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DTSTART;VALUE=DATE:20250801
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DTSTAMP:20260424T020632
CREATED:20250707T142133Z
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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\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\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\nRegistration opening Spring 2026\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 3-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\nRegistration opening Spring 2026\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/Chicago:20251104T120000
DTEND;TZID=America/Chicago:20251104T133000
DTSTAMP:20260424T020632
CREATED:20250724T212846Z
LAST-MODIFIED:20251209T214110Z
UID:10002905-1762257600-1762263000@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 12-week course about teaching in the college classroom. This course will focus on developing inclusive\, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives\, assessment\, and learning activities through both discussion of course materials and developing and practicing their own lesson plan. In this course\, participants will \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 23 through December 9\, at 9–10:30pm Gulf / 1–2:30pm Eastern / 12–1:30pm Central / 10–11:30am Pacific/Arizona. \n**After November 2nd\, course meets at 10-11:30om 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\n**Closed for registration as of Friday\, September 19th** \nCap: 100. Registration is now open and will close once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \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-4/2025-11-04/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251105T110000
DTEND;TZID=America/Chicago:20251105T130000
DTSTAMP:20260424T020632
CREATED:20250812T133432Z
LAST-MODIFIED:20251014T143140Z
UID:10002917-1762340400-1762347600@cirtl.net
SUMMARY:Shared Voices\, Shared Decisions: Sociocracy for Educators and Leaders in Higher Ed
DESCRIPTION:University structure/governance varies little across the world and has changed little in basic form across time. It is\, at its essence\, deeply colonial and Western\, characterized by a hierarchical distribution of power. However\, as the world changes rapidly around us\, there is a growing need to authentically include the diverse voices of stakeholders (i.e.\, staff and students) in the decisions that affect their work\, learning\, and wellbeing. This course presents a shared governance model\, “Sociocracy”\, that stresses inclusion and deliberate attention to power dynamics. Based on consent and not consensus\, sociocracy operates at scales from small groups to entire organizations. Participants will explore connections among governance/decision-making\, power structures\, and participatory equity in higher education. They will explore sociocracy as a model for fostering shared decision-making in classrooms\, committees\, departments\, and other academic spaces\, and generate actionable plans to improve power dynamics and advance equity and inclusion in their own contexts. By the end of this course\, participants will be able to: \n\nIdentify relationships\, power structures\, and/or gaps in participatory equity in governance at their home institution.\nDefine\, explain\, and justify the use of Sociocracy as a viable governance model at multiple levels or scales.\nExplain the significance of sociocratic structures and processes.\nDesign sociocratic structures at levels or scales relevant to their local contexts.\n\nThe course will also prepare participants to apply practical strategies that foster more equitable\, inclusive\, and participatory forms of leadership. These approaches are adaptable to a wide range of settings and contexts. Participants will learn how to: \n\nStructure and facilitate meetings effectively.\nEngage students as active partners in course design and learning.\nIncorporate regular feedback loops to improve processes\, strengthen decision-making\, and enhance collaborative projects.\n\nInstructors\nTeri Balser\, University of Calgary\nKelly Clark\, Johns Hopkins University \nCourse Schedule\nThis course meets online in Zoom on Wednesdays\, October 15 through November 19 at 8-10pm Gulf / 12-2pm Eastern / 11am-1pm Central / 9-11am Pacific/Arizona. \n**After November 2nd\, course meets at 9-11pm Gulf / 10am-12pm Arizona** \nAudience\nThis course is intended for a broad range of participants at all career stages\, including faculty and staff\, CIRTL leadership\, postdocs\, or senior level graduate students that are interested in applying the Sociocracy model in classrooms\, committees\, departments\, and higher. \nRegistration and Enrollment\n**Registration closed as of Tuesday\, October 14th** \nCap: 50. 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 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/intermediate level: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/shared-voices-shared-decisions-sociocracy-for-educators-and-leaders-in-higher-ed/2025-11-05/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251111T120000
DTEND;TZID=America/Chicago:20251111T133000
DTSTAMP:20260424T020632
CREATED:20250724T212846Z
LAST-MODIFIED:20251209T214110Z
UID:10002906-1762862400-1762867800@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 12-week course about teaching in the college classroom. This course will focus on developing inclusive\, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives\, assessment\, and learning activities through both discussion of course materials and developing and practicing their own lesson plan. In this course\, participants will \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 23 through December 9\, at 9–10:30pm Gulf / 1–2:30pm Eastern / 12–1:30pm Central / 10–11:30am Pacific/Arizona. \n**After November 2nd\, course meets at 10-11:30om 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\n**Closed for registration as of Friday\, September 19th** \nCap: 100. Registration is now open and will close once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \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-4/2025-11-11/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251112T110000
DTEND;TZID=America/Chicago:20251112T130000
DTSTAMP:20260424T020632
CREATED:20250812T133432Z
LAST-MODIFIED:20251014T143140Z
UID:10002918-1762945200-1762952400@cirtl.net
SUMMARY:Shared Voices\, Shared Decisions: Sociocracy for Educators and Leaders in Higher Ed
DESCRIPTION:University structure/governance varies little across the world and has changed little in basic form across time. It is\, at its essence\, deeply colonial and Western\, characterized by a hierarchical distribution of power. However\, as the world changes rapidly around us\, there is a growing need to authentically include the diverse voices of stakeholders (i.e.\, staff and students) in the decisions that affect their work\, learning\, and wellbeing. This course presents a shared governance model\, “Sociocracy”\, that stresses inclusion and deliberate attention to power dynamics. Based on consent and not consensus\, sociocracy operates at scales from small groups to entire organizations. Participants will explore connections among governance/decision-making\, power structures\, and participatory equity in higher education. They will explore sociocracy as a model for fostering shared decision-making in classrooms\, committees\, departments\, and other academic spaces\, and generate actionable plans to improve power dynamics and advance equity and inclusion in their own contexts. By the end of this course\, participants will be able to: \n\nIdentify relationships\, power structures\, and/or gaps in participatory equity in governance at their home institution.\nDefine\, explain\, and justify the use of Sociocracy as a viable governance model at multiple levels or scales.\nExplain the significance of sociocratic structures and processes.\nDesign sociocratic structures at levels or scales relevant to their local contexts.\n\nThe course will also prepare participants to apply practical strategies that foster more equitable\, inclusive\, and participatory forms of leadership. These approaches are adaptable to a wide range of settings and contexts. Participants will learn how to: \n\nStructure and facilitate meetings effectively.\nEngage students as active partners in course design and learning.\nIncorporate regular feedback loops to improve processes\, strengthen decision-making\, and enhance collaborative projects.\n\nInstructors\nTeri Balser\, University of Calgary\nKelly Clark\, Johns Hopkins University \nCourse Schedule\nThis course meets online in Zoom on Wednesdays\, October 15 through November 19 at 8-10pm Gulf / 12-2pm Eastern / 11am-1pm Central / 9-11am Pacific/Arizona. \n**After November 2nd\, course meets at 9-11pm Gulf / 10am-12pm Arizona** \nAudience\nThis course is intended for a broad range of participants at all career stages\, including faculty and staff\, CIRTL leadership\, postdocs\, or senior level graduate students that are interested in applying the Sociocracy model in classrooms\, committees\, departments\, and higher. \nRegistration and Enrollment\n**Registration closed as of Tuesday\, October 14th** \nCap: 50. 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 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/intermediate level: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/shared-voices-shared-decisions-sociocracy-for-educators-and-leaders-in-higher-ed/2025-11-12/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251118T120000
DTEND;TZID=America/Chicago:20251118T133000
DTSTAMP:20260424T020632
CREATED:20250724T212846Z
LAST-MODIFIED:20251209T214110Z
UID:10002907-1763467200-1763472600@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 12-week course about teaching in the college classroom. This course will focus on developing inclusive\, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives\, assessment\, and learning activities through both discussion of course materials and developing and practicing their own lesson plan. In this course\, participants will \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 23 through December 9\, at 9–10:30pm Gulf / 1–2:30pm Eastern / 12–1:30pm Central / 10–11:30am Pacific/Arizona. \n**After November 2nd\, course meets at 10-11:30om 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\n**Closed for registration as of Friday\, September 19th** \nCap: 100. Registration is now open and will close once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \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-4/2025-11-18/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251119T110000
DTEND;TZID=America/Chicago:20251119T130000
DTSTAMP:20260424T020632
CREATED:20250812T133432Z
LAST-MODIFIED:20251014T143140Z
UID:10002919-1763550000-1763557200@cirtl.net
SUMMARY:Shared Voices\, Shared Decisions: Sociocracy for Educators and Leaders in Higher Ed
DESCRIPTION:University structure/governance varies little across the world and has changed little in basic form across time. It is\, at its essence\, deeply colonial and Western\, characterized by a hierarchical distribution of power. However\, as the world changes rapidly around us\, there is a growing need to authentically include the diverse voices of stakeholders (i.e.\, staff and students) in the decisions that affect their work\, learning\, and wellbeing. This course presents a shared governance model\, “Sociocracy”\, that stresses inclusion and deliberate attention to power dynamics. Based on consent and not consensus\, sociocracy operates at scales from small groups to entire organizations. Participants will explore connections among governance/decision-making\, power structures\, and participatory equity in higher education. They will explore sociocracy as a model for fostering shared decision-making in classrooms\, committees\, departments\, and other academic spaces\, and generate actionable plans to improve power dynamics and advance equity and inclusion in their own contexts. By the end of this course\, participants will be able to: \n\nIdentify relationships\, power structures\, and/or gaps in participatory equity in governance at their home institution.\nDefine\, explain\, and justify the use of Sociocracy as a viable governance model at multiple levels or scales.\nExplain the significance of sociocratic structures and processes.\nDesign sociocratic structures at levels or scales relevant to their local contexts.\n\nThe course will also prepare participants to apply practical strategies that foster more equitable\, inclusive\, and participatory forms of leadership. These approaches are adaptable to a wide range of settings and contexts. Participants will learn how to: \n\nStructure and facilitate meetings effectively.\nEngage students as active partners in course design and learning.\nIncorporate regular feedback loops to improve processes\, strengthen decision-making\, and enhance collaborative projects.\n\nInstructors\nTeri Balser\, University of Calgary\nKelly Clark\, Johns Hopkins University \nCourse Schedule\nThis course meets online in Zoom on Wednesdays\, October 15 through November 19 at 8-10pm Gulf / 12-2pm Eastern / 11am-1pm Central / 9-11am Pacific/Arizona. \n**After November 2nd\, course meets at 9-11pm Gulf / 10am-12pm Arizona** \nAudience\nThis course is intended for a broad range of participants at all career stages\, including faculty and staff\, CIRTL leadership\, postdocs\, or senior level graduate students that are interested in applying the Sociocracy model in classrooms\, committees\, departments\, and higher. \nRegistration and Enrollment\n**Registration closed as of Tuesday\, October 14th** \nCap: 50. 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 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/intermediate level: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/shared-voices-shared-decisions-sociocracy-for-educators-and-leaders-in-higher-ed/2025-11-19/
CATEGORIES:Course
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DTSTART;TZID=America/Chicago:20251125T120000
DTEND;TZID=America/Chicago:20251125T133000
DTSTAMP:20260424T020632
CREATED:20250724T212846Z
LAST-MODIFIED:20251209T214110Z
UID:10002908-1764072000-1764077400@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 12-week course about teaching in the college classroom. This course will focus on developing inclusive\, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives\, assessment\, and learning activities through both discussion of course materials and developing and practicing their own lesson plan. In this course\, participants will \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 23 through December 9\, at 9–10:30pm Gulf / 1–2:30pm Eastern / 12–1:30pm Central / 10–11:30am Pacific/Arizona. \n**After November 2nd\, course meets at 10-11:30om 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\n**Closed for registration as of Friday\, September 19th** \nCap: 100. Registration is now open and will close once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \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-4/2025-11-25/
CATEGORIES:Course
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