CIRTL Reads Journal Club (click on the links below for registration information)
February 13, 2017: The Long Road - Keeping STEM Students Moving on the Path to Success
We will start the spring sessions of CIRTL Reads with a look at persistence and retention in engineering by featuring articles co-written by Benjamin Flores, CIRTL institutional leader at the University of Texas-El Paso. The first article articulates strategies for preparing students to take on college-level engineering courses through an introductory seminar, while the second discusses strategies for improving student learning and retention. Adam J. Blanford and Benjamin Flores (invited) will be the discussants for this conversation.
Flores, B., & Piana, C. D. (n.d.). Undergraduate student retention strategies for urban engineering colleges. 30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135).
Becvar, J. E., Dreyfuss, A. E., Flores, B. C., & Dickson, W. E. (2008). ‘Plus Two’ Peer-Led Team Learning improves student success, retention, and timely graduation. 2008 38th Annual Frontiers in Education Conference.
March 13, 2017: Problem-Based Learning in STEM Courses
CIRTL Reads will look at Problem-Based learning in STEM, featuring an article written by another institutional leader, Deborah Allen at the University of Delaware. Adam J. Blanford and Deborah Allen will be the discussants for this conversation.
Allen, D. E., Duch, B. J., & Groh, S. E. (1996). The power of problem-based learning in teaching introductory science courses. New Directions for Teaching and Learning, 1996(68), 43-52.
April 10, 2017: Developing Learning Communities for STEM Students
To close out the 2016-2017 CIRTL Reads sessions, we will examine the development of learning communities using an article co-written by institutional leaders at Northwestern University, Robert Linsenmeier and Nancy Ruggeri. Adam J. Blanford, Robert Linsenmeier, and, Nancy Ruggeriwill be the discussants for this conversation.
Baiduc, R. R., Linsenmeier, R. A., & Ruggeri, N. (2015). Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty. Innovative Higher Education, 41(3), 237-254.
Upcoming CIRTLCasts: Teaching in the US (click on the links below for registration information)
Most classes require some writing, but many instructors, at all levels, feel ill-prepared to help students write better. When English isn’t your first language, that discomfort may be intensified. In this interactive event you'll learn ways to teach writing in your courses that will benefit your students and help you feel more confident in your own writing. Come with an idea for a writing assignment for a course OR a question about writing.
February 13, 2017: Evaluating Teaching: How do I know I'm being effective in the classroom?
When we create a syllabus for a course, we think about the learning outcomes, course content, assignments we’ll use to assess student learning. At the end of the semester, our institutions ask students to evaluate us as teachers. But how can we better understand and improve our effectiveness in the classroom? What does it mean to be an effective teacher? Do our definitions differ from those of our students? How do cultural and linguistic differences play a role in determining who is and is not effective? In this webinar, we’ll consider what it means to be an effective teacher discuss ways to determine how effective we are--without waiting for end of semester surveys. Participants are asked to review the Teacher Behaviors Inventory (developed by Harry G. Murray and readily available via an internet search) in advance of attending the event.
American universities host large numbers of international students pursuing doctoral degrees, many supported by teaching undergraduates. And, increasingly, those undergraduate students are themselves international students. These demographics require that we all think about intercultural communication and the role it plays in teaching. In this webinar, we will examine how intercultural communication theories can shed light on the interaction between teachers and students, particularly when differences in culture play a major role in the ways we teach and learn. We’ll also consider how intercultural communication theories can help teachers understand and better respond to student needs, and we’ll look for ways to bridge cultural gaps that may impede learning.
April 10, 2017: Your turn: Topics from the learning community
The Teaching in the US webinar series encourages participation in CIRTL’s Teaching in the United States Community forum. For our final webinar of the 2016-2017 academic year, we’d like to turn the discussion over to focus on questions, debates, themes, and issues from the learning community. Join us for this open forum to talk about issues related to teaching in the US that concern you.
Visit the CIRTL website for more about the CIRTL event schedule.