Welcome to the CU Boulder CIRTL Website

The Center for the Integration of Research, Teaching, and Learning (CIRTL) is an NSF Center for Learning and Teaching in higher education. CIRTL uses graduate education as the leverage point to develop a national STEM faculty committed to implementing and advancing effective teaching practices for diverse student audiences as part of successful professional careers. The goal of CIRTL is to improve the STEM learning of all students at every college and university, and thereby to increase the diversity in STEM fields and the STEM literacy of the nation.

Established in fall 2006, the CIRTL Network was comprised of Howard University, Michigan State University, Texas A&M University, University of Colorado at Boulder, University of Wisconsin-Madison, and Vanderbilt University. After a substantial expansion in 2016 the Network now includes 45 research universities across the nation. The diversity of these institutions—private/public; large/moderate size; majority-/minority-serving; geographic location—is by design aligned with CIRTL’s mission.

Currently, there are 6 programs associated with CIRTL at CU Boulder: the TIGER series, presented by the Graduate Teacher Program (TIGER Teaches, TIGER Teaching-as-Research (TAR), TIGER Design and Development (DAD), TIGER Diversity on Campus (DOC), TIGER Teaching-as-Research Guided Engineering Teams (TARGET)) and the Evidence-Based Introduction to Teaching (EBIT) which evolved from the Summer Teaching-as-Research Institute for Postdocs in Engineering (STRIPE). A new program, Prepare To Teach (PTT) is a short ‘teaser’ workshop designed to briefly introduce participants to an evidence-based context including active learning for college STEM classrooms. The following programs are described in detail below, and more information can be found by clicking the links of each program.

The Teaching Institute for Graduate Education Research (TIGER) was formed in 2006 and builds on the CIRTL core ideas—learning-through-diversity, learning communities, and teaching-as-research—to promote development of future STEM faculty in teaching and learning. TIGER works to enhance the creative synergy that exists between graduate student teaching and research, and TIGER’s main goal is to show graduate students who aspire to be future faculty members how to utilize their disciplinary knowledge and research experience to develop innovative teaching practices for undergraduate education.

TIGER Teaches supports TIGER TAR and TIGER DAD participants, providing them with the opportunity to interact with members of the TIGER Team and other TIGER TAR and DAD fellows, receive feedback on their projects, and establish a sense of community.

TIGER Teaching-as-Research (TAR) projects are funded to allow graduate students to study teaching practices in the classroom.

TIGER Design and Development (DAD) supports experienced graduate students to develop discipline-specific pedagogy courses for their departments.

TIGER Diversity on Campus (DOC) TIGER DOC training is designed to help CU Boulder graduate teachers (TAs, RAs, and GPTIs) incorporate diversity and inclusion into their classroom environments and be prepared to enter a diverse teaching and workforce environment. Because TIGER DOC is supported currently on an NSF grant and subcontract from the Center for the Integration of Research Teaching Learning (CIRTL), the focus of the training will be on teaching in the STEM disciplines. Thus, CU Boulder science, technology, engineering, and math (STEM), sociology and anthropology graduate students are invited to participate. Graduate students from other departments may participate, and are welcome, if space allows. Participation is limited to 20 graduate students.

TIGER Teaching-as-Research Guided Engineering Teams (TARGET) brings together faculty and students in College of Engineering to study aspects of teaching and learning within engineering. Together, these teams will use the familiar tools of research in their field to study teaching and learning in their discipline. The TIGER TARGET program is an expansion of the TIGER Teaching-as-Research program, and is an initiative to include undergraduate and graduate students, post-docs and faculty members.

Evidence-Based Introduction to Teaching (EBIT) is a one-week summer institute for postdoctoral fellows and incoming faculty in the Science, Technology, Engineering and Math (STEM) fields in which participants apply research and engineering principles of design, build, test and iterate to specific course development, while experiencing a student-centered environment. The 4-hour per day, 5-day workshop will include evidence-based teaching techniques, CIRTL topics, and seminal STEM education research findings. Participants get a genuine teaching and learning experience to discuss in their faculty job interviews. EBIT is also run as semester long seminar version aimed at new faculty on the CU campus.

Prepare To Teach

The inaugural Prepare To Teach workshop will be held November 23, at the Seattle Hilton Leeward room, 12-2:45pm. Registration is full, but there may be a no-show, so you are welcome to check at the start of the workshop. Lunch will be served.

Learning Objectives for PTT

1) Participants will be able to apply new teaching techniques, including active learning approaches.

2) Participants will recognize the applicability of their disciplinary techniques (of research) to teaching and learning. (Pre-course survey, 30% disagreed)

This is a 2.75 hour ‘teaser’ workshop. If you like what you see here, please consider attending EBIT in July 2020 in Boulder.

Here are the lecture notes for PTT. You may want to use them digitally, or print them out and bring to the workshop. I won’t be able to bring hardcopies, sorry.

