BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//CIRTL Network - ECPv6.15.20//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-ORIGINAL-URL:https://cirtl.net
X-WR-CALDESC:Events for CIRTL Network
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/Chicago
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20230312T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20231105T070000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20240310T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20241103T070000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20250309T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20251102T070000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240201T120000
DTEND;TZID=America/Chicago:20240201T140000
DTSTAMP:20260425T063719
CREATED:20230821T142359Z
LAST-MODIFIED:20240813T205357Z
UID:10000622-1706788800-1706796000@cirtl.net
SUMMARY:Postdoc Teaching Practicum
DESCRIPTION:REGISTER BY NOVEMBER 8\nWork with an experienced instructor in your discipline to enhance your understanding and experience of teaching a university course in this 5-month mentorship program. During the mentorship program\, you will observe a mentor in their teaching\, teach guest lectures and receive feedback on your teaching\, discuss approaches to teaching with your mentors\, and engage in group discussions of teaching with other participants. Throughout the program\, you will also attend a series of synchronous sessions on teaching development topics\, like lesson planning; teaching portfolios; equity\, diversity & inclusion; and teaching-as-research. By the end of this course\, participants will be able to: \n\nCreate a framework for how a typical university course operates\nArticulate how teaching and learning theories intersect with the practical requirements of a university course\nDesign university lessons which incorporate learner-centered lesson planning basics\, demonstrating the alignment of learning objectives\, learning activities and assessment techniques\nDevelop and refine a teaching portfolio using the evience of teaching effectiveness gathered throughout the internship\n\nThis course is part of CIRTL’s fall programming for postdocs. \nInstructor\nNatalie Westwood\, University of British Columbia \nCourse Schedule\nThis 5-part mentorship program has synchronous sessions on Thursday\, December 7\, January 11\, February 1\, March 7\, and April 4 at 2-4PM AT / 1-3PM ET / 12-2PM CT / 11AM-1PM MT / 10AM-12PM PT (note that the course spans the 2023-2024 winter). Participants will be expected to do extensive independent work and work with their teaching mentors outside of these monthly sessions. \nAudience\nThis short course is designed exclusively for postdoctoral researchers in STEM/SBE disciplines. \nRegistration and Enrollment\nRegistration is open Thursday\, August 24 and closes Wednesday\, November 8. Registrants will be directed to a short application to confirm their postdoc status\, confirm past experience with teaching and learning professional development\, and share their teaching experience. Before registering\, participants will need to set up a guest account on University of British Columbia’s website (see directions for this at the bottom of the registration page).\nREGISTER BY NOVEMBER 8 \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@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 regular reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students via a course website (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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nPractitioner: Learning Community\n\nContribute to local professionally-focused learning communities associated with teaching and learning\nImplement one or more learning community strategies for students in a learning experience\nIntegrate one or more learning community strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity
URL:https://cirtl.net/event/postdoc-teaching-practicum-fall-2023/2024-02-01/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240215T110000
DTEND;TZID=America/Chicago:20240215T123000
DTSTAMP:20260425T063719
CREATED:20231211T202955Z
LAST-MODIFIED:20240308T165815Z
UID:10000696-1707994800-1708000200@cirtl.net
SUMMARY:Building Neuroinclusive Learning Environments: Best Practices to Support and Empower Neurodiverse Learners in STEM
DESCRIPTION:*This course is at capacity and closed for registration as of Thursday\, January 11* \nLearn neurodiversity basics including the strengths and challenges people with differently wired brains have in the classroom and how these differences intersect with other aspects of peoples’ identities. Participants will also learn about both low and high input changes to their classrooms that will help them harness the strengths of their students. Participants will also have the opportunity to explore the stigma associated with neurodiversity as well as their personal experiences. By the end of this short course\, participants will be able to: \n\nIdentify different functions of the neurodivergent individuals including their strengths and challenges they might navigate in the higher education context\nRecognize and apply strength based and avoid deficit approach in teaching\, communication\, and advising\nApply a variety of techniques to enhance the students’ engagement in the field of STEM using Strength-Based approach\nDesign or revise a course component to support the success of neurodiverse learners in undergraduate or graduate programs\n\nInstructors\nRachel Prunier\, University of Connecticut\nSarira Motaref\, University of Connecticut\nConnie Syharat\, University of Connecticut \nCourse Schedule\nThis 4-week course meets online on Thursdays from February 15 to March 7 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific. \nWorkload\nParticipants will need to do some work outside of sessions\, including work on their redesigned course component. \nAudience\nThis seminar is designed first and foremost for graduate students\, postdoctoral researchers\, instructional staff\, and faculty in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support neurodiverse learners. \nRegistration and Enrollment\nUpdate: This course is at capacity and closed for registration as of Thursday\, January 11. Registrants will be notified of their enrollment status by Thursday\, January 18. \nThis short course has a cap of 25 students. Registration is open from Monday\, January 8\, until capacity is reached or until Thursday\, February 8\, whichever comes first. 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 Kate Diamond (kdiamond3@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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning community\n\nDescribe several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/building-neuroinclusive-learning-environments-best-practices-to-support-and-empower-neurodiverse-learners-in-stem/2024-02-15/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240221T130000
DTEND;TZID=America/Chicago:20240221T143000
DTSTAMP:20260425T063719
CREATED:20231211T200852Z
LAST-MODIFIED:20240321T184437Z
UID:10000641-1708520400-1708525800@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy\, learn how to articulate that philosophy across a variety of disciplines\, and refine strategies for dealing with mentoring challenges. \nThe content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring\, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. \nThis course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER\, the research base of mentorship\, or to request a CIMER training for your institution\, visit https://cimerproject.org/. \nInstructors\nJennifer Aumiller\, University of Maryland\, Baltimore\nBrian Rybarczyk\, University of North Carolina at Chapel Hill \nCourse Schedule\nThis intensive 5-week seminar meets online on Wednesdays from February 21 to March 20 at 3-4:30PM Atlantic / 2-3:30PM Eastern / 1-2:30PM Central / 12-1:30PM Mountain / 11AM-12:30PM Pacific. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading\, reflection\, and some writing. \nAudience\nThis seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support undergraduate mentees. \nRegistration and Enrollment\n** 1/19 Update: This course is at capacity and registration is closed.** \nThis short course has a cap of 20 students. Registration is open from Monday\, January 8\, until capacity is reached or until Wednesday\, February 14\, whichever comes first. 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 Kate Diamond (kdiamond3@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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training-2/2024-02-21/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240222T110000
DTEND;TZID=America/Chicago:20240222T123000
DTSTAMP:20260425T063719
CREATED:20231211T202955Z
LAST-MODIFIED:20240308T165815Z
UID:10000697-1708599600-1708605000@cirtl.net
SUMMARY:Building Neuroinclusive Learning Environments: Best Practices to Support and Empower Neurodiverse Learners in STEM
DESCRIPTION:*This course is at capacity and closed for registration as of Thursday\, January 11* \nLearn neurodiversity basics including the strengths and challenges people with differently wired brains have in the classroom and how these differences intersect with other aspects of peoples’ identities. Participants will also learn about both low and high input changes to their classrooms that will help them harness the strengths of their students. Participants will also have the opportunity to explore the stigma associated with neurodiversity as well as their personal experiences. By the end of this short course\, participants will be able to: \n\nIdentify different functions of the neurodivergent individuals including their strengths and challenges they might navigate in the higher education context\nRecognize and apply strength based and avoid deficit approach in teaching\, communication\, and advising\nApply a variety of techniques to enhance the students’ engagement in the field of STEM using Strength-Based approach\nDesign or revise a course component to support the success of neurodiverse learners in undergraduate or graduate programs\n\nInstructors\nRachel Prunier\, University of Connecticut\nSarira Motaref\, University of Connecticut\nConnie Syharat\, University of Connecticut \nCourse Schedule\nThis 4-week course meets online on Thursdays from February 15 to March 7 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific. \nWorkload\nParticipants will need to do some work outside of sessions\, including work on their redesigned course component. \nAudience\nThis seminar is designed first and foremost for graduate students\, postdoctoral researchers\, instructional staff\, and faculty in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support neurodiverse learners. \nRegistration and Enrollment\nUpdate: This course is at capacity and closed for registration as of Thursday\, January 11. Registrants will be notified of their enrollment status by Thursday\, January 18. \nThis short course has a cap of 25 students. Registration is open from Monday\, January 8\, until capacity is reached or until Thursday\, February 8\, whichever comes first. 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 Kate Diamond (kdiamond3@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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning community\n\nDescribe several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/building-neuroinclusive-learning-environments-best-practices-to-support-and-empower-neurodiverse-learners-in-stem/2024-02-22/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240228T130000
