What We Are About!

1. What We Are About! University of Louisville College of Idaho Ball State University Lawrence University Purdue University Madison Area Technical College Ain Shams Univ., Cairo Ohio State University Grand Valley State University University of Illinois Urbana-Champaign Utah State University Bethel University North Carolina State University UW - Madison Stillman College Augustana College Tufts University Pacific University of Oregon University of Maryland Eastern Shore Southern Illinois University University of Dubuque

2. CIRTL Network Meeting Spring 2014 Athens, GA Earth’s Crust 4.368 – 4.380 Gyr

3. CIRTL Mission The CIRTL mission is to enhance excellence in undergraduate education through the development of a national faculty committed to implementing and advancing effective teaching practices for diverse learners as part of successful and varied professional careers.

4. What Makes Us CIRTL? Mission To Advance STEM Undergraduate Learning Strategy Preparing Future Faculty The Core Ideas Teaching-as-Research Learning Community Learning-through-Diversity

5. The CIRTL Network – March 2014 22% of nation’s PhD production

6. Current Focus: Effective and Supportive Evaluation Goals CIRTL Core Ideas in action => preparing future faculty Another lens and dimension for sharing successes Formative improvement of activities and impact Summative basis for future growth of the Network Report to NSF and other funding agencies

7. Learning Outcomes The Original New Ideas CIRTL – Knowledge Describe and Recognize Value CIRTL Practitioner – Practice Engage CIRTL Scholar – Scholarship Advance and Disseminate Associate Fellow

8. Learning Outcomes The Original New Ideas

9. Trees and Forest – Some Meta-Thoughts Taking a synthetic, holistic view …. Preparing future faculty capable of implementing and advancing effective teaching practices. Ultimately this is the outcome that matters most.

10. Trees and Forest – Some Meta-Thoughts Taking a synthetic, holistic view …. The core ideas are the CIRTL path to such future faculty. The CIRTL hypothesis has been that future faculty will embrace [] research-based high-impact approaches to teaching by doing teaching-as-research, having learning community experiences, and experiencing learning-through-diversity—and furthermore, that their self-discovery will lead to deeper understanding and engagement with these ideas. - NSF proposal

11. Trees and Forest – Some Meta-Thoughts Taking a synthetic, holistic view …. Evidence that CIRTL core ideas prepare such future faculty. Suppose that you are preparing to teach some scientific concept from your discipline (e.g., the nitrogen cycle, amplitude, redox reactions). Describe the steps that you will take.

12. Trees and Forest – Some Meta-Thoughts Taking a synthetic, holistic view ….

13. Trees and Forest – Some Meta-Thoughts Taking a synthetic, holistic view …. Current education research (Ambrose et al., 2010; Svinicki & McKeachie 2010; Weimer 2002) supports the argument that the national goal of advancing STEM undergraduate learning will be advanced by STEM faculty who characterize and engage in their teaching similarly to the future faculty in this study. - NSF proposal

14. Trees and Forest – Some Meta-Thoughts Taking a synthetic, holistic view …. The Learning Outcomes are our framework to realize the CIRTL path to future faculty capable of implementing and advancing effective teaching practices Our evaluations need to provide data on both the learning outcomes and the future faculty themselves. Our evaluation approaches and instruments need to include both analytic and synthetic components.

15. Trees and Forest – Some Meta-Thoughts Analytic and synthetic approaches to evaluation Extremes Analytic - Implement one or more LC strategies for students in a teaching experience. Synthetic - Suppose that you are preparing to teach some scientific concept from your discipline (e.g., the nitrogen cycle, amplitude, redox reactions). Describe the steps that you will take.

16. Trees and Forest – Some Meta-Thoughts Summative goal of our evaluation plans and instruments Demonstrating that CIRTL participants will be STEM future faculty capable of implementing and advancing effective teaching practices.

17. Trees and Forest – Some Meta-Thoughts Closing thought on roles and responsibilities Associates 1400 Practitioners 700 Annual Goal Scholars 100 Outcome Level

18. Trees and Forest – Some Meta-Thoughts Closing thought on roles and responsibilities • The Learning Outcomes describe what a CIRTL participant • at a particular level is able to do. • 2) Each institution has the freedom and the responsibility to decide • how to prepare their CIRTL participants to do these outcomes. • Each university has the freedom and the responsibility to judge • whether a participant has achieved a given level of capablity.

