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UID:10002872-1754006400-1817164799@cirtl.net
SUMMARY:Self-Paced Teaching & Learning Courses
DESCRIPTION:Develop your teaching & learning knowledge and skills in one of CIRTL’s 9 self-paced\, asynchronous courses designed for graduate students and postdocs. You can read detailed descriptions of this programming below. At the bottom of this page you can view a matrix showing how each self-paced course addresses CIRTL’s learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge\nGoal 2: Connect with community to enhance teaching\nGoal 3: Cultivate teaching skills through reflective improvement\nGoal 4: Prepare for an impactful career\n\nQuestions? Contact CIRTL’s help desk at registration@cirtl.net. \n\nSelf-paced full courses open for registration\nAn Introduction to Evidence-Based Undergraduate STEM Teaching\nGet an overview of effective college teaching strategies and the research that supports them in this 8-part self-paced online course designed for graduate students and postdocs in STEM disciplines (science\, technology\, engineering\, and math). \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nNo registration restrictions\nRead more and register now\n\nAdvancing Learning Through Evidence-Based STEM Teaching\nLearn effective college-level teaching strategies that engage learners through active learning\, as well as the research that supports them\, in this 8-part self-paced online course designed for future faculty in STEM disciplines (science\, technology\, engineering\, and math). This course builds on “An Introduction to Evidence-Based Undergraduate STEM Teaching”; the intro course is recommended\, but not required\, as a prerequisite for participating in this course. \n\nCIRTL learning goals: 1\, 2\, 3\nLearning level: intermediate\nNo registration restrictions\nRead more and register now\n\n\nSelf-paced short courses open for registration\nCreating a Transgender Inclusive STEM Environment: A Course for Educators\nUnderstand the climate for trans students in STEM disciplines\, and learn specific ways to make your class environment more trans inclusive in this 4-part\, self-paced online short course. Participants will begin with a snapshot of the cultural context for trans students and colleagues in STEM disciplines\, get an introduction to a framework for trans inclusivity\, and explore specific ways to apply that framework to your own practice. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nEffective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies\nPost-graduate STEM education presents unique opportunities and challenges in shaping professionals who can address complex scientific\, technological\, and societal issues. This 4-part\, self-paced online short course is designed to equip educators with innovative teaching strategies and pedagogies that inspire transformative learning\, deepen engagement\, and foster meaningful connections between theoretical knowledge and professional practice. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nIncorporating Active Learning\nActive learning is a commonly-used phrase that many have different conceptions of or attribute different characteristics to. In this 4-part\, self-paced online short course\, learn the basic components along with the benefits and limitations of active learning. Participants will use this knowledge to determine when active learning would be a benefit to the learning process and how they can apply new active learning strategies in the classroom. \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nMaking Large Classes Feel Smaller\nReflect on the challenges of teaching in large classes and your own pedagogical values as an instructor in order to find creative ways to support student learning and engagement. This 4-part\, self-paced online short course explores common logistical challenges in large classes\, considers how to apply evidence-based teaching practices in these environments\, and invites participants to develop their own ideas for improved student engagement and participation. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nResearch as a High Impact Practice in STEM Education\nTo broaden participation in research and make STEM disciplines more inclusive\, instructors can demystify research early and often. One promising way to do this is to bring research practices into the classroom. This 4-part\, self-paced online short course introduces strategies that instructors can use to connect students with meaningful\, research-aligned learning experiences\, no matter their starting point. \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nWhen a Student Falls Behind\nGiven the rapid pace and large volume of technical content in STEM courses\, instructors often see students fall behind the cadence of content in the course for a variety of reasons in a variety of ways. Once a student falls behind\, this can impede learning significantly. This 5-part\, self-paced online short course introduces how can instructors create policies and support for students that are not on the “same timeline” of learning as the intended pace of the course. \n\nCIRTL learning goals: 1\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nTA Principles and Strategies\n\n\nParticipants will gain a deeper understanding of their responsibilities as TAs and are empowered to contribute meaningfully to student success and the overall academic environment. This 7-part\, self-paced online short course designed to support teaching assistants in developing essential skills across key areas of teaching and learning covers pedagogical principles\, course design\, effective teaching practices\, assessment and feedback strategies\, classroom management\, time management\, and professional communication. \n\n\n\nCIRTL learning goals: 1\, 2\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nTeaching Transferable Skills and Work-Integrated Learning in the College Classroom\n\n\nLearn techniques for teaching transferable skills and work-integrated learning through re-imagining the nature of human competency\, how people best learn complex skills\, and how to re-design teaching activities accordingly. This 4-part\, self-paced online short course will help learners practice how to articulate and then teach key skills relevant to your courses that are embedded in disciplinary content and cultural contexts. \n\n\n\nCIRTL learning goals: 1\, 2\, 3\, 4\nLearning level: intermediate\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\n\nSelf-paced courses & CIRTL learning goals\nAll programming aligns with CIRTL’s 4 learning goals at introductory\, intermediate\, or advanced levels. Here\, you can see how our self-paced programming provides different learning experiences for each learning goal. \n  \n\n\n\n\n\n\n \n\n\nCourse\nGoal 1: Develop evidence-based teaching knowledge\nGoal 2: Connect with community to enhance teaching\nGoal 3: Cultivate teaching skills through reflective improvement\nGoal 4: Prepare for an impactful career\n\n\n\n\nWhen a Student Falls Behind\nIntroductory\n\n\n\n\n\nAn Introduction to Evidence-Based Undergraduate STEM Teaching\nIntroductory\nIntroductory\n\n\n\n\nResearch as a High Impact Practice in STEM Education\nIntroductory\nIntroductory\n\n\n\n\nIncorporating Active Learning\nIntroductory\nIntroductory\n\n\n\n\nCreating a Transgender Inclusive STEM Environment: A Course for Educators\nIntroductory\n\nIntroductory\n\n\n\nMaking Large Classes Feel Smaller\nIntroductory\n\nIntroductory\n\n\n\nEffective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies\nIntroductory\n\nIntroductory\n\n\n\nAdvancing Learning Through Evidence-Based STEM Teaching\nIntermediate\nIntermediate\nIntermediate\n\n\n\nTA Principles and Strategies\nIntroductory\nIntroductory\nIntroductory\n\n\n\nTeaching Transferable Skills and Work-Integrated Learning in the College Classroom\nIntermediate\nIntermediate\nIntermediate\nIntermediate
URL:https://cirtl.net/event/self-paced-courses/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260908T120000
DTEND;TZID=America/Chicago:20260908T133000
DTSTAMP:20260729T132317Z
CREATED:20260722T190307Z
LAST-MODIFIED:20260729T132317Z
UID:10002994-1788868800-1788874200@cirtl.net
SUMMARY:The College Classroom
DESCRIPTION:Get an introduction to key learning principles and the basics of effective\, evidence-based teaching practices in this 10-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 \n\nExplore inclusive\, learner-centered teaching theories and practices\nRead and discuss literature on effective teaching and learning\nApply evidence-based strategies to your teaching practice\nCreate connections between learning objectives\, assessments\, and learning activities in order to build and teach a lesson plan\nReflect on personal teaching values and decision making\n\nInstructors\nBeth Fleener\, University of Texas at Arlington\nAmanda Nolen\, Georgia Tech\nTiffany Shoop\, Virginia Tech \nCourse Schedule\nThis course meets in Zoom on Tuesdays\, September 8 through November 10\, at 9–10:30pm Gulf / 1–2:30pm Eastern / 12–1:30pm Central / 10–11:30am Pacific/Arizona. \n**After November 1st\, course meets at 10-11:30pm Gulf / 11am-12:30pm Arizona** \nAudience\nThis 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. \nRegistration & Enrollment\nRequest a registration reminder \nCap: 100. Registration opens on Monday\, August 17th at 10am CT 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. \nAccessibility\nIf 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: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/the-college-classroom-5/2026-09-08/
LOCATION:Online in Zoom
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260914T150000
DTEND;TZID=America/Chicago:20260914T163000
DTSTAMP:20260803T195058Z
CREATED:20260731T154911Z
LAST-MODIFIED:20260803T195058Z
UID:10003079-1789398000-1789403400@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement (Synchronous)
DESCRIPTION:In this interactive two-part workshop participants will learn what a teaching philosophy statement is and how it’s used on the academic job market\, discuss ideas and ask questions about your own statement\, then draft a statement and refine it in a writing group of peers from your discipline. We will discuss elements of teaching statements\, evidence of effective teaching tailored for different academic jobs\, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s small group writing and feedback process. By the end of this workshop\, participants will be able to: \n\nUnderstand common components of a teaching philosophy statement\nIdentify their own teaching accomplishments\, beliefs\, and goals\nDraft a teaching philosophy statement\nRefine their work through peer review feedback\n\nInstructors\nEmily Potratz\, University of Illinois\, Chicago\nBrian Rybarczyk\, University of North Carolina\, Chapel Hill \nWorkshop Schedule\nThis two-session online workshop meets in Zoom on Monday\, September 14 and 21 at 4-5:30pm Eastern / 3-4:30pm Central / 1-2:30pm Pacific/Arizona. \n**This workshop meets on September 15 and 22 at 12-1:30am Gulf** \nAudience\nThis workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone looking to develop or refine their teaching statement. \nRegistration & Enrollment\nRequest a registration reminder \nCap: 50. Registration opens on Monday\, August 31st at 10am CT. Enrollment will be processed on a first-come\, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, 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 workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis workshop supports the following CIRTL learning goals: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/writing-an-effective-teaching-philosophy-statement-3/2026-09-14/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260923T110000
