Workplace Writing Revisited

In a couple of earlier posts, I shared some workplace writing. One was a blog post about self-driving tractor-trailers, and the other was a blog post about the US Department of Energy’s Solar Decathlon. I wrote both for a client with an interest in STEM (science, technology, engineering, and mathematics). However, before I had a chance to submit them, he decided he no longer wanted to maintain a blog. The same is true of one more example of workplace writing I’d like to share. This one’s about the Center for the Integration of Research, Teaching, and Learning, which is an organization focused on graduate-level STEM education. I hope you enjoy!

All About the International Group Improving STEM Graduate Education

It is widely agreed that the education and career pipeline in the fields of science, technology, engineering, and mathematics (STEM) has blockages. These blockages in the STEM pipeline result in fewer opportunities for many. For example, a report by the National Center for Science and Engineering Statistics revealed that women, people with disabilities, African Americans, Hispanics, Latinos, American Indians, and Alaska Natives were all underrepresented in science and engineering education and employment. Similar is true in technology and math.

A chart from a report by the National Center for Science and Engineering Statistics (NCSES) showing disproportionate undergraduate bachelor’s degrees earned by Whites in science, engineering, and other subjects. (NCSES/Karen Hamrick)

To unblock the STEM pipeline, an international group of experts in graduate education teamed up to propose new methods for helping graduate students learn to become better educators. The group’s hope is that by improving STEM education, more students will persist through the STEM pipeline. These experts, who make up the Center for the Integration of Research, Teaching, and Learning (CIRTL), hail from institutions of higher education across the United States and Canada.

Purpose of CIRTL

According to the CIRTL website, it was established in 2003 to enhance STEM education by focusing on the development of highly skilled faculty members. Its aim is to instill in new faculty members evidence-based teaching practices designed to reach diverse learners. Through improved education, the CIRTL hopes to diversify STEM workplaces and improve STEM literacy.

Who’s Involved in CIRTL

The CIRTL website notes that after its initial founding by Michigan State University and the University of Wisconsin-Madison, the CIRTL was broadened into a network in 2006. This network included representatives from Howard University, Texas A&M University, the University of Colorado Boulder, and Vanderbilt University. However, the latter two are no longer members.

Further expansion of the network has occurred several times over the years. Listed on the CIRTL website as joining the network in 2012 are 11 universities; 16 more joined in 2016, an additional five were added in 2020, and six more joined in 2021. The most recent to join were Arizona State University, California Institute of Technology, Ohio State University, Pennsylvania State University, Stanford University, and University of Connecticut. The total number of institutions currently involved is 42, with 40 of them spread across the United States and two in Canada.

CIRTL Values, Core Ideas, and Learning Outcomes

As outlined on its website, the CIRTL holds seven values to be of utmost importance. These are learner-centered education, equity and inclusion, diversity and representation, collaboration, intellectual generosity, inclusive excellence and innovation, and reflective decision-making. These values were adopted by the network in December 2019.

The CIRTL also notes on its website that it operates according to a list of three core ideas. The first is learning-through-diversity, which notes that excellence and diversity are intermingled; therefore, in order to reach excellence, diversity is required, and in order to achieve diversity, excellence is required. The second core idea is teaching-as-research, which calls for teaching to be treated as a subject of research-based study. The final core idea is learning communities, which emphasizes the importance of interpersonal relationships in generating new knowledge.

In addition to its values and core ideas, the CIRTL also outlines on its website learning objectives it deems important. These outcomes can be achieved at three levels, which result in being a CIRTL Associate, a CIRTL Practitioner, and a CIRTL Scholar. At the Associate level, participants understand the role of the three core ideas in effective teaching. At the Practitioner level, participants apply the core ideas to improve teaching practices. Finally, at the Scholar level, participants produce and share scholarship that forwards effective teaching.

CIRTL Programming

The CIRTL notes on its website that it offers a variety of programming to its members and non-members alike. STEM graduate students at member institutions enjoy priority registration for events that are open to non-members. This programming includes courses, workshops, MOOCs, clubs, summer institutes, learning communities, and more.

A few courses listed on the CIRTL website include “Diversity in the College Classroom,” “Teaching with Technology,” “Teaching-as-Research,” and “Online Teaching and Learning.” Topics for workshops have been writing an individual development plan, writing a teaching philosophy, and developing a CV or resume. The MOOCs offered are “An Introduction to Evidence-Based Undergraduate STEM Teaching” and “Advancing Learning Through Evidence-Based STEM Teaching.”

The CIRTL website additionally highlights its journal club, which involves participants reading and discussing relevant articles on STEM education and teaching. Also highlighted are its annual summer institutes hosted by CIRTL member institutions, which involve in-depth sessions about STEM teaching that take place over several days. Another highlight are the CIRTL leaning communities that meet online to foster community in addressing such topics as learning through diversity and conducting an academic job search.

Support for CIRTL

The CIRTL website lists several sources of financial support. The National Science Foundation provided initial funding. Additionally, the Alfred P. Sloane Foundation, the Great Lakes Higher Education Corporation, and the Wisconsin Center for Education Research of the University of Wisconsin-Madison provide support.