Assessing Teaching & Learning Seminar
The Assessing Teaching & Learning Seminar (ATLS) is an online seminar offered by the CTL to help participants create a plan to assess teaching and student learning in the classroom. Over the course of these four modules, participants gain an understanding of Teaching as Research (TaR) by defining an original research question and developing their own TaR project proposal, drawing on the support of an online community of peers and the instructor. Along the way they learn about relevant data collection and assessment tools, both quantitative and qualitative, and complete a methods and data analysis section. The seminar culminates in the presentation of fully developed TaR proposals.
See below for details and ATLS module descriptions.
ATLS is running from May 16 – July 1, 2022. CTL is accepting applications through Friday, April 29. Send any questions about applying to ATLS to CTLgrads@columbia.edu.
Current Columbia University graduate students and postdocs who are interested in…
- Understanding the role of Teaching as Research (TaR) in evidence-based pedagogy
- Exploring educational research literature
- Learning about data collection and assessment tools pertinent to teaching and learning
- Defining and developing an original TaR proposal
The Assessing Teaching and Learning Seminar will run online from May 16 through July 1. Outside of the seminar kickoff on Monday, 5/16 (1-2 pm ET via Zoom) and online presentations scheduled for the week of 6/20 or 6/27, this seminar is asynchronous, meaning that there are no regular in-person or online meetings. Instead, weekly due dates every Sunday will help participants work through modules with the rest of the cohort and engage in peer review activities.
Click on the toggles below to read the session descriptions.
Module 1. What is Teaching as Research? Assessing Teaching and Learning
In Module 1, learn about the iterative process of Teaching-as-Research (TAR) as a means to help you decide how to go about assessing your teaching and your students’ learning. After gaining an introduction to TaR in context with other educational assessment terms, you will discuss sample TAR research questions to help you develop an original research question to help guide your own assessment work.
Module 2. Defining & Refining Your Teaching as Research Question
In Module 2, learn how to contextualize and refine your drafted TAR question by looking into the research of teaching and learning in your academic discipline and beyond. After reviewing TAR questions and literature reviews by other participants, you will draft an introduction that puts into context your refined research question.
Module 3. Teaching & Learning Data Collection and Analysis
In Module 3, learn how to select the data collection and analysis methods that may be appropriate for assessing your research question. To do so, you will see examples of some common methods, and dive more deeply into a few methods of greatest interest to you. At the end of the module, you will draft a methods section that discusses the fit of your assessment approaches and analyses to your TAR question.
Module 4. Proposing Your TaR Project
In Module 4, learn how to put all of the parts of your proposal together, and get direct feedback on a complete draft of your assessment plan. Drawing from and completing your peer reviews, you will draft a final proposal for your project, and create a short five-minute pitch that summarizes your goals and approach – a pitch similar to what you could use if you were talking about this project in an interview.
After participating in this seminar series, you will be able to:
- Explain Teaching as Research (TaR), its role in the spectrum of the scholarship of teaching and learning (SoTL), and its usefulness in your own teaching
- Define and refine a TaR research question
- Select appropriate methods for data collection and analysis for a TaR project
- Draft a proposal to implement a TaR project
The CTL is here for graduate students.
The Columbia Center for Teaching and Learning provides an array of support for graduate students in both their current and future teaching responsibilities.