DTEND;TZID=America/Chicago:20260923T120000
DTSTAMP:20260803T191000Z
CREATED:20260803T191000Z
LAST-MODIFIED:20260803T191000Z
UID:10003077-1790161200-1790164800@cirtl.net
SUMMARY:Thinking Like a Search Committee: Packaging Your Experience for a Tenure Track Faculty Position
DESCRIPTION:This workshop pulls back the curtain on the academic hiring process to help postdocs transition into tenure-track faculty roles. By viewing the hiring process through the eyes of a search committee\, participants will learn exactly how their application materials are screened\, scored\, and short-listed. Attendees will gain actionable insights into committee processes and practices and learn how to strategically align their CVs\, cover letters\, and research statements with institutional expectations. By the end of this workshop\, participants will be able to: \n\nIdentify search committee processes and practices that are unique to tenure-track faculty searches\nIdentify strategies to strengthen their application materials for tenure-track faculty positions\nAnticipate institutional rubrics used by committees to evaluate departmental fit and future funding potential\nDiagnose and correct common application red flags that lead to early elimination during the initial screening phase.\n\nInstructors\nRobin Macaluso\, University of Texas at Arlington \nSchedule\nThis one-session online event meets on Wednesday\, September 23rd at 8-9pm Gulf / 12-1pm Eastern / 11am-12pm Central / 9-10am Pacific/Arizona. \nAudience\nThis session is open to graduate students and postdocs from any discipline who are curious about the tenure-track faculty application process. Examples and language in the session will be geared towards STEM disciplines and postdoctoral experiences. \nRegistration\nRequest a registration reminder \nThis workshop has no cap\, and registration opens on Monday\, August 17th at 10am CT. Once registration opens\, it will remain open until the day of the event. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, 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 event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis event supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/thinking-like-a-search-committee-packaging-your-experience-for-a-tenure-track-faculty-position/
LOCATION:Online in Zoom
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260930T100000
DTEND;TZID=America/Chicago:20260930T111500
DTSTAMP:20260729T132730Z
CREATED:20260724T190408Z
LAST-MODIFIED:20260729T132730Z
UID:10003074-1790762400-1790766900@cirtl.net
SUMMARY:Rethinking Assessment Design in the Age of AI: A Practical Framework
DESCRIPTION:This interactive session introduces a practical framework for redesigning assessments in the age of AI by shifting the focus from answer generation to evidence\, reasoning\, decision-making\, and reflection. Through examples from multiple disciplines\, participants will explore practical strategies for redesigning existing assessments while maintaining alignment with course learning outcomes. The session includes live polls\, guided reflection\, and participant discussion\, providing attendees with actionable ideas they can immediately apply in their own teaching. By the end of this workshop\, participants will be prepared to: \n\nIdentify opportunities to redesign assessments for deeper learning in the age of AI.\nApply a practical framework to redesign an assessment from your own teaching context.\nReflect on how assessment design can better promote evidence\, reasoning\, decision-making\, and reflection in student learning.\nDistinguish between answer-focused and thinking-focused assessments.\n\nInstructors\nSami Mejri\, Khalifa University\nAsli Hassan\, Khalifa University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Wednesday\, September 30th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona. \nAudience\nThis workshop is for anyone interested in redesigning assessments in the age of AI by shifting the focus from answer generation to evidence\, reasoning\, decision-making\, and reflection. \nRegistration\nRequest a registration reminder \nNo cap. Registration opens on Tuesday\, September 8th at 10am CT and closes on the day of the workshop. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, 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 event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis workshop supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/rethinking-assessment-design-in-the-age-of-ai-a-practical-framework/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261002T100000
DTEND;TZID=America/Chicago:20261002T113000
DTSTAMP:20260729T132330Z
CREATED:20260727T201723Z
LAST-MODIFIED:20260729T132330Z
UID:10003078-1790935200-1790940600@cirtl.net
SUMMARY:Real-World and Hands-On Learning: Learning-Centered Teaching Strategies for Student Success.
DESCRIPTION:Discover the power of learning-centered teaching in this engaging\, hands-on workshop. “Learning-centered” emphasizes the backward design process: starting with student learning outcomes. Teachers become “architects” or “designers” of learning environments aimed at achieving student learning outcomes. This approach does not neglect the needs and interests of the individual student but brings into focus what we want a student to be able to do and know after the experience. Participants will explore practical strategies that actively engage students\, understand the “why” behind these approaches\, and gain tools to immediately apply in their own teaching. By the end of this workshop\, participants will be able to: \n\nExplain real-world learning\nExplain hands-on learning\nDesign an example for a learning experience (scenario\, case study\, problem\, etc.) that is relevant to your discipline and enables real-world and hands-on learning.\n\nInstructors\nBarbara Berthold\, University of Texas at Arlington \nSchedule\nThis one-session online event meets on Friday\, October 2nd at 7–8:30pm Gulf / 11–12:30pm Eastern / 10–11:30am Central / 8–9:30am Pacific/Arizona. \nAudience\nThis session is relevant to anyone that wants to learn and apply “learning-centered” approaches in their own teaching. \nRegistration\nRequest a registration reminder \nThis workshop has no cap\, and registration opens on Monday\, August 17th at 10am CT. Once registration opens\, it will remain open until the day of the event. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, 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 event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis event supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/real-world-and-hands-on-learning-learning-centered-teaching-strategies-for-student-success/
LOCATION:Online in Zoom
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261009T100000
DTEND;TZID=America/Chicago:20261009T110000
DTSTAMP:20260727T210512Z
CREATED:20260722T192159Z
LAST-MODIFIED:20260727T210512Z
UID:10003066-1791540000-1791543600@cirtl.net
SUMMARY:UDL + AI Design Studio
DESCRIPTION:The UDL + AI Design Studio is a seven-week redesign studio where instructors improve one real teaching challenge using Universal Design for Learning (UDL)—a widely recognized\, research-grounded framework for designing learning experiences. While UDL is highly respected in higher education\, it is often presented as a complex set of principles and strategies; this studio reframes it as a simple\, practical WHY–WHAT–HOW design cycle that makes redesign manageable and actionable. AI functions as a design partner\, helping instructors apply UDL more efficiently to refine activities and assessments with clarity and precision. By the end of this short course\, participants will be prepared to: \n\nAnalyze a specific teaching challenge using baseline evidence to identify where students struggle and what factors are contributing to the problem\nApply the UDL Learning Design Cycle (WHY → WHAT → HOW)\, using AI as a design assistant to generate\, refine\, and stress-test UDL-informed design moves efficiently\nCreate a cohesive UDL + AI redesign package that strengthens student engagement\, improves content clarity or access\, and supports meaningful performance\nEvaluate the redesign by developing a feasible implementation and evidence plan that identifies indicators of impact and next steps for refinement.\n\nInstructors\nV. Blue Lemay\, Binghamton University\nChris Cain\, Mars Hill University \nCourse Schedule\nThis 7-week short course meets in Zoom on Fridays from October 9 to November 20 at 7-8pm Gulf / 11am-12pm Eastern / 10-11am Central / 8-9am Pacific/Arizona. \n**After November 1st\, course meets at 8-9pm Gulf / 9-10am Arizona** \nAudience\nThis studio is designed for CIRTL participants who are currently teaching or supporting teaching in higher education (or expect to teach in the next academic term)\, including graduate students\, postdocs\, and early-career faculty. Participants should: \n\nHave access to a real teaching context and be able to select one “teaching artifact” to redesign (e.g.\, an assignment\, discussion activity\, lesson plan\, etc.)\nHave access to an AI tool (institution-approved\, if applicable) and have familiarity using it for general idea generation\nCome with an open\, learning-oriented mindset—prepared to experiment with AI as a support for instructional design rather than avoiding it altogether\n\nNo prior UDL training or advanced instructional design experience is required. \nWorkload\nParticipants should plan to spend approximately 90 minutes per week on asynchronous work\, including short readings/videos\, drafting components of their redesign\, discussion participation\, and peer feedback. Total estimated time commitment: 2–2.5 hours per week (live session + asynchronous work). \nRegistration and Enrollment\nRequest a registration reminder \nCap: 15. Registration applications open on Monday\, September 21st at 10am CT\, and applications will be processed on a first-come\, first-served basis. Applicants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once applications close\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, 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: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/udl-ai-design-studio-2/2026-10-09/
LOCATION:Online in Zoom
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261013T120000
DTEND;TZID=America/Chicago:20261013T133000
DTSTAMP:20260729T132738Z
CREATED:20260722T190103Z
LAST-MODIFIED:20260729T132738Z
UID:10003057-1791892800-1791898200@cirtl.net
SUMMARY:A Student-Centered Approach to Plagiarism in the Age of Generative AI
DESCRIPTION:Many instructors have struggled to address plagiarism in the rise of generative AI\, but these technologies may simply be revealing long‑standing gaps in how students understand the work of learning. This two‑part workshop explores how transparency about the cognitive work required in assignments and how students perceive that work can strengthen assessment validity and reduce the reliance of AI in coursework. By the end of this workshop\, participants will be able to: \n\nIdentify the current literature regarding why students plagiarize.\nDiscuss the differences between assessment security and assessment validity.\nExamine a class assessment’s cognitive load\, germane load\, and extraneous cognitive load.\nRevise a class assessment to improve its assessment validity and clarify the learning process.\n\nInstructors\nTeresa Hooper\, University of Tennessee-Knoxville\nChris Kilgore\, University of Tennessee-Knoxville \nWorkshop Schedule\nThis two-session online workshop meets in Zoom on Tuesday\, October 13th and 14th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona. \nAudience\nThis workshop is designed for anyone interested in teaching and learning developments. Graduate students\, postdoctoral scholars\, and instructors actively designing or revising courses may find this workshop a valuable resource in plagiarism concerns\, AI‑supported learning\, or questions about assessment validity with the rise in Generative AI use. \nRegistration\nRequest a registration reminder \nThis workshop has no cap\, and registration opens on Monday\, September 21st at 10am CT. Once registration opens\, it will remain open until the workshop begins on Tuesday\, October 13th. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, 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 event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis course supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/a-student-centered-approach-to-plagiarism-in-the-age-of-generative-ai/2026-10-13/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261019T110000
DTEND;TZID=America/Chicago:20261019T130000
DTSTAMP:20260727T210903Z
CREATED:20260724T194419Z
LAST-MODIFIED:20260727T210903Z
UID:10003075-1792407600-1792414800@cirtl.net
SUMMARY:Designing Assignments with UDL: Supporting Student Emotional Capacity
DESCRIPTION:Students’ ability to learn depends not only on what they know\, but also on their ability to navigate frustration\, uncertainty\, feedback\, and other emotional aspects of the learning process. In this two-session workshop\, participants will explore how the design of course assignments can either encourage learning or create unnecessary emotional barriers to it\, and develop concrete strategies for assignment design that help students direct their emotional resources toward successful learning rather than avoidable frustration. \nUniversal Design for Learning (UDL) calls a student’s ability to navigate the emotional aspects of learning their emotional capacity. We will use three UDL Emotional Capacity considerations as a framework for understanding how assignment design can support or hinder student emotional capacity (by removing emotional barriers or introducing unnecessary ones\, respectively)\, and as a guide for intentionally designing assignments that reduce common sources of frustration. \nThis workshop utilizes an object-based teaching and learning approach\, allowing participants to engage with and learn directly from assignments from a wide range of disciplines. In the first session\, participants will use authentic assignments as shared objects for observation\, analysis\, and discussion to uncover assumptions they may hold about students’ emotional capacity before connecting those observations and assumptions to the UDL framework and UDL informed assignment design strategies. At the end of this session participants will begin to redesign an assignment relevant to their discipline by using at least one of the assignment design strategies discussed in the session. In the second session\, participants will explore action-oriented feedback as a tool for maintaining motivation and promoting growth\, then participate in a structured peer-review process to refine their assignment revisions. Participants will leave with a deeper understanding of how assignment design influences students’ emotional experiences and concrete strategies for designing assignments that better support the emotional needs of learners. By the end of this workshop\, participants will be prepared to: \n\nDiscuss concrete strategies for promoting student emotional capacity through incorporating UDL considerations 8.5\, and 9.1-3 in assignment design.\nDesign or revise an assignment to promote student emotional capacity through the incorporation of one or more of the UDL emotional capacity considerations.\n\nInstructors\nLyla Hestand\, The Ohio State University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Monday\, October 19th and 26th at 8-10pm Gulf / 12-2pm Eastern / 11am-1pm Central / 9-11am Pacific/Arizona. \nAudience\nWhile every discipline has their own norms and conventions\, the CAST UDL Guidelines – including the Emotional Capacity considerations we will focus on – are designed to be applicable regardless of domain. Emotional barriers to learning and strategies for circumventing them do not depend upon content. All graduate students are invited to attend\, regardless of discipline or teaching experience. \nRegistration\nRequest a registration reminder \nCap: 70. Registration opens on Monday\, October 5th at 10am CT and closes 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. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, 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 event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis workshop supports the following CIRTL learning goal: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
URL:https://cirtl.net/event/designing-assignments-with-udl-supporting-student-emotional-capacity/2026-10-19/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261027T130000
DTEND;TZID=America/Chicago:20261027T143000
DTSTAMP:20260728T182804Z
CREATED:20260724T183002Z
LAST-MODIFIED:20260728T182804Z
UID:10003073-1793106000-1793111400@cirtl.net
SUMMARY:Teaching with Objects – An Effective Teaching Method for Future Faculty
DESCRIPTION:This interactive workshop is designed to equip graduate students and future faculty with the foundational skills and confidence to integrate object-based learning into their teaching across all disciplines. Moving beyond the misconception that object-based pedagogy is confined to art history or requires special expertise\, this session introduces participants to the “See/Think/Wonder” framework—a versatile tool for facilitating evidence-based\, student-centered discussion that can be applied in STEM\, humanities\, social sciences\, and beyond. Participants will learn to design effective assignments\, practice leading object-based discussions\, and navigate campus resources and expert collaborations. The workshop emphasizes that effective teaching with objects relies not on the instructor’s pre-existing content knowledge\, but on their skill as a facilitator of observation and critical inquiry—a transferable skill applicable to any classroom setting. Optional pre-reading materials and a simple framework guide will be provided in advance to ensure all participants can engage meaningfully\, regardless of prior experience. This session is ideal for anyone looking to create more engaged\, interdisciplinary\, and experiential learning environments in their future classrooms. By the end of this workshop\, participants will be prepared to: \n\nArticulate the core philosophy of object-based learning as a student-centered\, evidence-based pedagogical approach applicable beyond the arts and humanities\nApply the “See/Think/Wonder” thinking routine to structure an object-based learning activity that fosters observation\, interpretation\, and questioning\nDesign a scaffolded discussion prompt that uses an object to advance a specific learning goal in their discipline\n\nInstructors\nXiaoxia Zhang\, Indiana University\nTrevor Verrot\, Indiana University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Tuesday\, October 27th at 10-11:30pm Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 11am-12:30pm Pacific/Arizona. \nAudience\nThis workshop is for graduate students and future faculty who are interested in integrating object-based learning into their teaching across all disciplines. \nRegistration\nRequest a registration reminder \nCap: 30. Registration opens on Monday\, October 12th at 10am CT and closes 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. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, 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 event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis workshop supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/teaching-with-objects-an-e%ef%ac%80ective-teaching-method-for-future-faculty/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261029T120000
DTEND;TZID=America/Chicago:20261029T133000
DTSTAMP:20260729T214235Z
CREATED:20260728T182836Z
LAST-MODIFIED:20260729T214235Z
UID:10003060-1793275200-1793280600@cirtl.net
SUMMARY:Preparing Your Teaching Demo for a Job Interview
