[CIRTL] Developing a CV or Resume (online)
June 25, 2019 @ 11:00 am - 12:30 pm
Participants will become familiar with the formats, purposes, and structures of various academic and professional CVs, through individual and group reviews of exemplary documents, and through drafting their own long-form CV and one shorter document (NSF or NIH biosketch, or non-academic resume). Participants will learn about opportunities to highlight their attainment of CIRTL learning outcomes and achievement levels in such documents. The use of Learning Communities (in a short-term virtual sense) will be modeled through a “real-time” peer review of documents drafted by participants.
This three-part workshop meets online on Thursday, June 20, Tuesday, June 25, and Thursday, June 27, at 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT.
Participants will be expected to do some minor pre-work to prepare for the course, to draft or refine their own resume or CV, and to provide feedback on their peers’ resumes and CVs.
Registration & Enrollment
This course is limited to 60 participants. Early registration for CIRTL members only is open from April 23 through May 7. Regular registration runs from May 8 through May 24 at 12PM CT. STEM/SBE grad students and postdocs from CIRTL institutions receive priority; we refer to the institution, role, and discipline in your website profile when assessing priority.
Associate: Evidence-Based Teaching
- Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
Associate: Learning Community
- Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
- Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.
- Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
- Describe how the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners.