The Center for the Integration of Research, Teaching, and Learning (CIRTL) is a national network providing graduate students and postdoctoral scholars with online training on evidence based teaching and professional development. UCLA is a member of CIRTL giving you access to all CIRTL online programing across the network.
To register for the National network please visit
CIRTL.net
.
CIRTL@UCLA offers a CIRTL certification pathway which includes in-person learning communities and training opportunities.
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CIRTL@UCLA Information Session
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We were thrilled to see so many of you at the CIRTL@UCLA information session! For those of you who could not make it, we will have another one in the fall. Please tell your friends and forward our newsletter and contact information.
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How to Become CIRTL Certified
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Engage in CIRTL@UCLA in whatever way meets your needs. It is common to start off as a community member and as you get more interested in learning more about teaching, you may want to increase your participation. Each level has a variety of ways to engage. All activities in each level are aligned with the CIRTL network
core ideas
and
learning outcomes.
The Certification Pathway involves engaging through three levels: Associate, Practitioner and Scholar. These levels can be completed based on your own timeline. Requirements for the three levels are described on our
website
.
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Track your Certification Progress on CCLE
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If you are interested in being part of the CIRTL community, we have a CCLE collaboration site that will allow you to keep track of your progress through the certification levels.
Click on “Associate Level” and there are instructions on how to track your progress and get started!
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Introducing the Scholars for Teaching as Research Program (STAR)
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The STAR program allows you to move through the pedagogical training from Associate to Scholar through a series of courses (Grad PD 496 A, B, C).
Grad PD 496A, An Introduction to Evidence Based Teaching
is offered in fall quarter. This course is taught in a flipped format, with videos each week and in-person learning community meetings where we practice the theory of evidence based practice. Most of the work is done in class, other than watching the videos outside of class. Most students find this course to be a lower effort course, because of the way it is structured, and can be taken either while you are teaching or not.
Grad PD 496B, Teaching as Research,
is offered in winter and is a more rigorous course, and requires a good deal of outside the classroom work. The outcome is a proposal for your Teaching as Research project. While you are not required to be teaching while you take the course, you are required to plan to implement the project in a course you will be teaching either in spring, summer or fall. Because of the rigor, you should not take Grad PD 496B until you are ready to spend the time developing your proposal, which may not be right after you take Grad PD A, which is fine.
Grad PD 496C, Implementation of TAR,
is offered in spring/summer. This is a learning community that provides you with support while you are iterating and implementing your project, analyzing your data and planning to present. This course should be taken directly after Grad PD 496B.
Graduate students who have completed their qualifying exams and have advanced to candidacy may have more time to devote to teaching and training and might be ready to move from the Associates Level to the Practitioner level.
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Two Summer CIRTL Network Online Courses – Registration Closes Today
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June 17-21: 12-5PM ET / 11AM-4PM CT / 10AM -3PM MT / 9AM-2PM PT; outside of those times, participants will be expected to do anywhere from 2 to 2.5 hours of individual work per day.
The CIRTL Online Summer Institute on Scientific Teaching is designed specifically for grad students and postdocs new to teaching. In this five-day institute, participants will experience a thorough introduction to the core ideas that ground CIRTL's approach to STEM education: learning-through-diversity, learning communities, evidence-based teaching, and teaching-as-research. By examining relevant literature, working online in small peer groups facilitated by topical experts, and performing structured work independently; participants will develop a deep understanding of scientific teaching.
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Summer CIRTL Network evidence based teaching MOOC
(Register using this
external link
)
Eight weeks, starting June 24
An Introduction to Evidence-Based Undergraduate STEM Teaching is an asynchronous, open, online course designed to provide graduate students, postdoctoral scholars, and other aspiring faculty in STEM disciplines with an overview of effective college teaching strategies and the research that supports them. This course is also suitable for other interested university staff, faculty, and administrators. The goal of the eight-week course is to equip the next generation of faculty to be effective teachers, thus improving the learning experience for the thousands of students they will teach.
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Taking these courses allow you to meet the requirement for the Associate level evidence based teaching course (also offered in person in the fall). These are excellent
alternatives
if you can’t take the in person course in the fall.
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Jobs! Positions Available:
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TA Training Program TA Conference & Workshop Coordinator
Center for the Advancement of Teaching is looking to hire a graduate student for summer and fall. Looking for a thoughtful and experienced instructor, good at handling administrative tasks, and is a clear written communicator and strong proof reader. Ideally, this person would have some event management/coordination experience. The
full job description and application space is here
.
Fall: 25% time (+fees, insurance, and tuition covered in fall).
Winter: Take over the whole role at 50% time (+fees, insurance, and tuition covered).
Graduate Student Teaching Assistant Consultant - express interest by
Monday, June 3rd.
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CEILS Director, Erin Sanders O’Leary and Associate Director, Rachel Kennison are looking for a TAC for LS 495 in fall. If there is a good fit, the position will be available for winter and spring as well. Erin and Rachel co-teach each session and we expect the TAC to help facilitate, as well as be responsible for all of the administration of the course and providing the TA’s feedback on their assignments. If the first quarter works out and we agree to continue, you will take on more supervised teaching as the year progresses.
- 25% time (+fees, insurance, and tuition covered).
- The only requirement is that at a minimum you have 36 units and 1 yr teaching experience.
If you are interested in the position, please fill out this brief
google form
by
Monday, June 3rd.
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Center for the Integration in Research, Teaching, and Learning |
Website
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