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DTSTART;TZID=America/Chicago:20261013T120000
DTEND;TZID=America/Chicago:20261013T133000
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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:20260722T190158Z
CREATED:20260722T190103Z
LAST-MODIFIED:20260722T190158Z
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:20260724T194419Z
CREATED:20260724T194419Z
LAST-MODIFIED:20260724T194419Z
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/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261026T110000
DTEND;TZID=America/Chicago:20261026T130000
DTSTAMP:20260724T194419Z
CREATED:20260724T194419Z
LAST-MODIFIED:20260724T194419Z
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/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261027T130000
DTEND;TZID=America/Chicago:20261027T143000
DTSTAMP:20260724T185539Z
CREATED:20260724T183002Z
LAST-MODIFIED:20260724T185539Z
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/
CATEGORIES:Workshop
END:VEVENT
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