Cross-Network Programming Proposal Form for Fall 2015, Category1 Contributions
This form is for submission of proposed in-kind Category 1 contributions to the CIRTL
Cross-Network 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
 Cornell University
 Howard University
 Iowa State University
 Johns Hopkins University
 Michigan State University
 Northwestern University
 Texas A&M University
 The University of Georgia
 The University of Texas at Arlington
 University of Alabama at Birmingham
 University of California, San Diego
 University of Colorado at Boulder
 University of Houston
 University of Maryland, College Park
 University of Massachusetts, Amherst
 University of Missouri - Columbia
 University of Pittsburgh
 University of Rochester
 University of Wisconsin-Madison
 Vanderbilt University
 Washington University in St. Louis
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
 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.
 Organize two month long blocks of the CIRTLCast series http://www.cirtl.net/cnlc/organizeseries
 Coordinate the Teaching-as-Research Capstone series http://www.cirtl.net/cnlc/organizeTARcap
 Other (please specify) ____________________
Is this a joint proposal with another institution?
 Yes
 No
If so, with which institution are you collaborating?
 Boston University
 Cornell University
 Howard University
 Iowa State University
 Johns Hopkins University
 Michigan State University
 Northwestern University
 Texas A&M University
 The University of Georgia
 The University of Texas at Arlington
 University of Alabama at Birmingham
 University of California, San Diego
 University of Colorado at Boulder
 University of Houston
 University of Maryland, College Park
 University of Massachusetts, Amherst
 University of Missouri - Columbia
 University of Pittsburgh
 University of Rochester
 University of Wisconsin-Madison
 Vanderbilt University
 Washington University in St. Louis
Please comment on the collaboration if desired:
The following topics were identified as high-interest in the recent CIRTL needs
assessment. Contributors are encouraged to facilitate blocks around these topics, but
other ideas are welcome. • Work-Life Balance (including financial literacy, and
emotional/mental well-being) • Job Search/Securing an Academic Position (resumes,
interviewing, campus visits) • Alternative Academic Careers • What to Expect Your First
Year as Faculty • Intro to CIRTL Core Ideas • Assessment • Leveraging Diversity in
STEM Teaching • Active Learning in the Large Classroom Tasks involved in
developing or organizing a CIRTL series as well as support available from CIRTL
Central are outlined at http://www.cirtl.net/cnlc/organizeseries
Please rank your preferred months for facilitating your two CIRTLCast series blocks:
(choose up to four)
______ September, Tuesdays 9am PT/10am MT/11 am CT/ 12pm ET
______ October, Tuesdays 9am PT/10am MT/11 am CT/ 12pm ET
______ November, Tuesdays 9am PT/10am MT/11 am CT/ 12pm ET
______ January (3 weeks), Tuesdays 11am PT/ 12pm MT/ 1pm CT/ 2pm ET
______ February, Tuesdays 11am PT/ 12pm MT/ 1pm CT/ 2pm ET
______ March, Tuesdays 11am PT/ 12pm MT/ 1pm CT/ 2pm ET
______ April, Tuesdays 11am PT/ 12pm MT/ 1pm CT/ 2pm ET
______ No preference
Description of your first month-long block, including tentative title/topic:
Description of your second month long block, including tentative title/topic:
When would you like to offer this event?
 Fall 2015
 Fall 2015 and Spring 2016
 Other (please specify) ____________________
What technologies do you anticipate using? Select all that apply.
 Blackboard Collaborate
 CIRTL's Moodle
 Other (please specify) ____________________
Primary target audience for the event? Select all that apply.
 Early Graduate students
 Advanced Graduate students
 Postdocs
 Academic staff
 Faculty
What is the anticipated level of engagement for participants?
 Low engagement
 High engagement
 Extensive engagement
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)
 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)
 TAR 3: Know how to access the literature and existing knowledge about teaching,
learning and assessment, in a discipline or broadly (AL)
 TAR 4: Describe and recognize the value of realistic, well-defined, achievable,
measurable, and student-centered learning goals (AL)
 TAR 5: Describe several assessment techniques and recognize the value of their
alignment with particular types of learning goals (AL)
 TAR 6: Describe and recognize the value of evidence-based effective instructions;
practices and materials (AL)
 TAR 7: Describe a "full-inquiry" cycle (AL)
 TAR 8: Develop a deeper understanding of the knowledge concerning high-impact,
evidence-based teaching practices (PL)
 TAR 9: Develop and execute a Teaching-as-Research plan for a limited teaching and
learning project (PL)
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)
 LC 2: Define the characteristics of undergraduate learning communities (AL)
 LC 3: Describe the impact of learning communities on student learning (AL)
 LC 4: Describe and recognize the value of learning community strategies that
promote positive interdependence between learners so as to accomplish learning
goals (AL)
 LC 5: Describe and recognize the value and issues of establishing learning
communities compromising a diverse group of learners (AL)
 LC 6: Describe techniques for creating a learning community within a learning
environment (AL)
 LC 7: Recognize the value of and participate in local professionally-focused learning
communities associated with teaching and learning (AL)
 LC 8: Deepen understanding of the knowledge concerning learning communities and
their impact on undergraduate student learning (PL)
 LC 9: Integrate one or more learning community strategies into a teaching plan so as
to accomplish learning goals and learning-through-diversity (PL)
 LC 10: Implement one or more learning community strategy for students in a
teaching experience (PL)
 LC 11: Contribute to local professionally-focuses learning communities associated
with teaching and learning (PL)
 LC 12: Show the integrated use of Teaching-as-Research, Learning Community, and
Learning-through-Diversity to accomplish learning goals (PL)
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)
 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)
 LtD 3: Recognize the positive impacts of diversity on learning, and that unaddressed
inequalities can negatively impact learning (AL)
 LtD 4: Describe how an instructor's beliefs and biases can influence student learning
(AL)
 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)
 LtD 6: Describe several learning-through-diversity (LtD) techniques and strategies
(e.g. creating a welcoming environment, learning communities) (AL)
 LtD 7: Develop a deeper knowledge of the body of literature concerning diversity and
its impact on accomplishing learning goals (PL)
 LtD 8: Examine own beliefs and biases, including how they may influence their
students' learning (PL)
 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)
 LtD 10: Create a teaching plan that incorporates content and teaching practices
responsive to the students' backgrounds (PL)
 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)
 LtD 12: Implement one or more LtD strategy in a teaching experience (PL)
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
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: