CIRTL Network

Research Mentor Training
2021-06-02 09:00 - 11:00 (America/Chicago)
Work with a community of peers to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy, learn how to articulate that philosophy across a variety of disciplines, and refine strategies for dealing with mentoring challenges.
The content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. Seminar topics include:

Aligning Expectations and Assessing Competencies
Promoting Professional Development
Maintaining Effective Communication
Fostering Equity and Inclusion in the Research Context
Fostering Independence
Cultivating Ethical Behavior
Articulating a Mentoring Philosophy and Plan

This course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER, the research base of mentorship, or to request a CIMER training for your institution, visit https://cimerproject.org/.
Registration Closed
Course Schedule
This intensive 5-week course meets online on Wednesdays from June 2 to July 7 at 11AM – 1PM AT / 10AM-12PM ET / 9-11AM CT / 8-10AM MT / 7-9AM PT (no class on June 16).
Workload
Instructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions.
Registration & Enrollment
This course is at capacity and registration is closed as of May 21.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.
Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence student learning.

Transforming Your Research Into Teaching
2021-06-16 14:00 - 15:00 (America/Chicago)
Transforming Your Research Into Teaching (TYRIT) is a unique, hybrid course focused on learning the skills of course design and developing a college-level course based on the area of your research expertise. In this course, you will be matched with peers across the country who are developing courses in similar areas for peer review and inspiration. You will also have a learning community, either based out of your institution, or a cross-network learning community to have weekly synchronous meetings for discussion of your projects and what you’re learning. The course runs for 6 weeks in June and July 2021 (with an additional week for project presentations), has one one-hour meeting per week, and requires around 1.5-2 hours of self-directed video and project development work per week. By the end of this course, you will be able to:

Write learning objectives for an educational goal and communicate level of understanding by using different verbs.
Design a course sequence that enhances thematic goals of your course
Choose assessment strategies and consider how their validity or reliability might be improved
Choose resources and develop instructional approaches that are inclusive of diverse students

Course Structure
The course is a hybrid, multi-institutional program with structured support for project development. More than 10 universities are running parallel learning communities of this course, including this community specifically for participants from the CIRTL Network community. Each week, students from across these institutions will learn new content asynchronously, through videos, readings, discussion forums, and peer group work. Those peer groups will bring together students in similar disciplines from across all collaborating institutions, amplifying your ability to learn from new and different perspectives. To date, the following institutions are running local learning communities:
Columbia University
Dalhousie University
Indiana University Bloomington
Iowa State University
University at Buffalo, State University of New York
University of California Irvine
University of Colorado Boulder
University of Houston
University of Illinois Chicago
University of Iowa
University of Massachusetts – Amherst
University of Nebraska Lincoln
Washington University in St. Louis
Interested students from these institutions should register locally, not here (you can contact CIRTL’s helpdesk at info@cirtl.net with registration questions).
Course Schedule
The cross-Network learning community meets online on Wednesdays from June 16, 2021 to July 28, 2021 at 4-5PM AT / 3-4PM ET / 2-3PM CT / 1-2PM MT / 12-1PM PT. In addition to these learning community meetings, students will be expected to do additional asynchronous work on their own and collaborate with disciplinary peer groups each week.
Workload
Instructors estimate students may need to spend approximately 1.5 hours per week on coursework outside of learning community sessions.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
All CIRTL programming helps participants achieve CIRTL learning outcomes, which are organized around our core pedagogical ideas. Read more about our learning outcomes.
Associate: Evidence-based teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning-through-diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe how an instructor’’s beliefs and biases can influence student learning.
Describe several learning-through-diversity (LtD) techniques and strategies.
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe the scope of diversity in learning environments, of both students and instructor.
*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills

Practitioner: Evidence-based teaching

Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.

Practitioner: Learning-through-diversity

Create a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.
Examine and describe own beliefs and biases, including how they may influence their students’ learning.
Integrate one or more Learning-through-Diversity techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.

Planning Your Teaching-as-Research Project
2021-06-22 13:00 - 14:30 (America/Chicago)
Jumpstart your plans for a Teaching-as-Research (TAR) project in this 6-week flipped course designed to guide participants through developing a research question, identifying project methods and outcomes, and more. Each week, students will watch videos, read articles, and complete assignments on their own time; in weekly sessions, students will refine their work with peer review, work through sticking points with instructors, and build community to sustain their work. Throughout the course, students will also be expected to meet occasionally with a local TAR contact (typically the person at your CIRTL member institution who mentors TAR students and/or runs your institution’s TAR program) to refine key components of your TAR project plan. By the end of the course, students will present a TAR project plan and be well-positioned to implement their project in the coming academic year.
Registration Closed
What is Teaching-as-Research?
Teaching-as-Research (TAR) takes a deliberate and systematic approach towards investigating, reflecting on, and improving one’s own teaching. The TAR process follows an inquiry cycle that consists of the following stages: identifying of a challenge within the context of teaching and learning, delving into the relevant scientific literature, designing a project to elucidate why the challenge occurs or designing a teaching intervention to address the challenge, implementing the project, collecting data, analyzing the data, drawing conclusions, and reflecting on the experience. TAR is a proactive and dynamic approach towards improving your teaching and document your teaching effectiveness. A TAR experience will provide a substantial example of your reflective, professional practice applicable to a range of career outcomes.
Course Schedule
This 6-week course has weekly online sessions on Tuesdays at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT from June 22 through July 27.
Workload
Your instructors estimate students will need to spend 6-8 hours per week on work outside of class sessions including: watching videos, reading articles, completing assignments, meeting with your local TAR contact, and reviewing peer group work so that you can provide in-session feedback.
Registration and Enrollment
This course is limited to 20 students. This course is at capacity as of May 20.
Registration is open Monday, May 3 and closes when capacity is reached or Friday, June 4, whichever comes first. Upon registering, students will be directed to complete a course application to explain their teaching and learning experience, and their interest in TAR. Instructors will accept students on a first-come first-served basis providing they meet course requirements in their application. Students are expected to have a working knowledge of, and experience with, evidence-based teaching methods. As minimum prerequisites, we expect students will have met these CIRTL Associate-level learning outcomes:

Describe and recognize the value of realistic well-defined, achievable, measurable, and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Learning-through-Diversity

Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

Associate: Teaching-as-Research

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe a “full-inquiry” cycle.

Practitioner: Evidence-Based Teaching

Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.

Practitioner: Learning-through-Diversity

Examine and describe own beliefs and biases, including how they may influence their students’ learning.
Create a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.
Integrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.

Practitioner: Teaching-as-Research

Show the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity to accomplish learning goals.
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

CIRTL Summer Institute on Scientific Teaching
2021-07-12 11:00 - 16:00 (America/Chicago)
The CIRTL Summer Institute on Scientific Teaching designed specifically for grad students and postdocs new to teaching. In this five-day institute, you will develop a deep understanding of scientific teaching by examining relevant literature, working online in small peer groups facilitated by topical experts, and performing structured work independently. Throughout the week, you will design an evidence-based, inclusive teaching activity with a disciplinary-focused peer group. Each day will be split between independent work, large group activities and lessons, and small group work to learn content and apply those lessons to your teaching activity. On the final day of the institute, each small group will present their teaching activities to the entire group. By the end of the institute, you will:

Observe, evaluate, and collect a portfolio of innovative teaching approaches, instructional materials and practical strategies for enhancing student learning that can be adapted to your own teaching environment
Get a thorough introduction to the core ideas that ground CIRTL’s approach to STEM education: learning-through-diversity, learning communities, evidence-based teaching, and teaching-as-research. Depending on your home institution’s local CIRTL certification process, you may be able to achieve associate-level certification by participating in this institute
Be named Scientific Teaching Fellows by the Summer Institutes on Teaching

Registration Closed
Institute Schedule
This intensive 5-day institute meets online every day the week of July 12 at 1-6PM AT / 12-5PM ET / 11AM-4PM CT / 10AM-3PM MT / 9AM-2PM PT. Each day is split between synchronous whole group work, asynchronous individual work, and synchronous small group work. Instructors will share a more detailed daily schedule closer to the start of the institute, including exact start and end times each day, breaks, and more.
Workload
Instructors anticipate students will need to spend 2-2.5 hours per day on work outside of sessions.
Registration & Enrollment
This institute is limited to 35 participants. Registration is open Monday, May 10 until capacity is reached or until Friday, June 25, whichever comes first. Registrants from CIRTL member institutions, or who are alumni of CIRTL member institutions, will receive enrollment priority.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.
Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-Diversity

Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

The College Classroom
2021-09-29 13:00 - 14:30 (America/Chicago)
Get an introduction to key learning principles and the basics of effective, evidence-based teaching practices in this course about teaching in the college classroom. This course will focus on developing inclusive, learner-centered approaches to teaching. Students 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, you will:

Explore inclusive, learner-centered teaching theories and practices
Read and discuss literature on effective teaching and learning, and apply to your teaching practice
Create connections between learning objectives, assessments, and learning activities in order to build and teach a lesson plan
Reflect on personal teaching values and decision making

Registration Closed
Course Schedule
This 12-week course has weekly online sessions on Wednesdays at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT from September 29 through December 15.
Workload
Your instructors estimate participants will need to spend 1.5-2 hours per week on work outside of class sessions.
Registration and Enrollment
This course is limited to 30 participants. Registration is at capacity and closed as of Tuesday, September 7.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.

Associate: Learning-through-Diversity

Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence student learning.

Associate: Teaching-as-Research

Describe a “full-inquiry” cycle.

Practitioner: Evidence-Based Teaching

Access the literature and existing knowledge to develop a deeper understanding of existing evidence-based knowledge concerning high-impact, evidence-based teaching practices.

Practitioner: Learning-through-Diversity

Access the literature and existing knowledge to develop a deeper understanding of diversity and its impact on accomplishing learning goals.

Writing an Effective Teaching Philosophy Statement
2022-09-13 10:30 - 12:00 (America/Chicago)
Draft a peer-reviewed statement that reflects your teaching beliefs and experiences in this interactive, two-part online workshop. Participants will work to draft and edit a teaching statement, which is often required for US academic job applications. We will discuss elements of teaching statements, evidence of effective teaching tailored for different academic jobs, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s collaborative, peer-review process.
Registration Closed
Workshop Schedule
This two-session online workshop meets on Tuesday, September 13 and 27 at 12:30-2PM AT / 11:30AM-1PM ET / 10:30AM-12PM CT / 9:30-11AM MT / 8:30-10AM PT.
Workload
Participants will be expected to draft (or revise an existing draft of) a teaching philosophy statement.
Registration & Enrollment
This workshop is limited to 50 participants. Registration is open from Monday, August 9 until capacity is reached or until Friday, September 9, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.

Associate: Learning Community

Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-Diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

Postdoc Teaching Practicum
2022-09-15 12:00 - 14:00 (America/Chicago)
Work with an experienced instructor in your discipline to enhance your understanding and experience of teaching a university course in this semester-long mentorship program designed for postdoctoral fellows. In this practicum, postdocs will observe mentors in their teaching, teach guest lectures and receive feedback on your teaching, discuss approaches to teaching with your mentors, and engage in group discussions of teaching with other postdocs from your cohort. The cohort will meet every three weeks for 2-hour workshops around key topics in teaching development; this may include lesson planning, teaching portfolios, equity, diversity, & inclusion, and teaching-as-research. By participating in this practicum, you will learn how to:

Create a framework for how a typical university course operates
Articulate how teaching and learning theories intersect with the practical requirements of a university course
Design university lessons which incorporate learner-centered lesson planning basics, demonstrating the alignment of learning objectives, learning activities and assessment techniques
Develop and refine a teaching portfolio using the evidence of teaching effectiveness gathered throughout the internship

Registration Closed
Practicum Schedule
This five-session semester-long practicum meets at 2-4PM AT / 1-3PM ET / 12-2PM CT / 11AM-1PM MT / 10AM-12PM PT on Thursday, September 15, October 6, October 27, November 17, and December 8.
Workload
Participants will need to do most of their work outside of sessions: teaching observations, guest lecturing, etc.
Registration and Enrollment
Registration is open Monday, August 15 through Monday, September 12 or until capacity is reached. Registrants will be directed to an application form, and practicum instructors will determine course acceptance after reviewing applications. Participants must have CIRTL Associate status in order to take this practicum. Note for CIRTL registrants: the application form asks for your UBC Employee Number; you can type “N/A” in this field to complete the form.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Practitioner: Learning Community

Integrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.
Implement one or more LC strategies for students in a learning experience.
Contribute to local professionally-focused learning communities associated with teaching and learning.

Practitioner: Teaching-as-Research

Show the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity to accomplish learning goals.
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

An Introduction to Evidence-Based Undergraduate STEM Teaching
2022-09-26 - 2022-11-20
An Introduction to Evidence-Based Undergraduate STEM Teaching is a massive open, online course (MOOC) designed to provide graduate students, postdoctoral scholars, and other aspiring faculty in STEM disciplines with an overview of effective college teaching strategies and the research that supports them. This course is also suitable for other interested university staff, faculty, and administrators. The goal of the eight-week course is to equip the next generation of faculty to be effective teachers, thus improving the learning experience for the thousands of students they will teach. Past participants are overwhelmingly satisfied with the course (nearly 90% of Summer 2019 students were satisfied or extremely satisfied).
The course draws on the expertise of a variety of STEM faculty, educational researchers, and staff from university teaching centers, many of them affiliated with the CIRTL Network. Topics include key learning principles, such as the role of mental models in learning and the importance of practice and feedback; fundamental elements of course design, including the development of learning objectives and assessments of learning aligned with those objectives; and teaching strategies for fostering active learning and inclusive classroom environments. Formats include video content and transcripts, readings, discussion forums, quizzes, and peer-graded assignments where participants will plan teaching and learning activities relevant to their disciplines.
Register
Course Schedule
This 8-week Massive Open Online Course takes place from Monday, September 26 through Sunday, November 20.
Workload
Your instructors estimate participants will need to spend 4 hours per week on coursework.
Registration and Enrollment
Registration opens in late August. No cap.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.

Supporting Neurodivergent Students
2022-09-28 13:00 - 15:00 (America/Chicago)
Want to better support your students with neurodiversity? In this workshop, we will review common forms of neurodiversity such as dyslexia, dyspraxia, autism, and ADHD and identify obstacles faced by neurodivergent students in academia. You will be introduced to strategies and resources for supporting these students, and explore ways to implement these strategies through group collaboration. By the end of this workshop, participants will be prepared to:

Describe what neurodiversity is and its common forms and experiences.
Recognize ways that neurodivergent students may experience difficulties with typical teaching methods.
Explain the difference between the medical and social models of disability.
Brainstorm new methods for creating inclusive and accessible classes for neurodivergent students.

Registration Closed
Workshop Schedule
This one-session online workshop meets on Wednesday, September 28 at 3-5PM AT / 2-4PM ET / 1-3PM CT / 12-2PM MT / 11AM-1PM PT.
Registration & Enrollment
This workshop has a cap of 50 students. Registration is open from Monday, August 9 until capacity is reached or until Friday, September 23, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-Diversity

Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

The Notion of Critical Race Theory (CRT) Should Not Be a Dirty Word in Higher Education: Unpacking Positionality in STEM Research and Teaching
2022-10-13 13:30 - 14:30 (America/Chicago)
Given our current divisive social and political climate, there is a current need for STEM educators and scholars to critical reflect on their own positionality, the impact of their work with STEM education, and how they perceive issues of justice within the scope of educational change. Critical ideologies associated with STEM research and teaching are fundamental as educational researchers and practitioners further examine notions of diversity, inclusion, and equity, specifically as it pertains to advocating for systematically marginalized populations in STEM educational learning spaces. In addition to an understanding of individual thoughts and feelings related to change, knowledge of the complexity of marginalized groups, organizations, and systems, as well as a commitment to navigating change in diverse and intersecting contexts, critical STEM educational frameworks must remain at the forefront of educational research. As such, it is vital that STEM education become intentional about employing a critical perspective to co-construct narratives that liberate all stakeholders from the system of oppression that they unknowingly grapple with and resist on a daily basis. The counternarratives, in other words, should be the discourse that STEM education utilizes critical race theory tenets design research and pedagogical inquiries that advocates for justice for all students. The aim of this keynote address is to broaden and deepen participant’s understanding of critical frameworks and the impact they can have on shaping the directionality of educational research and teaching in STEM. More specifically, this keynote address will examine how STEM educators and scholars can develop brave spaces within the scope of their work to allow for capturing of various perspectives into their academic spaces.
Registration Closed
Webinar Schedule
This online webinar takes place on Thursday, October 13 at 3-4:15PM AT / 2-3:15PM ET / 1-2:15PM CT / 12-1:15PM MT / 11AM-12:15PM PT.
Registration
This webinar is open to the public. You must register in order to attend; you will receive Zoom information upon registration.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.

Finding Your Teaching Mentor
2022-10-25 11:30 - 13:00 (America/Chicago)
In this two-part workshop, participants will start making a teaching development plan. Their plans will take into account their current context as well as align with their personal and professional goals. In session one, participants will learn how to orient themselves in their teaching development pathway and make an inventory of their local teaching resources. They will also develop understanding about why future faculty need a teaching mentor network that includes people different from their research mentors. The second session will help participants make a plan for building their mentoring network around their teaching development goals. We will talk about defining success as a teacher and how to ask for mentorship. We will hear from graduate student and faculty panelists about their teaching mentorship highlights and challenges. We will end our workshop series with time to form peer mentor networks.
By the end of this workshop, participants will be prepared to:

Understand why you need a teaching mentor network
Make an inventory of your local teaching resources
Make a teaching development plan based on where you are developmentally and institutionally, and in alignment with your personal and professional goals
Get a teaching mentor(s) different from your research advisor

Registration Closed
Workshop Schedule
This two-session online workshop meets on Tuesday, October 25 and November 1
1:30-3PM AT/ 12:30-2PM ET / 11:30AM-1PM CT / 10:30AM-12PM MT / 9:30-11AM PT
Registration & Enrollment
This workshop has a cap of 30 students. Registration is open from Monday, August 9 until capacity is reached or until Friday, October 21, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.
Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Introduction to Teaching at a Community College
2022-10-27 12:00 - 13:30 (America/Chicago)
Have you ever considered a teaching career at a community college? This career can have a high impact on students beginning their higher education journey and often includes a strong community focused work environment. The panel of faculty will discuss their experiences working in community colleges. The discussion will include equity and diversity at community colleges, panelists career trajectories, what they appreciate most about working at community colleges, and common misconceptions about the career. Bring your questions and prepare to explore this wonderful career path.
This event is supported by and organized through NSF INCLUDES Aspire grant by the Regional Initiative group.
Registration Closed
Event Schedule
This online event takes place on Thursday, October 27 at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT. This event is part of the three-part event series “Exploring Careers in Teaching at a Community College,” organized through CIRTL and APLU’s NSF INCLUDES Aspire grant.
Registration
This event is open to the public. You must register in order to attend; you will receive Zoom information upon registration.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Learning Community

Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-Diversity

Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

Getting Started with Universal Design for Learning
2022-11-02 12:00 - 13:30 (America/Chicago)
We know the one-size-fits-all approach to learning design is not optimal. But how do we incorporate flexibility into teaching and learning while still maintaining rigorous learning? In this workshop, participants will learn the three principles that underpin Universal Design for Learning (UDL), a pedagogical framework backed by neuroscience that fosters motivated, resourceful, and strategic learners. They will have the opportunity to apply these principles to a teaching artifact of their choice, be it a syllabus, assignment, and/or teaching practice. Participants will come away with an expanded understanding of learner variability, how it can be leveraged as an asset in the classroom, and how to make learning more accessible for their students. No previous experience with UDL is necessary. By the end of this workshop, participants will be prepared to:

Identify the 3 main principles of Universal Design for Learning
Explain why each principle is important to consider when designing inclusive learning opportunities
Critique a proposed learning activity and identify potential barriers to equitable access
Propose ways of re-designing a learning community to foster equity by following the principles of UDL

Registration Closed
Workshop Schedule
This two-session online workshop meets on Wednesday, November 2 and November 9 at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT.
Registration & Enrollment
This workshop has a cap of 75 students. Registration is open from Monday, August 9 until capacity is reached or until Friday, October 28, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Learning-through-Diversity

Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.

Ethical Dilemmas in Inclusive Teaching: Difficult Dynamics in the Lab
2022-12-05 11:30 - 13:30 (America/Chicago)
Cases that showcase inclusive teaching dilemmas at the university offer the opportunity for many to develop and test their own ways of understanding how they respond to dilemmas in their teaching. In this interactive workshop, come together with fellow future faculty to discuss some problematic group dynamics and cultural differences playing out in a lab course at a large research university. Participants will brainstorm possible solutions and challenge assumptions about potential paths forward that they can bring to their current and future institutions. All are welcome.
Registration Closed
Workshop Schedule
This one-session online workshop meets on Monday, December 5 at 1:30-3:30PM AT / 12:30-2:30PM ET / 11:30AM-1:30PM CT / 10:30AM-12:30PM MT / 9:30-11:30AM PT.
Registration & Enrollment
This workshop has a cap of 25 students. Registration is open from Monday, August 29 until Friday, September 9. 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.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.
Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-Diversity

Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence student learning.

Practitioner: Learning Community

Integrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.
Contribute to local professionally-focused learning communities associated with teaching and learning.

Practitioner: Learning-through-Diversity

Examine and describe own beliefs and biases, including how they may influence their students’ learning.
Determine the diverse backgrounds among a group of students, and consider the opportunities and challenges of the findings on each student’s learning.