DESCRIPTION:As part of the interview process for a faculty position\, you may be asked to lead a teaching demonstration. In this interactive workshop\, we’ll discuss ways to go into your teaching demo with preparedness\, confidence\, and adaptability. Participants will explore considerations related to their audience\, factors affecting content\, logistics (including technology)\, and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop\, participants will be prepared to: \n\nIdentify questions and decision points useful in preparing a teaching demo for a job interview.\nStrategize ways to gather the information needed to effectively plan a teaching demo.\nGenerate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g.\, logistical\, technological\, or interpersonal).\n\nInstructors\nChas Brua\, Pennsylvania State University\nBeate Brunow\, Pennsylvania State University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Thursday\, October 29th at 10-11:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 11am-12:30pm Arizona / 10-11:30am Pacific. \nAudience\nThis workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in an introduction to teaching demonstrations. \nRegistration and Enrollment\nRequest a registration reminder \nCap: 50. Registration opens on Monday\, October 12th at 10am CT and closes 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. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) 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 workshop to support accessibility for all our students: \n\nSending pre-session reminders to all students\nSharing resources from synchronous sessions with students\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis course supports the following CIRTL learning goals: \n\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/preparing-your-teaching-demo-for-a-job-interview-fall-2026/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261102T110000
DTEND;TZID=America/Chicago:20261102T120000
DTSTAMP:20260729T132954Z
CREATED:20260722T190701Z
LAST-MODIFIED:20260729T132954Z
UID:10003062-1793617200-1793620800@cirtl.net
SUMMARY:Exploring Teaching Careers at Research Universities with CIRTL Alumni
DESCRIPTION:In this online panel\, we’ll hear from CIRTL alumni who now work as teaching professors at research universities around the United States. Faculty members who primarily teach\, rather than do research\, have become increasingly important for delivering courses at research universities. Alumni will share what their jobs are like\, how they became interested in teaching\, how they ended up at research institutions and how they fit within their departments\, and what growth and progression can look like in these types of career paths. Speakers TBD. \nThis is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nEvent Schedule\nThis online event meets on Monday\, November 2nd at 9-10pm Gulf / 12-1pm Eastern / 11am-12pm Central / 10-11am Arizona / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nAudience\nThis event is designed first and foremost for graduate students and postdoctoral researchers exploring potential career paths\, but generally relevant to anyone interested in understanding career trajectories within academia and beyond. \nRegistration\nRequest a registration reminder \nThis event has no cap\, and registration opens on Monday\, August 17th at 10am CT. Once registration opens\, it will remain open until the event begins on Monday\, November 2nd. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu)\, who is supporting this workshop\, 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 workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis event supports the following CIRTL learning goals: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/exploring-teaching-careers-at-research-universities-with-cirtl-alumni-4/
LOCATION:Online in Zoom
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261109T110000
DTEND;TZID=America/Chicago:20261109T120000
DTSTAMP:20260729T133006Z
CREATED:20260722T190628Z
LAST-MODIFIED:20260729T133006Z
UID:10003063-1794222000-1794225600@cirtl.net
SUMMARY:Exploring Teaching Careers at Teaching Intensive Universities with CIRTL Alumni
DESCRIPTION:In this online panel\, we’ll hear from CIRTL alumni who now teach at liberal arts colleges. Most undergraduates in the United States are educated at liberal arts colleges and other non-research institutions like community colleges and specialized BS and MS universities\, and the faculty who teach them frequently balance teaching\, research\, and mentorship as dynamic pieces of a rewarding career. Alumni will share what their jobs are like\, how they became interested in teaching\, what it was like to transition from the research-intensive R1 institutions they studied at to the smaller colleges and universities where they now work\, and what growth and progression can look like in these types of career paths. Speakers TBD. \nThis is the second event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nEvent Schedule\nThis online event meets on Monday\, November 9th at 9-10pm Gulf / 12-1pm Eastern / 11am-12pm Central / 10-11am Arizona / 9-10am Pacific. This is the second event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nAudience\nThis event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths\, but generally relevant to anyone interested in understanding career trajectories within academia and beyond. \nRegistration\nRequest a registration reminder \nThis event has no cap\, and registration opens on Monday\, August 17th at 10am CT. Once registration opens\, it will remain open until the first event begins on Monday\, November 2nd. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu)\, who is supporting this workshop\, 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 workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis event supports the following CIRTL learning goals: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/exploring-teaching-careers-at-teaching-intensive-universities-with-cirtl-alumni-4/
LOCATION:Online in Zoom
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261112T120000
DTEND;TZID=America/Chicago:20261112T140000
DTSTAMP:20260805T185822Z
CREATED:20260722T185840Z
LAST-MODIFIED:20260805T185822Z
UID:10003059-1794484800-1794492000@cirtl.net
SUMMARY:Neuro-Affirming Course Design: Designing Courses with Neurodiversity In Mind
DESCRIPTION:This event introduces a neuro-affirming approach to course design for graduate students and postdoctoral instructors. Participants will explore neurodiversity\, examine how neurodivergent strengths and challenges shape learning\, and identify elements of neuro‑affirming instruction. The event highlights practical strategies for creating neuro‑inclusive courses covering syllabus design\, course organization\, participation structures\, and assignment creation and applies the UDL +1 method to help instructors make small\, meaningful changes to support all learners. By the end of this event\, participants will be able to: \n\nDescribe the tenets of a neurodiversity affirming instructional approach.\nExplain how neurodiversity impacts learning.\nApply neuro-affirming instructional principles and strategies to course design.\n\nInstructors\nMelissa Tamas\, Stanford University \nSchedule\nThis one-session online event meets on Thursday\, November 12th at 10pm-12am Gulf / 1-3pm Eastern / 12-2pm Central / 11am-1pm Arizona / 10am-12pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nRequest a registration reminder \nCap: 75. Registration opens on Monday\, October 26th at 10am CT and closes 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. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, 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 event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis course supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/neuro-affirming-course-design-designing-course-with-neurodiversity-in-mind/
LOCATION:Online in Zoom
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261116T110000
DTEND;TZID=America/Chicago:20261116T120000
DTSTAMP:20260729T133014Z
CREATED:20260722T190624Z
LAST-MODIFIED:20260729T133014Z
UID:10003064-1794826800-1794830400@cirtl.net
SUMMARY:Exploring Academic Careers Beyond the Professoriate with CIRTL Alumni in Centers for Teaching & Learning
DESCRIPTION:In this online panel\, we’ll hear from CIRTL alumni who hold STEM PhDs and work in centers for teaching and learning at research universities. Centers for teaching and learning are an increasingly common office in universities – providing evidence-based support and guidance to faculty and others with instructional responsibilities – and are one of many ways people with PhDs work within higher ed\, but beyond the professoriate. Alumni will share what their jobs are like\, how they became interested in this unique type of work\, how their doctoral training prepared them for their roles\, and what growth and progression can look like in these types of career paths. \nThis is the third event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nEvent Schedule\nThis online event meets on Monday\, November 16thth at 9-10pm Gulf / 12-1pm Eastern / 11am-12pm Central / 10-11am Arizona / 9-10am Pacific. This is the third event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nAudience\nThis event is designed first and foremost for graduate students and postdoctoral researchers interested in learning more about working in a center for teaching and learning\, but generally relevant to anyone interested in understanding career trajectories within academia and beyond. \nRegistration\nRequest a registration reminder \nThis event has no cap\, and registration opens on Monday\, August 17th at 10am CT. Once registration opens\, it will remain open until the first event begins on Monday\, November 2nd. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu)\, who is supporting this workshop\, 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 workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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 improving evidence-based teaching. \nThis event supports the following CIRTL learning goals: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/exploring-academic-careers-beyond-the-professoriate-with-cirtl-alumni-in-centers-for-teaching-learning/
LOCATION:Online in Zoom
CATEGORIES:Event
END:VEVENT
END:VCALENDAR