19. Some Thoughts on Marketing Associate, Practitioner, Scholar Learning Outcome Levels Yes Programming Framework Useful Goals for our Participants ? A bit of history We have never attracted students by marketing our labels; we attract students by marketing who they become. (With certification being all to the better … from student perspective …)

20. Benefits of Involvement in CIRTL Network for (Senior) Future Faculty • “You’re interviewing for the academic job of your dreams … they ask • for evidence of excellence in your teaching. What will you say that • distinguishes you from the crowd?” • I am part of a national learning community of graduate students, post-docs and faculty • who are advancing ways to integrate research, teaching, and learning. • I have been exposed to and worked with undergraduate teaching and learning at diverse • institutions across the nation. These institutions serve a wide range of students, much like • your diverse student body. • I have presented my teaching-as-research results across the nation. • I am a player in a national movement to improve research, teaching, and learning in STEM. • The CIRTL Network will continue to serve as a national forum for easy dissemination of my • disciplinary and teaching-as-research work. And I can connect you to the Network too.

21. The CIRTL Network: Your National Connection to Future Faculty Connection to Your Future Faculty Career Curriculum Vitae Your Name Network Exchange Program Obtain funding to present and conduct your disciplinary research and your teaching-as-research projects across a national network of universities. Graduate Seminars Your University Explore and develop your skills in teaching with graduate students, postdocs and faculty from diverse research universities across the nation III. Demonstrated skills in teaching and learning... • Knowledge and skills in evidence-based, high-impact teaching and learning • Experience in developing, implementing and evaluating new ways of teaching • Ability to apply research skills to the improvement of student learning • Leadership in a learning community focused on teaching and learning • Awareness of how to promote successful learning with diverse student audiences STEM Education Scholars Prepare for diverse teaching roles through a summer immersion experience for early faculty, postdocs, and senior graduate students The CIRTL Café Build professional connections and collaborations through this online portal for the national CIRTL Network learning community Seed Grant Program Learning-through-Diversity in Action Learn from the successful learning-through-diversity practices implemented across the CIRTL Network. Apply for funding to develop, implement and evaluate your teaching-as-research ideas, at UW and throughout the CIRTL Network DIVERSE by Design CIRTL @ [Your University] ! NATIONAL in Purpose Contact: www.cirtlcafe.net Vanderbilt University Nashville, TN Texas A & M University College Station, TX University of Wisconsin Madison, WI University of Colorado Boulder, CO Howard University Washington, DC Michigan State University East Lansing, MI

22. Network Expansion Process – 2011 2016

23. CIRTL Strategy Undergraduate Education Masters University Comprehensive University Liberal Arts Research University 2-yr College 80% Ph.D.’s 108 Research Universities

24. What Represents Success for our prototype CIRTL Network? (from 2009 meeting) • BOTTOM LINE – Preparing a significant number of future faculty to • have dynamic and effective faculty careers that • integrate research, teaching and learning based on • the three CIRTL pillars. • BOTTOM LINE - Institutionalized local CIRTL programs that continue to accomplish above. • BOTTOM LINE – Understand the impact of cross-Network • activities on future faculty preparation • TARGET GOAL - Expansion of the CIRTL Network to increase above.

25. Premise of this Meeting (from 2009 meeting) In order to have a major impact on future STEM undergraduate education, we presume that CIRTL needs to influence future faculty preparation at substantially more graduate schools than those of the current six universities in the prototype CIRTL Network. Thus the prototype CIRTL Network must expand We also presume that the timescale for national change in STEM faculty is longer than timescales of NSF funding. and become independently sustainable.

26. A Bit of CIRTL History • 2002 NSF funds CIRTL • 2003 Delta Program opens as prototype • 2005 FAST Program at MSU • 2007 NSF funds CIRTL Network • 2010 Growth Plan for CIRTL Network • 2011 Recruitment for Expansion to 25 • 35 applications • Recruitment for “Last” Expansion • N applications

27. Fall 2014 Iowa State Ames IA October 9-10, 2014