01 Intro and Meta Loops

02 Learning Objectives

03 The Story of PER

04 Alignment and Techniques

05 Practice

Preparing for EBIT 2019

Here is a copy of the email sent to participants.

Dear EBIT participants

We are thrilled to welcome you to EBIT Summer 2019. We have an action-packed program planned for you. Before you arrive, we have four things for you do to in preparation.

1) A major component is a ‘microteaching’ experience, and we want to give you a heads up now so you can start thinking about it. Some of the feedback from previous participants was a desire for this advance notice, so here it is.

During the week, you will be designing portions of an instructional module on a topic of your choice. A module is a roughly two-week portion of a course focused on a fundamental concept. You’ll be designing learning objectives and assessments for this module, and you’ll also do two iterations of a five to 10 minute introductory lecture/activity. You’ll present this activity for the other participants who come from a wide range of STEM fields, so we suggest choosing a topic that will be easy for you and them. Choose something appropriate for the early part of a lower-division undergraduate course in an area that you are interested in teaching someday. Your colleagues will give you feedback, which you’ll then incorporate in a second iteration.

Of course, we’ll have lots of specific instructions and suggestions about how to teach, but the topic is entirely up to you.

2) Part of our workshop emphasis is on using data to inform your teaching practices, and on starting instruction based on what students know when they start. So, in that spirit, we are asking you to complete this Pre Course Survey: https://cuboulder.qualtrics.com/jfe/form/SV_4UtGmT3mcKztNDn

After completing the survey, please take a look at the pre-readings shown below. Please treat these as you would a reading assignment for any course you’re taking. We’ll have a short quiz (ungraded!) on Monday’s assignment and we’ll be talking about your experience with reading and quizzes in the context of the research on textbook use and reading quizzes.

2) We will have a session on writing a teaching philosophy statement. Such statements are very helpful when applying for faculty positions, and are also typically required of faculty going up for reappointment or tenure. The Zotero library contains a document that the CU Mechanical Engineering Department uses to guide faculty as an example of expectations. Please have a look. Our session will be more valuable if you can bring a draft of your teaching statement to the workshop.

We included full citations for reference with that email, but the content is available as pdfs in our Zotero library:

Zotero is a citation and reference tool like Endnote and Mendeley, but is open source and is better for sharing source documents with research groups and students. We’ll have a demo of this Monday also.

Pre-Readings (sorry, I can’t post the pdfs here, but please join our Zotero group for access)

MONDAY Read preface (pg 12- 16) of

Nancy Kober. Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering. National Academy Press, 2015. http://www.nap.edu/catalog/18687/reaching-students-what-research-says-about-effective-instruction-in-undergraduate

TUESDAY Read the 2 page summary of Gibbs, Graham, and Claire Simpson. “Conditions under Which Assessment Supports Students’ Learning.” Learning and Teaching in Higher Education 1, no. 1 (2004): 3–31.

Read Hake, Richard R. “Interactive-Engagement versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses.” American Journal of Physics 66, no. 1 (1998): 64. doi:10.1119/1.18809.

WEDNESDAY Skim Lin-Siegler, Xiaodong, Carol S. Dweck, and Geoffrey L. Cohen. “Instructional Interventions That Motivate Classroom Learning.” Journal of Educational Psychology 108, no. 3 (2016): 295–99. https://doi.org/10.1037/edu0000124.

THURSDAY Read Jean Hertzberg, Jana Milford, Daniel Knight, and Sarah Andrews. “Teaching Statement Self-Reflection Guide.Pdf.” Dept. Mechanical Engineering, University of Colorado Boulder, May 29, 2019.

Travel and lodging arrangements are up to you, but please let us know if you have questions. We have a block of rooms at a discounted rate at the Best Western Plus Boulder Inn; reserve before July 8 for the discount.  If you are unable to attend, please let us know. Also, we are planning a group dinner at the end of the workshop on Friday evening. It’s optional, but we’d love to see you there.

Looking forward to seeing you on Monday July 29, in the Idea Forge, which is in the Fleming Building, room 33. Our classroom is in the southeast corner of the building on the ground (lowest) floor. FYI, Jean will be away from email June 22- July 1.

Best regards

Jean Hertzberg (CU Boulder) and Sarah Hokanson (Boston University)

EBIT Summer 2019 Co-Instructors

Housing in Boulder 2019

I wish I had a great option for our participants from out of town, but inexpensive housing in Boulder is always a challenge. However, the Best Western Plus Boulder Inn is within walking distance, and we have a discounted rate available until July 7. The workshop will be held in the Idea Forge, in the Fleming building near the southeast corner of the main Boulder campus. Other close hotels are the Millenium Harvest House, and Basecamp Boulder. If you’d like to share an Airbnb, I’ll be happy to connect you to other interested participants. Email me, Jean.

Instructors 2019

Jean Hertzberg, PhD

Associate Professor

I have been a Mechanical Engineering faculty member at the University of Colorado, Boulder, (CU) since 1991, teaching fluid mechanics, thermodynamics, experimental techniques and design to graduate and undergraduate students. My disciplinary research is generally human-scale experimental fluid physics ranging from combustion to cardiac hemodynamics, and always features some type of flow or data visualization.

Since 2006 I have been interested in engineering education research, when I found students responded to my Flow Visualization elective in a big way, and I wanted to know why. The answer to that question led me to become active in faculty development and CU’s excellent disciplinary based education research (DBER) community, where I have learned about the science of teaching and learning. Participation in the NSF-funded CIRTL network has given me the opportunity to develop EBIT (formerly STRIPE) which I’ve been teaching since 2013, with the assistance of wonderful co-instructors: Rique Campa, Clayton Lewis, Andrew Martin, Kathryn Spilios and now Sarah Hokanson.

Sarah Chobot Hokanson, PhD

Assistant Provost, Professional Development & Postdoctoral Affairs

Sarah is responsible for postdoctoral affairs, professional development programming and resources for doctoral students and postdocs across the University, as well as supporting the development of University policies related to postdoctoral scholarship. She also provides resources for faculty mentors and PIs applying for grants related to doctoral and postdoctoral training. Sarah is the multi-PI of the Postdoc Academy, a $1.8m NIH project focused on providing digital and in-person professional development opportunities for postdocs nationwide. She is co-PI of an NSF AGEP Alliance (CIRTL AGEP) focused on improving the research climate for graduate students and postdocs, and is co-Director of the Workforce Development Core within Boston University’s NSF Engineering Research Center (CELL-MET). Sarah serves in leadership positions nationally, including most recently on the AAMC Postdoctoral Leaders Steering Committee and the Cross Network Operations Group within the Center for the Integration of Research, Teaching, and Learning (CIRTL) Network. Sarah received her BA in Chemistry from Boston University, a NSF Graduate Research Fellowship-funded PhD in Biochemistry and Molecular Biophysics from the University of Pennsylvania School of Medicine, and did a Ruth L. Kirschstein NIH postdoctoral fellowship at Cornell University in Chemistry and Chemical Biology.

EBIT Summer 2019

I’m happy to announce that EBIT/STRIPE will be offered at CU Boulder July 29-August 2, from 12:30 to 4:30 pm in the Idea Forge  (FLEM 33). The program will be similar to previous years, plus some innovations suggested by analysis of evidence from previous offerings (gotta walk the talk!).

Registration is still open! It will stay open until Friday July 26, and we have plenty of room.   The program fee will be $50. Here is some pre-work you should do before the start of the workshop.

Here is more information about EBIT. Questions? Please email me, Prof. Jean Hertzberg

EBIT Summer 2019

I’m happy to announce that EBIT/STRIPE will be offered at CU Boulder July 29-August 2, from 12:30 to 4:30 pm in the Idea Forge (FLEM 33). The program will be similar to previous years, plus some innovations suggested by analysis of evidence from previous offerings (gotta walk the talk!).

Registration is now open!  The program fee will be $50.

Here is more information about EBIT. Questions? Please email me, Prof. Jean Hertzberg

Summer 2017: July 24 – 28

I’m happy to announce that EBIT/STRIPE will be offered at CU Boulder July 24 – 28, from 12:30 to 4:30 pm in FLMG 271B. The program will be similar to previous years, plus some innovations suggested by analysis of evidence from previous offerings (gotta walk the talk!).

You can register at https://cuboulder.qualtrics.com/jfe/form/SV_d4IvxTGf1N60znn

Here is more information about EBIT/STRIPE. Questions? Please email me, Prof. Jean Hertzberg

EBIT in Fall 2016

I will be offering an Evidence Based Introduction to Teaching (EBIT) workshop in Fall 2016 to faculty in the Mechanical Engineering Department at CU Boulder. The total length will be about 12 hours, offered in weekly hour sessions for the first 12 weeks of the semester (Fridays 3 pm in ME conference room B). It will focus on having faculty experience a student-centered learning environment while applying engineering principles of design, build, test and iterate to your specific course curriculum development. These principles are familiar to us from our research practices, and in applying them to our teaching practices we professionalize our teaching. There is a large and growing body of research that supports this approach; hence the ‘evidence based’ emphasis in the workshop title. Faculty will learn about evidence based teaching methods while experiencing and practicing those same methods at the same time.

The this workshop is a modification of the STRIPE workshop. The content and resources will be the same. For a preview, please visit the online Zotero group library, https://www.zotero.org/groups/stripe . Anyone can see the citations, but to see the content including lecture notes and readings, you need to create a Zotero login (free!) and request membership in the group (guaranteed). Send me an email if you have any trouble.