courses, workshops, and events, please create a log-in and register on the CIRTL Commons

**For a complete list of courses, workshops, and events being offered: **

https://ceils.ucla.edu/cirtl-at-ucla/how-to-participate-in-cirtl/

 

 

RSVP Links:

  • The online Intro MOOC runs October 2 – Nov. 17th

Registration for the online course here: https://www.edx.org/course/introduction-evidence-based-bux-cirtl-1x-2

 

  • The MOOC in-person Learning Community will meet on Tuesdays, for 8 weeks, beginning October 10th from 12-1:30 pm. Snacks provided.

Sign up by September 25th here: https://goo.gl/forms/1KGqPr0OIvsy9huf2

 

 

 

Online Workshop: Qualitative Research Primer – Using Narrative Data in Your Teaching-as-Research Project
Oct 10 @ 1:30 pm – 3:30 pm

Teaching-as-Research involves taking a deliberate and systematic approach to investigating, reflecting on, and improving one’s own teaching (see: https://www.cirtl.net/p/core-ideas-teaching-as-research). Some of the best information about your teaching and its impact on student learning can come from the words of students themselves (such as responses to surveys, in-class writing prompts, or exam questions). If you come from a research tradition that emphasizes quantitative data, as is the case in many STEM disciplines, you may not know where to start in analyzing and interpreting the narrative data provided by your students’ writing.

This workshop is designed for participants from quantitative research backgrounds who are working on a Teaching-as-Research project (in the planning, implementation, or analysis phase), who have collected or have plans to collect narrative data, and are unsure how to go about analyzing such data. This workshop will provide a brief overview of qualitative research methods, elucidate the differences between quantitative and qualitative research, and introduce the iterative process of coding narrative data. Participants will work on coding narrative data individually and in teams, and formulate a plan for using what they have learned in their Teaching-as-Research project.

 

After completing both sessions of this workshop, learners will have the skills and abilities to:

• Describe qualitative approaches to research and how they differ from quantitative approaches

• Identify and articulate research contexts in which qualitative approaches are appropriate and well-suited

• Identify and describe data collection methods in qualitative research designs

• Conduct preliminary coding of narrative data

• Formulate and articulate preliminary results based on initial coding

 

Workshop Schedule

This workshop has two online sessions, and participants are required to attend both. Sessions are Tuesday October 10 and 24, at 4:30-6:30PM ET / 3:30-5:30PM CT / 2:30-4:30PM MT / 1:30-3:30PM PT.

 

Workload

Between the two workshop sessions, participants may be asked to complete additional readings, watch additional videos, and contribute to a forum on the workshop Moodle site.

 

Registration & Enrollment

This workshop is open for registration from Monday, September 18 through Monday, October 2. The workshop is limited to 30 participants; STEM/SBE grad students and postdocs from CIRTL institutions receive priority. CIRTL staff refer to the institution and discipline in your website profile when assessing priority.

 

For More Information and Registration: https://www.cirtl.net/events/264

North Campus Resume Polishing 10/10/17 @ Young Research Library (YRL) West Classroom 23167
Oct 10 @ 3:30 pm – 5:30 pm

Description: In this hands-on workshop, graduate students and postdocs from the social sciences, humanities, arts, and education will work together to refine their resumes for job applications, internship applications, and career fairs. Participants will evaluate and revise resumes informed by the target industry and audience.

Partipants are required to bring at least one draft of their resume and at least one job posting they are interested in applying for.

RSVP Link: https://www.eventbrite.com/e/resume-polishing-for-north-campus-graduate-students-postdoctoral-scholars-tickets-37738070585

Oct
11
Wed
Online Course: Diversity in the College Classroom @ Online
Oct 11 @ 9:00 am – 10:30 am

The purpose of this course is to explore what is known and theorized about the ways that diversity affects learning and, in turn, help educators develop practical classroom strategies that address diversity. We will examine various definitions of diversity, consider research on bias, and build a community of inquiry around ways diversity affects both our teaching and student learning.

 

When you leave this course, you will have constructed:

1. a personally meaningful definition of “diversity” and related terms

2. knowledge of some of the fundamental literature on diversity that pertains to STEM and SBE (social/behavioral/economics) fields

3. a rationale for why you include the content you do in your teaching, and an understanding of how the selection of this content is influenced by your definition of diversity

4. a toolbox of tips and ideas on how you might address diversity in future courses you will teach (demonstrated in the Inclusive Teaching Plan assignment and the Diversity Statement Workshop activity)

5. a community of peers who are a resource for your teaching career

6. experience with learning in an online environment with students from diverse institutions

 

Course Schedule

This course has weekly online sessions at 12:00PM – 1:30PM ET / 11:00AM – 12:30PM CT / 10:00AM – 11:30AM MT / 9:00AM – 10:30AM PT on Wednesdays, starting October 4 and ending December 6. Class will not meet on Wednesday, November 22.

 

Workload

Instructors anticipate students will need to spend 2.5-3 hours per week on work outside of class sessions.

 

Registration & Enrollment

This course is open for registration from Monday, August 28 through Monday, September 25; register by September 18 for early bird priority. The course is limited to 20 participants; STEM/SBE grad students and postdocs from CIRTL institutions receive priority. CIRTL staff refer to the institution and discipline in your website profile when assessing priority.

 

For More Information and Registration: https://www.cirtl.net/courses/186/about

Online Event: Preparing for and Navigating the Job Market
Oct 11 @ 11:00 am – 12:00 pm

In the second of four events on women in STEM (Series: Topics in STEMinism: Women Preparing for Post-PhD Careers in STEM), we will introduce key skills and strategies to prepare for and navigate the job market. Efforts will be taken to address to barriers to advancement that differentially impact women (e.g. limited maternity leave policies) and what can be done by institutions, departments, and hiring/recruitment committees.

Questions to consider include:

  • What are some key tips for prepare for the job market?
  • What are some key tips for the interviewing process?
  • What have been some common challenges throughout navigating the job market that differentially impact women (e.g. gender bias)?
  • What actions can search committees, departments, and institutions take to reduce potential bias in recruitment and hiring practices?

 

The event will run from 2-3PM ET / 1-2PM CT / 12-1PM MT / 11AM-12PM PT.

 

Reference:

Glass, C., & Minnotte, K. (2010). Recruiting and hiring women in STEM fields. Journal of Diversity in Higher Education, 3(4), 218-229. doi: 10.1037/a0020581