Get an introduction to key learning principles and the basics of effective, evidence-based teaching practices in this 12-week course about teaching in the college classroom. This course will focus on developing inclusive, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives, assessment, and learning activities through both discussion of course materials and developing and practicing their own lesson plan. In this course, participants will

• Explore inclusive, learner-centered teaching theories and practices
• Read and discuss literature on effective teaching and learning
• Apply evidence-based strategies to your teaching practice
• Create connections between learning objectives, assessments, and learning activities in order to build and teach a lesson plan
• Reflect on personal teaching values and decision making

Instructors

Beth Fleener, University of Texas at Arlington
Amanda Nolen, Georgia Tech
Tiffany Shoop, Virginia Tech

Course Schedule

This course meets in Zoom on Tuesdays, September 23 through December 9, at 9–10:30pm Gulf / 1–2:30pm Eastern / 12–1:30pm Central / 10–11:30am Pacific/Arizona.

**After November 2nd, course meets at 10-11:30om Gulf / 11am-12:30pm Arizona**

Audience

This course is designed first and foremost for graduate students, postdoctoral researchers, and early career faculty in STEM/SBE disciplines, but generally relevant to anyone looking to improve their foundational college-level teaching and learning skills and knowledge.

Registration & Enrollment

**Closed for registration as of Friday, September 19th**

Cap: 100. Registration is now open and will close once capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.

Accessibility

If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

• Using alt-text on images in reading materials
• Sending weekly reminders with upcoming assignments to all students
• Sending weekly reminders with missing assignments to students who have late work
• Sharing materials for synchronous sessions with students via Moodle (slides, breakout group activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions
• Sharing recordings from synchronous sessions
• Allowing students to make up absences and submit work late with no penalty

About CIRTL Programming

CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.

This course supports the following CIRTL learning goals at an introductory level:

• Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
• Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.