DTEND;TZID=America/Chicago:20240228T143000
DTSTAMP:20260425T063719
CREATED:20231211T200852Z
LAST-MODIFIED:20240321T184437Z
UID:10000642-1709125200-1709130600@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy\, learn how to articulate that philosophy across a variety of disciplines\, and refine strategies for dealing with mentoring challenges. \nThe content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring\, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. \nThis course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER\, the research base of mentorship\, or to request a CIMER training for your institution\, visit https://cimerproject.org/. \nInstructors\nJennifer Aumiller\, University of Maryland\, Baltimore\nBrian Rybarczyk\, University of North Carolina at Chapel Hill \nCourse Schedule\nThis intensive 5-week seminar meets online on Wednesdays from February 21 to March 20 at 3-4:30PM Atlantic / 2-3:30PM Eastern / 1-2:30PM Central / 12-1:30PM Mountain / 11AM-12:30PM Pacific. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading\, reflection\, and some writing. \nAudience\nThis seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support undergraduate mentees. \nRegistration and Enrollment\n** 1/19 Update: This course is at capacity and registration is closed.** \nThis short course has a cap of 20 students. Registration is open from Monday\, January 8\, until capacity is reached or until Wednesday\, February 14\, whichever comes first. 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 Kate Diamond (kdiamond3@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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training-2/2024-02-28/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240229T110000
DTEND;TZID=America/Chicago:20240229T123000
DTSTAMP:20260425T063719
CREATED:20231211T202955Z
LAST-MODIFIED:20240308T165815Z
UID:10000698-1709204400-1709209800@cirtl.net
SUMMARY:Building Neuroinclusive Learning Environments: Best Practices to Support and Empower Neurodiverse Learners in STEM
DESCRIPTION:*This course is at capacity and closed for registration as of Thursday\, January 11* \nLearn neurodiversity basics including the strengths and challenges people with differently wired brains have in the classroom and how these differences intersect with other aspects of peoples’ identities. Participants will also learn about both low and high input changes to their classrooms that will help them harness the strengths of their students. Participants will also have the opportunity to explore the stigma associated with neurodiversity as well as their personal experiences. By the end of this short course\, participants will be able to: \n\nIdentify different functions of the neurodivergent individuals including their strengths and challenges they might navigate in the higher education context\nRecognize and apply strength based and avoid deficit approach in teaching\, communication\, and advising\nApply a variety of techniques to enhance the students’ engagement in the field of STEM using Strength-Based approach\nDesign or revise a course component to support the success of neurodiverse learners in undergraduate or graduate programs\n\nInstructors\nRachel Prunier\, University of Connecticut\nSarira Motaref\, University of Connecticut\nConnie Syharat\, University of Connecticut \nCourse Schedule\nThis 4-week course meets online on Thursdays from February 15 to March 7 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific. \nWorkload\nParticipants will need to do some work outside of sessions\, including work on their redesigned course component. \nAudience\nThis seminar is designed first and foremost for graduate students\, postdoctoral researchers\, instructional staff\, and faculty in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support neurodiverse learners. \nRegistration and Enrollment\nUpdate: This course is at capacity and closed for registration as of Thursday\, January 11. Registrants will be notified of their enrollment status by Thursday\, January 18. \nThis short course has a cap of 25 students. Registration is open from Monday\, January 8\, until capacity is reached or until Thursday\, February 8\, whichever comes first. 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 Kate Diamond (kdiamond3@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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning community\n\nDescribe several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/building-neuroinclusive-learning-environments-best-practices-to-support-and-empower-neurodiverse-learners-in-stem/2024-02-29/
CATEGORIES:Course
END:VEVENT
END:VCALENDAR