CIRTL@UCLA programming includes local courses and events on the UCLA campus that are aligned with the CIRTL network learning outcomes. Participation in these courses contribute to CIRTL certification. These local learning communities provide all graduate students and postdoctoral scholars with a collaborative space to explore best practices in teaching.

For a complete description of the CIRTL Network learning outcomes, please visit the CNC.

Schedule of CIRTL@UCLA courses for 2018-2019

Fall 2018 - An Introduction to Evidence Based Undergraduate Teaching

An Introduction to Evidence Based Undergraduate Teaching

10 weeks on Monday’s12-1:30 pm October 8th – Dec 10th

Course Description:

This course is designed to provide you with the foundational knowledge on the large body of educational research that supports effective teaching strategies. The goal of the course is to prepare you — THE NEXT GENERATION OF FACULTY — to be effective teachers with the support of a learning community.

This course was created by a unique collaboration between CEILS and UCLA Writing Programs to include graduate students and post doctoral scholars in all disciplines.

The Center for the Integration of Research, Teaching and Learning (CIRTL) is a national network comprised of 40+ PhD granting institutions across the US and Canada. In recent years, CIRTL institutions have expanded its mission to cultivate evidence-based teaching practices in all disciplines. This course is the first in a series that provides participants a pathway to CIRTL certification.

Click here to view flyer

To Register use this google form by Monday, October 1st and for more information please contact Rachel Kennison, MSW, Ph.D., email: rkennison@ceils.ucla.edu

Course Schedule

Week 1: Creating an Inclusive learning Community

Week 2: Principles of Learning Part 1: Prior Knowledge and mental models

Week 3: Principles of Learning, Part 2: Feedback and Mindset and Motivation

Week 4: Introduction to Backward Design: Learning Outcomes and their uses

Week 5: Assessment and Feedback: Types of Assessment

Week 6: Practicing Alignment: Align learning goals, outcomes and assessments/activities

Week 7: Active Learning part I: Why Active Learning?

Week 8: Active Learning Part II: Group work

Week 9: Inclusive Teaching: The Importance of Inclusive Teaching and the Mistakes Instructors Make

Week 10: Lesson plan/Classroom Observation presentations and wrap up

Winter 2019 - Teaching as Research (TAR)

Teaching as Research (TAR)

10 weeks, day and time TBD.

Course Description:

This course is designed to guide you through the planning of a Teaching-as-Research (TAR) project. Students will develop and complete a TAR project proposal and will prepare to conduct their research in the next quarter.

Learning Outcomes:

By the end of the class, you will be able to:

  • Identify and clarify research questions and learning outcomes
  • Describe relevant education research and assessment tools in your discipline
  • Plan assessments to collect evidence to answer research questions
  • Complete human subjects training
  • Complete a proposal to conduct a TAR project in the next quarter or within the year.

Completion of a TAR project proposal:

Your final materials submitted will be a TAR project proposal. We will work throughout the course on developing your proposal in stages so that the completion by the end of the course will be manageable.

Draft Schedule:

Week 1: Introduction to course; What is Teaching-as-Research?

Week 2: Presentation of initial project ideas Introduction to literature review

Week 3: Honing your TAR question Composing learning outcomes

Week 4: Intro to qualitative & quantitative methods

Week 5: Peer feedback on Methods

Week 6: Practice with qualitative methods

Week 7: Practice with quantitative methods

Week 8: Peer feedback on assessment tool(s)

Week 9: Peer review on Introduction

Week 10: Presentation of final project proposals

Spring 2019 - Implementation of your TAR project

Implementation of your TAR project

Day and time TBD with individual teaching faculty advisors and TAR instructors

Exploring Careers Inside and Outside the Academy

The course is offered to Graduate Students and Postdoctoral Scholars who want to be part of a community supporting individualized professional development and a systematic approach to career exploration.

Learning Outcomes – you will be able to:

  • Research and assess various career options
  • Use self-assessment feedback to clarify and confirm a career path
  • Build and get feedback on application documents (including teaching, research, commercial industry, government and non-profit – and this list is not exhaustive).
  • Create and maintain professional networks
  • Practice career-related skills

CEILS Bringing Theory to Practice (BTtoP) Workshops

Bringing Theory to Practice (BTtoP) Workshops are designed to share best practices in teaching pedagogy and strategies for implementation with faculty and instructors at UCLA. Many workshops are offered in advance of each quarter to help prepare for upcoming quarters.

  • Increasing Student Engagement through Interactive Polling (iClickers)
  • Designing Your Course Syllabus
  • Active Learning for Inclusive Classrooms
  • Creating Equitable Classroom Environments
  • 10+ Strategies for Getting Feedback from Students
  • Flipping Your Class With Camtasia – A Tool for Interactive Screencasts
  • Training Workshop for Using the Classroom Observation Protocol for Undergraduate STEM (COPUS)

CEILS Journal Club for STEM Education Research

Fridays every quarter from 2:00 – 3:00 PM   Location: 1100 TSLB 

About Journal Club: Every quarter, participants explore relevant education literature in more depth and develop greater understanding of assessment techniques and data analysis methods. Presenters may select a paper and lead a discussion about how education researchers have documented the relationship between effective teaching practices and their impact on student learning, knowledge retention, and persistence in STEM majors. Alternatively, presenters describe classroom innovations and evidence-based instructional strategies they are trying in their own courses, soliciting feedback from participants while sharing their expertise in a variety of areas supporting instruction and assessment in STEM classrooms. Faculty, graduate students, and postdocs are welcome to participate!

View the schedule for this quarter!

Entering Mentoring Training (EMT) Program

Effective mentoring is critical to the retention of students in STEM fields and has been linked to greater productivity, research independence, and career satisfaction. In general, mentors do not receive any formalized training in mentoring. More specifically, mentors are unaware of specific issues related to mentoring diverse students.

Entering Mentoring Training is an 8 week curriculum based on the model: “Entering Mentoring: A Seminar to Train a New Generation of Scientists,” by J. Handlesman et al. 2009.