Cross-Network Programming Proposal Form for Spring 2016 Category1 Contributions
This form is for submission of proposed in-kind Category 1 contributions to the CIRTL CrossNetwork Learning Community, including 1) teaching online events such as courses, workshops,
seminars, or online modules and 2) organizing event series such as a discussion, presentation,
or seminar series. Please submit one form per proposed offering. All proposals will be reviewed
by the Cross-Network Operations Group. The decision to accept this proposal will be made
based on proposal merit as well as the overall balance of cross-Network offerings with respect
to topic, format, learning outcomes, and levels of engagement. You will be notified of the
decision within three weeks of the proposal deadline.
Submitter name:
Submitter email:
Submitting Institution:
 Boston University (1)
 Cornell University (2)
 Howard University (3)
 Iowa State University (4)
 Johns Hopkins University (5)
 Michigan State University (6)
 Northwestern University (7)
 Texas A&M University (8)
 The University of Georgia (9)
 The University of Texas at Arlington (10)
 University of Alabama at Birmingham (11)
 University of California, San Diego (12)
 University of Colorado at Boulder (13)
 University of Houston (14)
 University of Maryland, College Park (15)
 University of Massachusetts, Amherst (16)
 University of Missouri - Columbia (17)
 University of Pittsburgh (18)
 University of Rochester (19)
 University of Wisconsin-Madison (20)
 Vanderbilt University (21)
 Washington University in St. Louis (22)
Instructor / Facilitator Name:
Instructor / Facilitator Title:
Instructor / Facilitator Email:
Contribution Type:
 Teach, co-teach, or mentor a course - http://www.cirtl.net/instructor_resources_revised (1)
 Teach or co-teach a short course/seminar - http://www.cirtl.net/instructor_resources_revised
- note: teaching a short course or seminar is equivalent to half a Category 1 credit. (2)
 Other (please specify) (6) ____________________
Is this a joint proposal with another institution?
 Yes (1)
 No (2)
If so, with which institution are you collaborating?
 Boston University (1)
 Cornell University (2)
 Howard University (3)
 Iowa State University (4)
 Johns Hopkins University (5)
 Michigan State University (6)
 Northwestern University (7)
 Texas A&M University (8)
 The University of Georgia (9)
 The University of Texas at Arlington (10)
 University of Alabama at Birmingham (11)
 University of California, San Diego (12)
 University of Colorado at Boulder (13)
 University of Houston (14)
 University of Maryland, College Park (15)
 University of Massachusetts, Amherst (16)
 University of Pittsburgh (17)
 University of Rochester (18)
 University of Wisconsin-Madison (19)
 Vanderbilt University (20)
 Washington University in St. Louis (21)
Please comment on the collaboration if desired:
Which CIRTL Core Course would you like to teach? CIRTL can support 1-2 additional non-core
courses each semester.
 The College Classroom (MOOC Fall 2015, non-MOOC spring 2016) (1)
 Diversity in the College Classroom (2)
 Teaching with Technology (3)
 Research Mentor Training (4)
 Teaching as Research Capstone Course (5)
 Other (please explain) (6) ____________________
When would you like to offer this course?
 Spring 2016 (2)
 Summer 2016 (3)
 No preference (4)
What is the maximum enrollment, if any, for this offering? (Recommended course minimums are
20-25 students.)
As detailed in the CIRTL Cross-Network Policies (#7), instructors should have an appointment
with a CIRTL member institution as faculty or staff and have a doctoral degree, experience in
teaching, and familiarity with the CIRTL core ideas and involvement in local CIRTL activities. If
they do not meet these qualifications, the institutional leader should send a memorandum to
Cross-Network Operations Group Chair, Jeff Engler (engler@uab.edu) describing the
instructor's unique capabilities to teach this course. See CIRTL Course Policies for more
information.
Are all instructors qualified according to cross-Network policy?
 Yes (1)
 No (2)
All new course proposals are expected to be approved by the institutional leader or co-leader. Is
your institution's leader or co-leader aware and supportive of this proposal submission?
 Yes (1)
 No (2)
Name of leader or co-leader:
Will this course be offered for credit?
 Yes (1)
 No (2)
Can this course be taken for local credit?
 Yes (1)
 No (2)
How many credits?
