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DTSTART;VALUE=DATE:20250801
DTEND;VALUE=DATE:20260802
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UID:10002872-1754006400-1785628799@cirtl.net
SUMMARY:Self-Paced Teaching & Learning Courses (2025-2026 Academic Year)
DESCRIPTION:Develop your teaching & learning knowledge and skills in one of CIRTL’s 9 self-paced\, asynchronous courses designed for graduate students and postdocs. These courses will launch and open for registration in the fall 2025 term. 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 coming soon\nGoing Public: Strategies for Disseminating Your TAR Project\n\n\nThis course is focused on sharing the findings from your teaching-as-research (TAR) project with a broader audience in the form of published scholarship. This 5-part\, self-paced online short course guides participants through pitching your work\, finding academic journals and other outlets to publish in\, knowing your audience\, and how publication can support your academic career goals. \n\n\n\nCIRTL learning goals: 3\, 4\nLearning level: advanced\nRegistration restrictions: participants from member institutions and alumni only\nRegistration opening Fall 2025\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\nGoing Public: Strategies for Disseminating Your TAR Project\n\n\nAdvanced\nAdvanced\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/2025-2026-self-paced-courses/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260527T080000
DTEND;TZID=America/New_York:20260527T160000
DTSTAMP:20260506T064606
CREATED:20260415T151238Z
LAST-MODIFIED:20260429T140337Z
UID:10002963-1779868800-1779897600@cirtl.net
SUMMARY:Johns Hopkins University In Person Teaching Institute
DESCRIPTION:Learn common themes and challenges of teaching in higher education during this 3-day Teaching Institute. Through faculty presentations and group work\, participants will learn about effective teaching practices\, with a focus on active learning\, backward design\, assessment\, and applying inclusive\, evidence-based practices to developing your own lesson plan. By the end of the institute\, participants will be able to: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods\n​​​​​​​Identify strategies that improve student learning outcomes for all students\nCreate a peer-reviewed lesson plan\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis in-person institute meets daily from Wednesday\, May 27 through Friday\, May 29. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\nThis institute is at capacity but interested participants can add their names to the waitlist for a chance to attend.\nJOIN THE WAITLIST \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. \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 institute supports the following CIRTL learning goals at an introductory level: \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/johns-hopkins-university-in-person-teaching-institute-3/2026-05-27/
LOCATION:Johns Hopkins University\, Baltimore\, MD
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260608T080000
DTEND;TZID=America/Chicago:20260608T113000
DTSTAMP:20260506T064606
CREATED:20260415T152703Z
LAST-MODIFIED:20260429T140329Z
UID:10002966-1780905600-1780918200@cirtl.net
SUMMARY:Johns Hopkins University Online Teaching Institute
DESCRIPTION:Learn common themes and challenges of teaching in higher education during this 5-day Teaching Institute. Through faculty presentations and group work\, participants will learn about effective teaching practices\, with a focus on active learning\, backward design\, assessment\, and applying inclusive\, evidence-based practices to developing your own lesson plan. By the end of the institute\, participants will be able to: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods\n​​​​​​​Identify strategies that improve student learning outcomes for all students\nCreate a peer-reviewed lesson plan\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\n\n\nSchedule\n\n\nThis institute meets online daily from Monday\, June 8 through Friday\, June 12 at 5-8:30pm Gulf / 9-12:30pm Eastern / 8am-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific/Arizona. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\nThis institute is at capacity but interested participants can add their names to the waitlist for a chance to attend.\nJOIN THE WAITLIST \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. \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 institute supports the following CIRTL learning goals at an introductory level: \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/johns-hopkins-university-online-teaching-institute-3/2026-06-08/
LOCATION:Online in Zoom
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260609T100000
DTEND;TZID=America/Chicago:20260609T120000
DTSTAMP:20260506T064606
CREATED:20260429T213531Z
LAST-MODIFIED:20260504T144907Z
UID:10002977-1780999200-1781006400@cirtl.net
SUMMARY:Pedagogies of Care: Accessible Teaching\, Systemic Barriers\, & Care in Your Discipline
DESCRIPTION:How can educators sustain care for themselves and their students amid growing institutional pressures\, shifting technologies\, and increasing demands on their time and attention? In this workshop\, participants will reflect on what care looks like in their classrooms\, what gets in the way of practicing it\, and how their disciplines shape (or neglect) its meaning. Through open discussion and reflective activities\, participants will examine tensions between institutional expectations and inclusive teaching values\, explore systemic barriers that reproduce harm or hinder access\, trace the ethical and cultural lineages that inform their pedagogical approaches\, and imagine practices of care that foster more just\, accessible\, and sustainable teaching and learning environments. By the end of this workshop\, participants will be prepared to: \n\nReflect on how care\, identity\, access\, and classroom climate shape their teaching and learning environments\nIdentify institutional and systemic factors that support or constrain care-centered and inclusive pedagogical practices\nAnalyze how disciplinary traditions and cultural lineages inform approaches to care in teaching and learning\nArticulate a preliminary “Pedagogy of Care” commitment or set of guiding practices to inform future course design and classroom engagement\n\nInstructors\nKelsey Reeder\, Columbia University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Tuesday\, June 9th at 7-9pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 8-10am Pacific/Arizona. \nAudience\nThis session is designed for educators with some teaching experience who have already begun reflecting on their teaching practice. Participants will get the most out of the sessions if they have prior exposure to concepts such as inclusive teaching\, course design\, or classroom climate\, whether through formal workshops or their own pedagogical reflection and experimentation. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, May 25th at 10am CT. Cap: 25. Registration will be processed on a first-come\, first-served basis. 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 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\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 with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an intermediate level: \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/pedagogies-of-care-accessible-teaching-systemic-barriers-care-in-your-discipline-2/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260610T110000
DTEND;TZID=America/Chicago:20260610T120000
DTSTAMP:20260506T064606
CREATED:20260430T201736Z
LAST-MODIFIED:20260504T144417Z
UID:10002978-1781089200-1781092800@cirtl.net
SUMMARY:Stimulating Student Engagement and Motivation By Asking the “Right” Questions
DESCRIPTION:This workshop explores how purposeful questioning can enhance student engagement\, motivation\, and learning outcomes. Grounded in frameworks such as Bloom’s Taxonomy and the 5E model\, participants will examine how different types of questions promote deeper understanding and active participation across disciplines. The first part will address questioning for engagement during teaching. This will focus on informal\, in-class questioning strategies that stimulate curiosity\, encourage participation\, and promote critical thinking. Participants will explore how to design real-world\, reflective\, and higher-order questions that connect content to students’ experiences and support inclusive classroom dialogue. The second part of the workshop will address questioning for graded assessment\, including question design for assignments and evaluations\, and emphasizing a balanced approach that integrates foundational knowledge (recall and understanding) with higher-order thinking. Participants will consider how to align assessment questions with course and program learning objectives to ensure meaningful measurement of student learning. By the end of the workshop\, participants will be prepared to: \n\nDifferentiate between questioning strategies for in-class engagement and graded assessment\nDesign questions that balance recall and critical thinking across teaching and assessment contexts\nAlign questions with course and program learning objectives to enhance student learning and evaluation\n\nInstructors\nSami Mejri\, Khalifa University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Wednesday\, June 10th at 8-9pm Gulf / 12-1pm Eastern / 11am-12pm Central / 9-10am Pacific/Arizona. \nAudience\nThis session is designed for educators with some teaching experience that are familiar with assessment and digital technologies\, but is generally open to anyone interested in stimulating student engagement and motivation. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, May 18th at 10am CT and closes on the day of the workshop. No cap. \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 workshop 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; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate/advanced level: \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/stimulating-student-engagement-and-motivation-by-asking-the-right-questions/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260616T100000
DTEND;TZID=America/Chicago:20260616T113000
DTSTAMP:20260506T064606
CREATED:20260429T212204Z
LAST-MODIFIED:20260429T212204Z
UID:10002971-1781604000-1781609400@cirtl.net
SUMMARY:Planning Your Teaching-as-Research Project
DESCRIPTION:Jumpstart your plans for a Teaching-as-Research (TAR) project in this 6-week flipped course designed to guide participants through developing a research question\, identifying project methods and outcomes\, and more. Each week\, students will watch videos\, read articles\, and complete assignments on their own time; in weekly sessions\, students will refine their work with peer review\, work through sticking points with instructors\, and build community to sustain their work. Throughout the course\, students will also be expected to meet occasionally with a local TAR contact (typically the person at your CIRTL member institution who mentors TAR students and/or runs your institution’s TAR program) to refine key components of your TAR project plan. By the end of the course\, students will present a TAR project plan and be well-positioned to implement their project in the coming academic year. \nWhat is Teaching-as-Research?\nTeaching-as-Research (TAR) takes a deliberate and systematic approach towards investigating\, reflecting on\, and improving one’s own teaching. The TAR process follows an inquiry cycle that consists of the following stages: identifying of a challenge within the context of teaching and learning\, delving into the relevant scientific literature\, designing a project to elucidate why the challenge occurs or designing a teaching intervention to address the challenge\, implementing the project\, collecting data\, analyzing the data\, drawing conclusions\, and reflecting on the experience. TAR is a proactive and dynamic approach towards improving your teaching and document your teaching effectiveness. A TAR experience will provide a substantial example of your reflective\, professional practice applicable to a range of career outcomes. \nInstructors\nSophia Abbott\, The University of Rhode Island\nJessica Maher\, University of Wisconsin-Madison \nCourse Schedule\nThis 6-week course has weekly online sessions on Tuesdays at 7-8:30pm Gulf / 11am-12:30pm Eastern / 10-11:30am Central / 8-9:30am Pacific/Arizona from June 16th to July 21st. \nWorkload\nYour instructors estimate students will need to spend 6-8 hours per week on work outside of class sessions including: watching videos\, reading articles\, completing assignments\, meeting with your local TAR contact\, and reviewing peer group work so that you can provide in-session feedback. \nRegistration and Enrollment\nThis course is limited to 25 students. Registration opens on Monday\, May 11th at 10am CT. All applications will be reviewed and enrollment will be based on eligibility. This course builds on a foundational understanding of teaching and learning\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) to let us know how we can help you have a successful experience. \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 institute supports the following CIRTL learning goals at an intermediate level: \n\n\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.\n\n\n\n 
URL:https://cirtl.net/event/planning-your-teaching-as-research-project-4/2026-06-16/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260624T110000
DTEND;TZID=America/Chicago:20260624T120000
DTSTAMP:20260506T064606
CREATED:20260430T211553Z
LAST-MODIFIED:20260504T144730Z
UID:10002979-1782298800-1782302400@cirtl.net
SUMMARY:Beyond Efficiency: Reimagining AI’s Purpose in Teaching\, Learning\, and Research
DESCRIPTION:This workshop explores how artificial intelligence can be used beyond efficiency and automation to support deeper learning\, creativity\, and human-centered innovation. Drawing on interdisciplinary perspectives\, participants will consider how AI can enhance critical thinking\, collaboration\, and reflective practice in teaching\, learning\, and research. Through practical examples\, the session highlights strategies for integrating AI into pedagogy\, such as inquiry-based learning\, scaffolded assignments\, and competency-based approaches-while maintaining meaningful human engagement\, fostering interdisciplinary thinking\, and supporting student development in a rapidly evolving academic landscape. By the end of the workshop\, participants will be prepared to: \n\nIdentify ways to integrate AI into teaching practices that enhance critical thinking and student engagement\nApply at least one AI-supported pedagogical strategy (e.g.\, scaffolding\, inquiry-based learning) in their own context\nEvaluate how AI can support interdisciplinary learning and human-centered educational outcomes\n\nInstructors\nSami Mejri\, Khalifa University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on on Wednesday\, June 24th at 8-9pm Gulf / 12-1pm Eastern / 11am-12pm Central / 9-10am Pacific/Arizona. \nAudience\nThis session is designed for educators with some teaching experience that are familiar with assessment and digital technologies\, but is generally open to anyone interested in exploring and reimagining AI’s purpose in pedagogy. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 1st at 10am CT and closes on the day of the workshop. No cap. \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 workshop 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; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate/advanced level: \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/moving-beyond-efficiency-in-the-age-of-artificial-intelligence/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260625T120000
DTEND;TZID=America/Chicago:20260625T150000
DTSTAMP:20260506T064606
CREATED:20260501T161635Z
LAST-MODIFIED:20260504T155043Z
UID:10002982-1782388800-1782399600@cirtl.net
SUMMARY:The Faculty Inclusive Teaching Survey (FITS) Guidebook: Supporting Current and Future Faculty in Becoming Inclusive Instructors
DESCRIPTION:Despite recent opposition to diversity\, inclusion\, and equity (DEI)\, effective instructional methods that truly enable all students to succeed are still critical to the success of the U.S. STEM workforce. Inclusive teaching is instrumental in helping instructors reflectively examine how their identities intersect and interact with their students and how they can structure and implement their courses and teaching practices that will uplift and support all students to succeed. Inclusive teaching is about inviting all to enter a learning environment that is safe\, inviting\, and supportive and that produces learning\, thus promoting ongoing persistence into STEM fields and careers. \nThis workshop will share and synthesize research results from the The Inclusive STEM Teaching Project (ISTP) into a practical\, integrated FITS Guidebook that contains validated scales\, resources\, and recommendations to create reflective and inclusive practitioners that embrace ongoing growth and development. Participants will learn how to utilize the FITS Guidebook to support the development of inclusive instructors in your professional development programs by promoting reflective\, relational\, and strategic dimensions that are braided together to create ongoing\, iterative growth for yourself and your participants. By the end of this workshop\, participants will be prepared to: \n\nDeveloping iterative\, reflective\, and inclusive practitioners by engaging in deep\, reflective prompts and peer-peer learning focused on ISTP research results\nExamine the lived experiences of learners (e.g.\, students\, faculty members) and campus constituents that impact and influence the development of inclusive instructors\nAdvance an inclusive teaching action plan\n\nInstructors\nGina Frey\, University of Utah\nLucas Hill\, University of Wisconsin-Madison\nLinden Higgins\, University of Vermont \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Thursday\, June 25th at 9pm-12am Gulf / 1-4pm Eastern / 12-3pm Central / 10am-1pm Pacific/Arizona. \nAudience\nThis workshops is geared towards faculty/future faculty developers that are interested in supporting the development of inclusive instructors in professional development programs. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 1st at 10am CT and closes on the day of the workshop. No cap. \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 workshop 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; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate level: \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/the-faculty-inclusive-teaching-survey-fits-guidebook-supporting-current-and-future-faculty-in-becoming-inclusive-instructors/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260626T100000
DTEND;TZID=America/Chicago:20260626T110000
DTSTAMP:20260506T064606
CREATED:20260505T165105Z
LAST-MODIFIED:20260505T165105Z
UID:10002988-1782468000-1782471600@cirtl.net
SUMMARY:UDL + AI Design Studio
DESCRIPTION:The UDL + AI Design Studio is a six-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\nKimberly Elsener\, Binghamton University\nChris Cain\, Mars Hill University \nCourse Schedule\nThis 6-week short course meets in Zoom on Fridays at 7-8pm Gulf / 11am-12pm Eastern / 10-11am Central / 8-9am Pacific/Arizona from June 26 to July 31. \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\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 8th at 10am CT. Cap: 15. Registration will be processed on a first-come\, first-served basis. 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 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; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate/advanced level: \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/2026-06-26/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260630T120000
DTEND;TZID=America/Chicago:20260630T133000
DTSTAMP:20260506T064606
CREATED:20260501T160808Z
LAST-MODIFIED:20260504T144953Z
UID:10002980-1782820800-1782826200@cirtl.net
SUMMARY:The Faculty Inclusive Teaching Survey (FITS) Guidebook: Growing as a Reflective and Iterative Inclusive Instructor
DESCRIPTION:Despite recent opposition to diversity\, inclusion\, and equity (DEI)\, effective instructional methods that truly enable all students to succeed are still critical to the success of the U.S. STEM workforce. Inclusive teaching is instrumental in helping instructors reflectively examine how their identities intersect and interact with their students and how they can structure and implement their courses and teaching practices that will uplift and support all students to succeed. Inclusive teaching is about inviting all to enter a learning environment that is safe\, inviting\, and supportive and that produces learning\, thus promoting ongoing persistence into STEM fields and careers. \nThis workshop will share and synthesize research results from the The Inclusive STEM Teaching Project (ISTP) into a practical\, integrated FITS Guidebook that contains validated scales\, resources\, and recommendations to create reflective and inclusive practitioners that embrace ongoing growth and development. By the end of this workshop\, participants will be prepared to: \n\nDevelop as iterative\, reflective\, and inclusive practitioners by engaging in deep\, reflective prompts and peer-peer learning focused on ISTP research results\nExamine the lived experiences of learners (e.g.\, students\, faculty members) and campus constituents that impact and influence the development of inclusive instructors\nAdvance an inclusive teaching action plan\n\nInstructors\nKim Weaver\, University of Utah\nLucas Hill\, University of Wisconsin-Madison\nLinden Higgins\, University of Vermont \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Tuesday\, June 30th and Wednesday\, July 1st at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona. \nAudience\nThis workshop is designed for graduate students and postdoctoral scholars who are interested in developing as iterative\, reflective\, and inclusive practitioners. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 8th at 10am CT and closes on the first day of the workshop. No cap. \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 workshop 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; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate level: \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/the-faculty-inclusive-teaching-survey-fits-guidebook-growing-as-a-reflective-and-iterative-inclusive-instructor/2026-06-30/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260713T120000
DTEND;TZID=America/Chicago:20260713T133000
DTSTAMP:20260506T064606
CREATED:20260504T160944Z
LAST-MODIFIED:20260505T164526Z
UID:10002983-1783944000-1783949400@cirtl.net
SUMMARY:Critical AI Literacy for Teachers and Students: Prompting\, Evaluating\, and Ethically Using Generative AI
DESCRIPTION:Surprised by how fast AI is developing\, yet still cautious about trusting it? Already using AI but wondering how to encourage students to remain critical of its outputs? As generative AI reshapes the educational landscape\, developing critical AI literacy becomes essential for responsible AI use and critical evaluation. This workshop series explores critical AI literacy across various disciplines\, with particular focus on AI prompt literacy\, critical evaluation of AI outputs\, and ethical disclosure practices. Instead of seeing generative AI as a dominant tool\, the workshop encourages participants to see themselves as active and independent decision makers in human-AI collaboration. In session 1\, participants will engage in hands-on activities to iteratively refine prompts that align with their writing purposes and goals\, critically evaluate AI-generated outputs\, and draft counter-text to articulate the reasons for accepting\, modifying\, and rejecting AI outputs. In addition\, participants will draft an AI use disclosure statement to maintain academic and professional integrity and transparency. In session 2\, participants will reflect on and extend these strategies by adapting the workshop activities to their own teaching\, research\, or professional contexts. Through collaborative sharing and discussion\, participants will explore how critical AI literacy practices can be applied in different disciplines and settings. By the end of this workshop\, participants will be prepared to: \n\nDevelop AI prompts with clear attention to purpose\, audience\, genre\, and ethical boundaries\nCritically evaluate AI outputs for accuracy\, bias\, assumptions\, and alignment with disciplinary values\nDecide when to accept\, revise\, or reject AI outputs and explain their reasoning through counter-text to maintain human agency.\nApply critical AI literacy strategies by adapting workshop activities\, prompts\, or evaluation approaches to their own contexts\n\nInstructors\nRuonan Yang\, The Ohio State University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Monday\, July 13th and July 20th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona. \nAudience\nAnyone with an interest in critical AI literacy is welcome to participate. Participants who have experience teaching as independent instructors may find it especially helpful\, as it may be easier to adapt the workshop activities to their own teaching contexts. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 29th at 10am CT. Cap: 60. Registration will be processed on a first-come\, first-served basis. 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 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\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 with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an introductory/intermediate level: \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/critical-ai-literacy-for-teachers-and-students-prompting-evaluating-and-ethically-using-generative-ai/2026-07-13/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260715T100000
DTEND;TZID=America/Chicago:20260715T111500
DTSTAMP:20260506T064606
CREATED:20260505T155724Z
LAST-MODIFIED:20260505T155724Z
UID:10002985-1784109600-1784114100@cirtl.net
SUMMARY:Handling Difficult Dialogues In the Classroom
DESCRIPTION:Join us for a discussion about planning complex dialogues and handling difficult moments in the classroom\, drawing from scholarly frameworks such as Transparency in Learning and Teaching (TILT) and reflective teaching. By the end of this workshops\, participants will be prepared to: \n\nConsider common dynamics that arise when teaching sensitive topics\nIntegrate transparency\, course guidelines\, and other strategies into course context to help students engage with sensitive topics\nIdentify teaching tools to address difficult moments or unexpected student reactions during sensitive discussions.\n\nInstructors\nKatherine Beydler\, University of Iowa\nDarren Hoffman\, University of Iowa\nAllie Brandriet\, University of Iowa \nWorkshop Schedule\nThis one-part online workshop meets in Zoom on Wednesday\, July 15th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona. \nAudience\nThis workshop is open to anyone interested in handling difficult dialogues in the classroom. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 22nd at 10am CT and closes on the first day of the workshop. No cap. \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 workshop 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; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an introductory/intermediate level: \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/handling-difficult-dialogues-in-the-classroom/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260715T100000
DTEND;TZID=America/Chicago:20260715T111500
DTSTAMP:20260506T064606
CREATED:20260505T160912Z
LAST-MODIFIED:20260505T160912Z
UID:10002986-1784109600-1784114100@cirtl.net
SUMMARY:Classroom Ethics in Higher Education: Navigating Dilemmas with Intention
DESCRIPTION:Educators at all levels and across content areas navigate daily challenges that emerge from the fraught context of classroom teaching. Apart from the obvious emotional\, intellectual\, and logistical challenges of providing quality instruction\, instructors must also confront intractable dilemmas that pit their own values against the policies and practices of their academic unit or institution at large. This is particularly troubling for graduate and early career instructors who must navigate these spaces without the assurance of institutional protection. In this two-part workshop\, instructors and future instructors in higher education are invited to participate in a classroom ethics “bootcamp” that will prepare them for exploring the inherent tensions that arise in the classroom\, from issues of fair student assessment to facing controversial topics in discussion. Most instructors teach how they were taught – this workshop will take the first steps in breaking the pattern of status-quo instruction\, preparing instructors to practice critical reflection and ethical deliberation. Participants should come prepared to discuss topics like end of semester grade rounding\, student emotional disturbance\, class attendance\, and navigating controversial topics. By the end of this workshop\, participants will be prepared to: \n\nApply ethical theories to resolve abstract dilemmas\nIdentify and prioritize at-stake values in various ethical case-studies in the context of teaching in the college or university setting\nArticulate a reasoned defense of their decisions in resolving an ethical dilemma in the context of teaching in the college or university setting.\n\nInstructors\nWalker Ballard\, The Ohio State University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Wednesday\, July 15th and July 29th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona. \nAudience\nThis session is for anyone interested in classroom ethics in higher education\, though some experience in higher education classrooms as instructor of record might make the session more meaningful. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 29th at 10am CT. Cap: 45. Registration will be processed on a first-come\, first-served basis. 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 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\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 with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an introductory/intermediate level: \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/classroom-ethics-in-higher-education-navigating-dilemmas-with-intention/2026-07-15/
CATEGORIES:Workshop
END:VEVENT
END:VCALENDAR