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DTSTART;VALUE=DATE:20250801
DTEND;VALUE=DATE:20270802
DTSTAMP:20260818T133433Z
CREATED:20250707T142133Z
LAST-MODIFIED:20260818T133433Z
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261001T110000
DTEND;TZID=America/Chicago:20261001T130000
DTSTAMP:20260903T203747Z
CREATED:20260812T124438Z
LAST-MODIFIED:20260903T203747Z
UID:10003083-1790852400-1790859600@cirtl.net
SUMMARY:Workshopping Your Teaching Philosophy Statement
DESCRIPTION:Looking for feedback on your new draft teaching philosophy statement? Join this 2-hour online workshop\, designed just for participants who have completed CIRTL’s self-paced workshop on writing a teaching philosophy statement. \nFacilitators will answer common questions about teaching philosophy statements and guide participants through small group work to give and get feedback on your statements with disciplinary peers. \nAudience & registration\nThis online workshop is designed exclusively for participants who have completed CIRTL’s self-paced workshop on writing a teaching philosophy statement\, which is limited to participants at CIRTL member institutions\, or alumni of CIRTL programs. Once you complete that workshop\, you will have access to the registration form for this workshop. \nAccessibility & workshop content\nIf you have access needs\, please let us know what they are. Contact CIRTL’s help desk (support@cirtl.net) to let us know how we can help you have a successful experience. Ahead of the session\, participants will be expected to read a short article on giving feedback on someone’s writing. In the session\, participants will be expected to share a copy of your statement\, read through others’ statements\, and share feedback based on a shared worksheet. \nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals. \nThis self-paced workshop supports the following CIRTL learning goals: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/workshopping-your-teaching-philosophy-statement/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261013T120000
DTEND;TZID=America/Chicago:20261013T133000
DTSTAMP:20260812T130850Z
CREATED:20260722T190103Z
LAST-MODIFIED:20260812T130850Z
UID:10003057-1791892800-1791898200@cirtl.net
SUMMARY:A Student-Centered Approach to Plagiarism in the Age of Generative AI
DESCRIPTION:Many instructors have struggled to address plagiarism in the rise of generative AI\, but these technologies may simply be revealing long‑standing gaps in how students understand the work of learning. This two‑part workshop explores how transparency about the cognitive work required in assignments and how students perceive that work can strengthen assessment validity and reduce the reliance of AI in coursework. By the end of this workshop\, participants will be able to: \n\nIdentify the current literature regarding why students plagiarize.\nDiscuss the differences between assessment security and assessment validity.\nExamine a class assessment’s cognitive load\, germane load\, and extraneous cognitive load.\nRevise a class assessment to improve its assessment validity and clarify the learning process.\n\nInstructors\nTeresa Hooper\, University of Tennessee-Knoxville\nChris Kilgore\, University of Tennessee-Knoxville \nWorkshop Schedule\nThis two-session online workshop meets in Zoom on Tuesday\, October 13th and 14th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona. \nAudience\nThis workshop is designed for anyone interested in teaching and learning developments. Graduate students\, postdoctoral scholars\, and instructors actively designing or revising courses may find this workshop a valuable resource in plagiarism concerns\, AI‑supported learning\, or questions about assessment validity with the rise in Generative AI use. \nRegistration\nRequest a registration reminder \nThis workshop has no cap\, and registration opens on Monday\, September 21st at 10am CT. Once registration opens\, it will remain open until the workshop begins on Tuesday\, October 13th. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis course supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/a-student-centered-approach-to-plagiarism-in-the-age-of-generative-ai/2026-10-13/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261014T120000
DTEND;TZID=America/Chicago:20261014T133000
DTSTAMP:20260812T130850Z
CREATED:20260722T190103Z
LAST-MODIFIED:20260812T130850Z
UID:10003058-1791979200-1791984600@cirtl.net
SUMMARY:A Student-Centered Approach to Plagiarism in the Age of Generative AI
DESCRIPTION:Many instructors have struggled to address plagiarism in the rise of generative AI\, but these technologies may simply be revealing long‑standing gaps in how students understand the work of learning. This two‑part workshop explores how transparency about the cognitive work required in assignments and how students perceive that work can strengthen assessment validity and reduce the reliance of AI in coursework. By the end of this workshop\, participants will be able to: \n\nIdentify the current literature regarding why students plagiarize.\nDiscuss the differences between assessment security and assessment validity.\nExamine a class assessment’s cognitive load\, germane load\, and extraneous cognitive load.\nRevise a class assessment to improve its assessment validity and clarify the learning process.\n\nInstructors\nTeresa Hooper\, University of Tennessee-Knoxville\nChris Kilgore\, University of Tennessee-Knoxville \nWorkshop Schedule\nThis two-session online workshop meets in Zoom on Tuesday\, October 13th and 14th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona. \nAudience\nThis workshop is designed for anyone interested in teaching and learning developments. Graduate students\, postdoctoral scholars\, and instructors actively designing or revising courses may find this workshop a valuable resource in plagiarism concerns\, AI‑supported learning\, or questions about assessment validity with the rise in Generative AI use. \nRegistration\nRequest a registration reminder \nThis workshop has no cap\, and registration opens on Monday\, September 21st at 10am CT. Once registration opens\, it will remain open until the workshop begins on Tuesday\, October 13th. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis course supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/a-student-centered-approach-to-plagiarism-in-the-age-of-generative-ai/2026-10-14/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261019T110000