Will teaching this course be part of the instructor's regular load?
 Yes (1)
 No, it is an overload (2)
List the major topics covered in this course and the approximate number of class hours devoted
to each topic:
Please detail the nature of the synchronous and asynchronous components of this course,
including when asynchronous work begins and ends, how often and for how long the
synchronous sessions meet, and any other aspect about how you envision the course:
Please describe the frequency, duration, or structure of this course:
Overall comments or clarification:
What would you like to teach? Short courses are registration based courses consisting of a
minimum 4-8 contact hours. Topics for these courses are flexible and would vary by semester,
and proposals on any topics are welcome.
When would you like to offer this course?
 Spring 2016 (2)
 Summer 2016 (3)
 No preference (4)
What is the maximum enrollment, if any, for this offering? (Recommended course minimums are
20-25 students.)
Name of leader or co-leader:
List the major topics covered in this course and the approximate number of class hours devoted
to each topic:
Please detail the nature of the synchronous and asynchronous components of this course,
including when asynchronous work begins and ends, how often and for how long the
synchronous sessions meet, and any other aspect about how you envision the course:
Please describe the frequency, duration, or structure of this course:
Overall comments or clarification:
When would you like to offer this event?
 Spring 2016 (1)
 Summer 2016 (2)
 Other (please specify) (3) ____________________
What technologies do you anticipate using? Select all that apply.
 Blackboard Collaborate (1)
 CIRTL's Moodle (2)
 Other (please specify) (3) ____________________
Primary target audience for the event? Select all that apply.
 Advanced Graduate students (2)
 Postdocs (3)
 Academic staff (4)
 Faculty (5)
What is the anticipated level of engagement for participants?
 Low engagement (1)
 High engagement (2)
 Extensive engagement (3)
For more information, please see the Levels of Engagement document at
http://www.cirtl.net/networkgroup/levelsofengagement
Please describe your contribution, list major topics covered, and provide a tentative title, if
relevant:
CIRTL Learning Outcomes
The Learning Outcomes are centered around two concepts. The first is the CIRTL Core ideas
(www.cirtl.net/CoreIdeas). All CIRTL courses and most other CIRTL cross-Network
programming should connect with one or more of these core ideas: Learning-through-Diversity,
Teaching-as-Research, and Learning Communities. Our goal for CIRTL programming is to instill
in participants the abilities to create effective learning experiences, create classroom
environments that support student learning, and provide tools to continually improve those
approaches throughout their careers. The CIRTL core ideas support these abilities. For more
information about incorporating CIRTL core ideas into courses, go to
www.cirtl.net/CourseCoreIdeas
Secondly, we envision three types of CIRTL program outcomes: CIRTL Associate, CIRTL
Practitioner, and CIRTL Scholar. These three CIRTL outcomes recognize first the role of the
CIRTL core ideas in effective teaching and learning, then scholarly teaching that uses the core
ideas to demonstrably improve learning of students, and finally scholarship that advances
teaching and learning, and makes the results public. CIRTL program outcomes conceived in this
way permit anyone to enter the CIRTL Network learning community from a wide variety of
disciplines, needs, and past experiences.
Please look at the CIRTL Learning Outcomes below and choose up to six that are key to your
overall course or program goals. You will be asked to explain how your programming will
address each of the Learning Outcomes you selected.
Teaching as Research (TAR) Learning Outcomes, Associate Level (AL) and Practitioner Level
(PL)
 TAR 1: Know that a body of literature and knowledge exists concerning high-impact,
evidence-based teaching practices (AL) (1)
 TAR 2: Define and recognize the value of the Teaching-as-Research process, and how it
can be used for ongoing enhancement of learning (AL) (2)
 TAR 3: Know how to access the literature and existing knowledge about teaching, learning
and assessment, in a discipline or broadly (AL) (3)
 TAR 4: Describe and recognize the value of realistic, well-defined, achievable, measurable,
and student-centered learning goals (AL) (4)
 TAR 5: Describe several assessment techniques and recognize the value of their alignment
with particular types of learning goals (AL) (5)
 TAR 6: Describe and recognize the value of evidence-based effective instructions; practices
and materials (AL) (6)
 TAR 7: Describe a "full-inquiry" cycle (AL) (7)
 TAR 8: Develop a deeper understanding of the knowledge concerning high-impact,
evidence-based teaching practices (PL) (8)
 TAR 9: Develop and execute a Teaching-as-Research plan for a limited teaching and
learning project (PL) (9)
Learning Communities (LC) Learning Outcomes, Associate Level (AL) and Practitioner Level
(PL)
 LC 1: Know that a body of literature and knowledge exists associated with learning
communities and their impact on undergraduate learning (AL) (1)
 LC 2: Define the characteristics of undergraduate learning communities (AL) (2)
 LC 3: Describe the impact of learning communities on student learning (AL) (3)
 LC 4: Describe and recognize the value of learning community strategies that promote
positive interdependence between learners so as to accomplish learning goals (AL) (4)
 LC 5: Describe and recognize the value and issues of establishing learning communities
compromising a diverse group of learners (AL) (5)
 LC 6: Describe techniques for creating a learning community within a learning environment
(AL) (6)
 LC 7: Recognize the value of and participate in local professionally-focused learning
communities associated with teaching and learning (AL) (7)
 LC 8: Deepen understanding of the knowledge concerning learning communities and their
impact on undergraduate student learning (PL) (8)
 LC 9: Integrate one or more learning community strategies into a teaching plan so as to
accomplish learning goals and learning-through-diversity (PL) (9)
 LC 10: Implement one or more learning community strategy for students in a teaching
experience (PL) (10)
 LC 11: Contribute to local professionally-focuses learning communities associated with
teaching and learning (PL) (11)
 LC 12: Show the integrated use of Teaching-as-Research, Learning Community, and
Learning-through-Diversity to accomplish learning goals (PL) (12)
Learning Through Diversity (LtD) Learning Outcomes, Associate Level (AL) and Practitioner
Level (PL)
 LtD 1: Know that a body of literature and knowledge exists associated with diversity and its
impact on accomplishing learning goals (AL) (1)
 LtD 2: Define and recognize the scope of diversity on student learning, in particular how
diversity can enhance learning, and that inequities can also negatively impact learning if not
addressed (AL) (2)
 LtD 3: Recognize the positive impacts of diversity on learning, and that unaddressed
inequalities can negatively impact learning (AL) (3)
 LtD 4: Describe how an instructor's beliefs and biases can influence student learning (AL)
(4)
 LtD 5: Recognize the value of drawing on diversity in the development of their teaching
plans (including content, teaching practices, and assessments) to foster learning (AL) (5)
 LtD 6: Describe several learning-through-diversity (LtD) techniques and strategies (e.g.
creating a welcoming environment, learning communities) (AL) (6)
 LtD 7: Develop a deeper knowledge of the body of literature concerning diversity and its
impact on accomplishing learning goals (PL) (7)
 LtD 8: Examine own beliefs and biases, including how they may influence their students'
learning (PL) (8)
 LtD 9: Determine the diverse backgrounds among a group of students, and consider the
opportunities and challenges of the findings on each students' learning (PL) (9)
 LtD 10: Create a teaching plan that incorporates content and teaching practices responsive
to the students' backgrounds (PL) (10)
 LtD 11: Integrate one or more learning through diversity technique and strategy in a
teaching plan so as to use students' diversity to enhance the learning of all (PL) (11)
 LtD 12: Implement one or more LtD strategy in a teaching experience (PL) (12)
Professional Development -- CIRTL does some limited programming focusing solely on
professional and career development. If this is a focus for your offering, please select the option
below:
 PF1: Professional and Career Development (1)
If other, please describe:
For the learning outcome(s) selected above, please identify each (eg LtF4 or LC3) and briefly
describe how you plan to address that learning outcome in your offering.
Learning Outcome Identifier #1 (eg LtD4 or LC3):
How do you plan to address the learning outcome in your offering:
Learning Outcome Identifier #2
How do you plan to address the learning outcome in your offering:
Learning Outcome Identifier #3
How do you plan to address the learning outcome in your offering:
Learning Outcome Identifier #4
How do you plan to address the learning outcome in your offering:
Learning Outcome Identifier #5
How do you plan to address the learning outcome in your offering:
Learning Outcome Identifier #6
How do you plan to address the learning outcome in your offering: