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DTSTART;VALUE=DATE:20250801
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UID:10002872-1754006400-1817164799@cirtl.net
SUMMARY:Self-Paced Teaching & Learning Courses
DESCRIPTION:Develop your teaching & learning knowledge and skills in one of CIRTL’s 9 self-paced\, asynchronous courses designed for graduate students and postdocs. You can read detailed descriptions of this programming below. At the bottom of this page you can view a matrix showing how each self-paced course addresses CIRTL’s learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge\nGoal 2: Connect with community to enhance teaching\nGoal 3: Cultivate teaching skills through reflective improvement\nGoal 4: Prepare for an impactful career\n\nQuestions? Contact CIRTL’s help desk at registration@cirtl.net. \n\nSelf-paced programming open to all\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\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\nRead more and register now\n\n\nSelf-paced programming open to members and alumni\nWriting an Effective Teaching Philosophy Statement (Self-paced)\nLearn what a teaching philosophy statement is\, brainstorm what you might write about in yours\, and draft your own statement in this self-paced workshop. Participants who complete this workshop will be invited to attend a synchronous session where you can refine your draft with a writing group of peers from your discipline. Coming soon. \n\nCIRTL learning goals: 4\nRead more and register now\n\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\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\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\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\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\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\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\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\nRead more and register now\n\n\nSelf-paced courses & CIRTL learning goals\nAll programming aligns with CIRTL’s 4 learning goals at introductory\, intermediate\, or advanced levels. Here\, you can see how our self-paced programming provides different learning experiences for each learning goal. \n  \n\n\n\n\n\n\n \n\n\nCourse\nGoal 1: Develop evidence-based teaching knowledge\nGoal 2: Connect with community to enhance teaching\nGoal 3: Cultivate teaching skills through reflective improvement\nGoal 4: Prepare for an impactful career\n\n\n\n\nWhen a Student Falls Behind\nIntroductory\n\n\n\n\n\nAn Introduction to Evidence-Based Undergraduate STEM Teaching\nIntroductory\nIntroductory\n\n\n\n\nResearch as a High Impact Practice in STEM Education\nIntroductory\nIntroductory\n\n\n\n\nIncorporating Active Learning\nIntroductory\nIntroductory\n\n\n\n\nCreating a Transgender Inclusive STEM Environment: A Course for Educators\nIntroductory\n\nIntroductory\n\n\n\nMaking Large Classes Feel Smaller\nIntroductory\n\nIntroductory\n\n\n\nEffective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies\nIntroductory\n\nIntroductory\n\n\n\nAdvancing Learning Through Evidence-Based STEM Teaching\nIntermediate\nIntermediate\nIntermediate\n\n\n\nTA Principles and Strategies\nIntroductory\nIntroductory\nIntroductory\n\n\n\nTeaching Transferable Skills and Work-Integrated Learning in the College Classroom\nIntermediate\nIntermediate\nIntermediate\nIntermediate
URL:https://cirtl.net/event/self-paced-courses/
CATEGORIES:Course,Workshop
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251103T100000
DTEND;TZID=America/Chicago:20251103T120000
DTSTAMP:20251020T162908Z
CREATED:20250418T173937Z
LAST-MODIFIED:20251020T162908Z
UID:10002877-1762164000-1762171200@cirtl.net
SUMMARY:Scaffolding Students’ Success as Independent Learners: Developing Instructional Materials Using Self-Regulated Learning Principles
DESCRIPTION:Gain practical skills to scaffold students’ development as independent learners using principles from self-regulated learning. This framework is goal-directed\, and emphasizes the active role students can take in guiding their learning. Students’ implementation of these skills has been linked to many adaptive and positive academic outcomes. In this workshop\, participants will explore practical methods to embed the teaching of self-regulated learning skills into their regular instruction\, and learn how to feel more confident in their ability to design instructional materials that can help students take the initiative to plan\, direct\, and reflect on their own learning processes. By the end of this workshop\, participants will be able to: \n\nArticulate the value of self-regulated learning processes (i.e.\, planning\, monitoring/control\, and reflection) in promoting student success\nDesign instructional materials to support students in developing disciplinary-based self-regulated learning skills\n\nInstructors\nAugust Masonheimer\, Purdue University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Monday\, October 20th at 7-9pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 8-10am Pacific/Arizona and Monday\, November 3rd at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific. \nAudience\nThis workshop is designed for participants with teaching experience who want to develop practical skills and instructional materials that help students reflect on their own learning processes. \nRegistration and Enrollment\n**At capacity and closed for registration as of Thursday\, October 16th** \nCap: 40. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this 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 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/scaffolding-students-success-as-independent-learners-developing-instructional-materials-using-self-regulated-learning-principles/2025-11-03/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251111T100000
DTEND;TZID=America/Chicago:20251111T120000
DTSTAMP:20251027T150224Z
CREATED:20250728T194818Z
LAST-MODIFIED:20251027T150224Z
UID:10002895-1762855200-1762862400@cirtl.net
SUMMARY:Examining and Analyzing Culturally Sustaining Pedagogy in Post-Secondary Contexts
DESCRIPTION:In the current U.S. political climate\, where diversity\, equity\, and inclusion (DEI) initiatives face increasing scrutiny and legislative challenges\, learning about culturally sustaining pedagogy (CSP) is more crucial than ever. Participants will learn the importance of using instructional strategies that affirm and sustain the cultural and linguistic identities of diverse students and how to foster a dynamic learning environment using CSP principles. Through collaboration and discussion\, participants will identify and apply these principles as well as reflect on their own cultural identities and biases\, challenge dominant narratives\, and promote critical thinking in their classrooms. By the end of this workshop\, participants will be prepared to: \n\nIdentify How CSP supports teaching and learning in higher education\nApply CSP principles to participant’s discipline or field of study\nDifferentiate Between CSP and Non-CSP practices in teaching and learning\nPlan one or more course-related materials or activities using CSP principles\n\nInstructors\nNakisha Whittington\, Stanford University \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Tuesday\, November 11th at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific. \nAudience\nThis workshop is designed for graduate students at any stage in their career who want to learn more about engaging and transformative ways to teach. \nRegistration and Enrollment\nREGISTER NOW \nCap: 25. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders 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 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.
URL:https://cirtl.net/event/examining-and-analyzing-culturally-sustaining-pedagogy-in-post-secondary-contexts/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251113T110000
DTEND;TZID=America/Chicago:20251113T123000
DTSTAMP:20251028T195712Z
CREATED:20250808T191900Z
LAST-MODIFIED:20251028T195712Z
UID:10002913-1763031600-1763037000@cirtl.net
SUMMARY:Overcoming Learned Helplessness: Helping Students to Develop Strong Team Skills Through Emotional Intelligence
DESCRIPTION:Experience a “failed” team meeting that rehearses the experience that many students experience working on teams. Through a discussion of the theory of “learned helplessness”\, participants will learn how to empower our students to overcome and transform such experiences through the practice of emotional intelligence and the practice of effective team communication techniques. By the end of this workshop\, participants will be prepared to: \n\nUnderstand the most common team dysfunctions students experience when working together on teams.\nDemonstrate emotional intelligence and effective communication skills to overcome poor team dynamics.\n\nInstructors\nKevin Carr\, University of Texas at Arlington \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on on Thursday\, November 13 at 9-10:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Arizona / 9-10:30am Pacific. \nAudience\nThis workshop is designed for participants who want to understand the feelings that students experience working on teams\, and to learn how to teach students to overcome feelings of learned helplessness through stronger emotional intelligence and team communication skills. \nRegistration and Enrollment\nREGISTER NOW \nNo cap; registration opens on Monday\, October 27th at 10am CT and closes on the day of the workshop. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders to all students\nSharing resources from synchronous sessions with students\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants 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 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/overcoming-learned-helplessness-helping-students-to-develop-strong-team-skills-through-emotional-intelligence/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251120T130000
DTEND;TZID=America/Chicago:20251120T143000
DTSTAMP:20251120T144247Z
CREATED:20250804T202607Z
LAST-MODIFIED:20251120T144247Z
UID:10002896-1763643600-1763649000@cirtl.net
SUMMARY:Leveraging Strengths of Neurodiverse Students in the Classroom
DESCRIPTION:Many times the discussion around learning and neurodiversity is deficit based. While it is important to consider the very real learning challenges that many neurodiverse students face in higher education\, it is equally critical to highlight the numerous strengths associated with different neurotypes such as ADHD\, learning disabilities\, autism\, mental health challenges and consider ways to help students leverage strengths for learning. This workshop will provide participants with an overview of neurodiversity and explore what a strength based and neuroaffirming perspective entails. Participants will consider how learning environments can interact with neurodiversity to mobilize strengths or heighten challenges\, and explore neuro-affirming instructional strategies to lower unintentional barriers to learning. By the end of this workshop\, participants will be prepared to: \n\nDescribe the tenets of a neurodiversity affirming paradigm and some neurodiversity related strengths and challenges\nIdentify some neuro-affirming instructional strategies that can help to mobilize neurodiversity-related strengths and lower learning barriers\nAnalyze your current instructional approach for neuro-affirming strategies that you currently utilizing or could integrate into your teaching\n\nInstructors\nMelissa Tamas\, Stanford University\nSavannah Pham\, Stanford University \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Thursday\, November 20th at 11pm-12:30am Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Arizona / 11am-12:30pm Pacific. \nAudience\nThis workshop is designed for graduate students and postdoctoral instructors who want to shine a light on the strengths of neurodiversity and consider ways to mobilize it for learning. No previous experience with neurodiversity is required. \nRegistration and Enrollment\n**Registration closed on Thursday\, November 20th** \nRegistration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders 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 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.
URL:https://cirtl.net/event/leveraging-strengths-of-neurodiverse-students-in-the-classroom/
CATEGORIES:Workshop
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