Planning Your Teaching-as-Research Project

Dates: TBD
Registration closes: TBD
Satisfies prerequisite toward the Delta Certificate: Δ (1 delta)

Note: Before you can register, you will need to create a (free) CIRTL account here.

Teaching-as-Research (TAR) takes a deliberate and systematic approach towards investigating, reflecting on, and improving one’s own teaching. The TAR process follows an inquiry cycle that consists of the following stages: identifying of a challenge within the context of teaching and learning, delving into the relevant scientific literature, designing a project to elucidate why the challenge occurs or designing a teaching intervention to address the challenge, implementing the project, collecting data, analyzing the data, drawing conclusions, and reflecting on the experience.

TAR is a proactive and dynamic approach towards improving your teaching and document your teaching effectiveness. A TAR experience will provide a substantial example of your reflective, professional practice applicable to a range of career outcomes. This course will provide a mentored learning community for participants who wish to develop and plan a Teaching-as-Research project that would be subsequently carried out, ideally in 2020.

Participants will work on refining their research question, conducting a literature review, defining student outcomes for their project, and identifying appropriate learning activities and assessments that align with those outcomes. Throughout the course, participants will draft components of their project plan and provide feedback on each other’s work; they will have a completed TAR project plan by the end of the course. Sessions will be highly interactive and require active engagement and participation.

We estimate participants will need to spend 4-5 hours per week on work outside of class sessions (this is a higher workload than most CIRTL online courses). This is an intermediate-level course designed for students who are ready to plan a Teaching-as-Research project, and have a working knowledge of, and experience with, evidence-based teaching methods. As a minimum prerequisite, we expect students will have met these CIRTL Associate level learning outcomes:
* Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
* Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
* Describe several assessment techniques and recognize their alignment with particular types of learning goals.

If you do not meet these requirements, please consider enrolling in another course such as the CIRTL MOOC. Registrants for this course will be asked to fill out an application and will need to be approved by the instructors before they are enrolled in the course.

Satisfies Δ (1 Delta)