DTEND;TZID=America/Chicago:20261019T130000
DTSTAMP:20260812T131515Z
CREATED:20260724T194419Z
LAST-MODIFIED:20260812T131515Z
UID:10003075-1792407600-1792414800@cirtl.net
SUMMARY:Designing Assignments with UDL: Supporting Student Emotional Capacity
DESCRIPTION:Students’ ability to learn depends not only on what they know\, but also on their ability to navigate frustration\, uncertainty\, feedback\, and other emotional aspects of the learning process. In this two-session workshop\, participants will explore how the design of course assignments can either encourage learning or create unnecessary emotional barriers to it\, and develop concrete strategies for assignment design that help students direct their emotional resources toward successful learning rather than avoidable frustration. \nUniversal Design for Learning (UDL) calls a student’s ability to navigate the emotional aspects of learning their emotional capacity. We will use three UDL Emotional Capacity considerations as a framework for understanding how assignment design can support or hinder student emotional capacity (by removing emotional barriers or introducing unnecessary ones\, respectively)\, and as a guide for intentionally designing assignments that reduce common sources of frustration. \nThis workshop utilizes an object-based teaching and learning approach\, allowing participants to engage with and learn directly from assignments from a wide range of disciplines. In the first session\, participants will use authentic assignments as shared objects for observation\, analysis\, and discussion to uncover assumptions they may hold about students’ emotional capacity before connecting those observations and assumptions to the UDL framework and UDL informed assignment design strategies. At the end of this session participants will begin to redesign an assignment relevant to their discipline by using at least one of the assignment design strategies discussed in the session. In the second session\, participants will explore action-oriented feedback as a tool for maintaining motivation and promoting growth\, then participate in a structured peer-review process to refine their assignment revisions. Participants will leave with a deeper understanding of how assignment design influences students’ emotional experiences and concrete strategies for designing assignments that better support the emotional needs of learners. By the end of this workshop\, participants will be prepared to: \n\nDiscuss concrete strategies for promoting student emotional capacity through incorporating UDL considerations 8.5\, and 9.1-3 in assignment design.\nDesign or revise an assignment to promote student emotional capacity through the incorporation of one or more of the UDL emotional capacity considerations.\n\nInstructors\nLyla Hestand\, The Ohio State University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Monday\, October 19th and 26th at 8-10pm Gulf / 12-2pm Eastern / 11am-1pm Central / 9-11am Pacific/Arizona. \nAudience\nWhile every discipline has their own norms and conventions\, the CAST UDL Guidelines – including the Emotional Capacity considerations we will focus on – are designed to be applicable regardless of domain. Emotional barriers to learning and strategies for circumventing them do not depend upon content. All graduate students are invited to attend\, regardless of discipline or teaching experience. \nRegistration\nRequest a registration reminder \nCap: 70. Registration opens on Monday\, October 5th at 10am CT and closes once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis workshop supports the following CIRTL learning goal: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
URL:https://cirtl.net/event/designing-assignments-with-udl-supporting-student-emotional-capacity/2026-10-19/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261026T110000
DTEND;TZID=America/Chicago:20261026T130000
DTSTAMP:20260812T131515Z
CREATED:20260724T194419Z
LAST-MODIFIED:20260812T131515Z
UID:10003076-1793012400-1793019600@cirtl.net
SUMMARY:Designing Assignments with UDL: Supporting Student Emotional Capacity
DESCRIPTION:Students’ ability to learn depends not only on what they know\, but also on their ability to navigate frustration\, uncertainty\, feedback\, and other emotional aspects of the learning process. In this two-session workshop\, participants will explore how the design of course assignments can either encourage learning or create unnecessary emotional barriers to it\, and develop concrete strategies for assignment design that help students direct their emotional resources toward successful learning rather than avoidable frustration. \nUniversal Design for Learning (UDL) calls a student’s ability to navigate the emotional aspects of learning their emotional capacity. We will use three UDL Emotional Capacity considerations as a framework for understanding how assignment design can support or hinder student emotional capacity (by removing emotional barriers or introducing unnecessary ones\, respectively)\, and as a guide for intentionally designing assignments that reduce common sources of frustration. \nThis workshop utilizes an object-based teaching and learning approach\, allowing participants to engage with and learn directly from assignments from a wide range of disciplines. In the first session\, participants will use authentic assignments as shared objects for observation\, analysis\, and discussion to uncover assumptions they may hold about students’ emotional capacity before connecting those observations and assumptions to the UDL framework and UDL informed assignment design strategies. At the end of this session participants will begin to redesign an assignment relevant to their discipline by using at least one of the assignment design strategies discussed in the session. In the second session\, participants will explore action-oriented feedback as a tool for maintaining motivation and promoting growth\, then participate in a structured peer-review process to refine their assignment revisions. Participants will leave with a deeper understanding of how assignment design influences students’ emotional experiences and concrete strategies for designing assignments that better support the emotional needs of learners. By the end of this workshop\, participants will be prepared to: \n\nDiscuss concrete strategies for promoting student emotional capacity through incorporating UDL considerations 8.5\, and 9.1-3 in assignment design.\nDesign or revise an assignment to promote student emotional capacity through the incorporation of one or more of the UDL emotional capacity considerations.\n\nInstructors\nLyla Hestand\, The Ohio State University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Monday\, October 19th and 26th at 8-10pm Gulf / 12-2pm Eastern / 11am-1pm Central / 9-11am Pacific/Arizona. \nAudience\nWhile every discipline has their own norms and conventions\, the CAST UDL Guidelines – including the Emotional Capacity considerations we will focus on – are designed to be applicable regardless of domain. Emotional barriers to learning and strategies for circumventing them do not depend upon content. All graduate students are invited to attend\, regardless of discipline or teaching experience. \nRegistration\nRequest a registration reminder \nCap: 70. Registration opens on Monday\, October 5th at 10am CT and closes once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis workshop supports the following CIRTL learning goal: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
URL:https://cirtl.net/event/designing-assignments-with-udl-supporting-student-emotional-capacity/2026-10-26/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261027T130000
DTEND;TZID=America/Chicago:20261027T143000
DTSTAMP:20260812T131614Z
CREATED:20260724T183002Z
LAST-MODIFIED:20260812T131614Z
UID:10003073-1793106000-1793111400@cirtl.net
SUMMARY:Teaching with Objects – An Effective Teaching Method for Future Faculty
DESCRIPTION:This interactive workshop is designed to equip graduate students and future faculty with the foundational skills and confidence to integrate object-based learning into their teaching across all disciplines. Moving beyond the misconception that object-based pedagogy is confined to art history or requires special expertise\, this session introduces participants to the “See/Think/Wonder” framework—a versatile tool for facilitating evidence-based\, student-centered discussion that can be applied in STEM\, humanities\, social sciences\, and beyond. Participants will learn to design effective assignments\, practice leading object-based discussions\, and navigate campus resources and expert collaborations. The workshop emphasizes that effective teaching with objects relies not on the instructor’s pre-existing content knowledge\, but on their skill as a facilitator of observation and critical inquiry—a transferable skill applicable to any classroom setting. Optional pre-reading materials and a simple framework guide will be provided in advance to ensure all participants can engage meaningfully\, regardless of prior experience. This session is ideal for anyone looking to create more engaged\, interdisciplinary\, and experiential learning environments in their future classrooms. By the end of this workshop\, participants will be prepared to: \n\nArticulate the core philosophy of object-based learning as a student-centered\, evidence-based pedagogical approach applicable beyond the arts and humanities\nApply the “See/Think/Wonder” thinking routine to structure an object-based learning activity that fosters observation\, interpretation\, and questioning\nDesign a scaffolded discussion prompt that uses an object to advance a specific learning goal in their discipline\n\nInstructors\nXiaoxia Zhang\, Indiana University\nTrevor Verrot\, Indiana University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Tuesday\, October 27th at 10-11:30pm Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 11am-12:30pm Pacific/Arizona. \nAudience\nThis workshop is for graduate students and future faculty who are interested in integrating object-based learning into their teaching across all disciplines. \nRegistration\nRequest a registration reminder \nCap: 30. Registration opens on Monday\, October 12th at 10am CT and closes once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis workshop supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/teaching-with-objects-an-e%ef%ac%80ective-teaching-method-for-future-faculty/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261029T120000
DTEND;TZID=America/Chicago:20261029T133000
DTSTAMP:20260812T131755Z
CREATED:20260728T182836Z
LAST-MODIFIED:20260812T131755Z
UID:10003060-1793275200-1793280600@cirtl.net
SUMMARY:Preparing Your Teaching Demo for a Job Interview
DESCRIPTION:As part of the interview process for a faculty position\, you may be asked to lead a teaching demonstration. In this interactive workshop\, we’ll discuss ways to go into your teaching demo with preparedness\, confidence\, and adaptability. Participants will explore considerations related to their audience\, factors affecting content\, logistics (including technology)\, and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop\, participants will be prepared to: \n\nIdentify questions and decision points useful in preparing a teaching demo for a job interview.\nStrategize ways to gather the information needed to effectively plan a teaching demo.\nGenerate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g.\, logistical\, technological\, or interpersonal).\n\nInstructors\nChas Brua\, Pennsylvania State University\nBeate Brunow\, Pennsylvania State University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Thursday\, October 29th at 10-11:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 11am-12:30pm Arizona / 10-11:30am Pacific. \nAudience\nThis workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in an introduction to teaching demonstrations. \nRegistration and Enrollment\nRequest a registration reminder \nCap: 50. Registration opens on Monday\, October 12th at 10am CT and closes once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders to all students\nSharing resources from synchronous sessions with students\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis course supports the following CIRTL learning goals: \n\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/preparing-your-teaching-demo-for-a-job-interview-fall-2026/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
END:VCALENDAR