ABOUT THE PROGRAM
Developed by CITL in partnership with HSI, IRAPS, and selected faculty, Project REAL is designed to provide faculty with a research-based program to engage in comprehensive equity-minded course redesign to improve teaching and learning and contribute to equitable outcomes for students at UC Santa Cruz.
- Facilitated and closely supported opportunity to redesign a course.
- For key courses in the undergraduate curriculum–beginning with STEM “gateway” courses known to be barriers to student persistence in STEM majors.
- Opportunity for individual faculty or for cohorts of faculty who participate as a team to make connections between sequential courses and/or address curricular coherence within and across major pathways.
- Focuses on student pathways, hidden curriculum, and bridging equity gaps, as well as foundational course design elements, such as aligning learning outcomes, assessments, and teaching and learning activities.
- At the end of the program, faculty will have a fully redesigned Canvas course that is ready to teach.
Join us this summer to redesign your course!
PARTICIPATION IN PROJECT REAL
Summer 2021 Cohort: June 21 - July 23
- Meetings take place twice per week on Mondays and Wednesdays at 9:30 am - Noon
- Completion of homework and individual consultation between sessions is expected
- Expected weekly time commitment is 8 - 10 hours (5 hours in facilitated sessions and approx. 3 - 5 hours of homework and individual consultations per week)
- Final product is a fully redesigned course in Canvas that is ready to teach
- 15 participants
- Remuneration: $5,000
We encourage applications from teams of STEM faculty (2 - 5 people per team) who teach "gateway" courses in the undergraduate curriculum that are sequential or could benefit from curricular coherence within a program and/or across departments.
APPLICATIONS FOR THE FIRST SUMMER COHORT ARE DUE BY 10AM ON MAY 3.
PROGRAM LEARNING OUTCOMES
By participating in Project REAL, you will be able to:
- Recognize the key elements of equity-minded course redesign for significant learning and apply them to your own course redesign.
- Analyze course level data to see historical student demographics, concurrent and previous enrollments, and comparative outcomes for key student groups and apply insights from the data to your course redesign.
- Construct student surveys to help you get to know your students as learners.
- Develop learning outcomes that clearly articulate the knowledge, skills, and enduring understandings you want students to gain from your course.
- Create a variety of appropriate assessments linked to the course learning outcomes that allow students to demonstrate learning in a variety of ways with ample feedback and many opportunities to reflect, correct, and revise.
- Explore and plan teaching activities that foster learning through student engagement and active participation.
- Collaborate with your teaching team to build a learning community where students are supported, actively participate, and are valued for their contributions.
- Integrate technology into your course to improve equity and accessibility and enhance your teaching and your students’ learning.
- Design a syllabus that communicates expectations and learning outcomes clearly and communicates equity as a value.
- Produce a newly designed course in Canvas that supports significant learning.
- Develop practices for reflection upon your own instructional choices, so that you can continue to enact these reflective processes as you teach and revise future courses.
MEET THE FACILITATORS
CITL Associate Director for Teaching
Lecturer of Mathematics
CITL Assistant Faculty Director
Assistant Teaching Professor
Ecology & Evolutionary Biology
CITL STEM Equity Coordinator
This program is made possible by generous funding and support from UCSC's Chancellor and Executive Vice Chancellor/Campus Provost.