Research Mentor Training
2023-01-23 12:30 - 14:00 (America/Chicago)
* This course is at capacity and closed for registration as of Wednesday, January 11. Registrants are notified of their enrollment status within 2 business days of registration closing. *

Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy, learn how to articulate that philosophy across a variety of disciplines, and refine strategies for dealing with mentoring challenges.
The content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. Seminar topics include:

Aligning Expectations and Assessing Competencies
Effective Communication
Fostering Independence, Self-efficacy, and Professional Development
Fostering Equity and Inclusion in a Research Context
Conflict Resolution, Feedback, Well-being
Articulating a Mentoring Philosophy and Plan

This course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER, the research base of mentorship, or to request a CIMER training for your institution, visit https://cimerproject.org/.
Instructors
Valerie Fako Miller – University of Illinois at Chicago
Paula Kavathas – Yale University
Course Schedule
This intensive 6-week course meets online on Mondays from January 23 to February 27 at 2:30-4PM AT / 1:30-3PM ET / 12:30-2PM CT / 11:30AM-1PM MT / 10:30AM-12PM PT.
Workload
Instructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions.
Registration and Enrollment
This short course has a cap of 20 students. Registration is open from Tuesday, January 10, until capacity is reached or until Wednesday, January 18, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.
Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence student learning.

Preparing Your Teaching Demo for a Job Interview
2023-01-25 10:00 - 11:15 (America/Chicago)
* This workshop is at capacity and closed for registration as of Wednesday, January 11. Registrants are notified of their enrollment status within 2 business days of registration closing. *

As part of the interview process for a faculty position in the U.S., 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. By the end of this workshop, participants will be prepared to:

identify questions and decision points useful in preparing a teaching demo for a job interview in the U.S.
strategize ways to gather the information needed to effectively plan a teaching demo
generate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g. logistical, technological, or interpersonal).

Instructors
Chas Brua & Beate Brunow – Pennsylvania State University
Workshop Schedule
This one-session online workshop meets on Wednesday, January 25 at 12-1:15PM AT / 11AM-12:15PM ET / 10-11:15AM CT / 9-10:15AM MT / 8-9:15AM PT.
Registration and Enrollment
This workshop has a cap of 50 students. Registration is open from Tuesday, January 10 until capacity is reached or until Friday, January 20, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Professional Development

Create materials that are commonplace in the academic job market (resumes, CVs, teaching portfolios, teaching statements, etc.)

Laying the Foundations for a Successful Teaching Career
2023-01-25 13:00 - 14:30 (America/Chicago)
* This course is at capacity and closed for registration as of Thursday, January 12. Registrants are notified of their enrollment status within 2 business days of registration closing. *

This five-session short course explores and builds a foundation of skills and habits to develop teaching approaches that will support a successful teaching career. Development of these skills can start as early as graduate school. This short course includes developing or refining some aspects of your teaching portfolio:

Session 1: participants select and “unpack” the teaching approach of a favorite assignment or important learning activity asked of students
Session 2: participants will develop an instrument (a rubric) to measure student learning that results from their teaching and learning process
Sessions 3 and 4: building upon prior sessions, participants will plan a change to improve their teaching process in a way that aligns with elements of their teaching philosophy
Session 5: participants will document their teaching approach for a teaching presentation, or record a teaching demonstration with an accompanying explanation

Instructors
Douglas Jerolimov & Richard Turner – Indiana University Purdue University Indianapolis (IUPUI)
Course Schedule
This 5-week short course meets at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT on Wednesday, January 25, February 8, February 22, March 8, and March 22.
Workload
This course will consist of five 90-minute synchronous sessions occurring once every two weeks, with pre- and post-meeting work. Students will watch 45-minute videos and complete worksheets based on the content in the videos. Participants will also do post-session work in response to feedback from course instructors and peers.
Registration and Enrollment
This short course has a cap of 25 students. Registration is open from Tuesday, January 10, until capacity is reached or until Friday, January 20, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning
goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Associate: Teaching-as-Research

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe a “full-inquiry” cycle.
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

Professional Development

Create materials that are commonplace in the academic job market.

Advancing Learning Through Evidence-Based STEM Teaching Spring 2023
2023-01-30 - 2023-03-26
Advancing Learning through Evidence-Based STEM Teaching is an open, online course (MOOC) designed to provide graduate students, postdoctoral scholars, and other aspiring faculty in STEM disciplines with an overview of effective college teaching strategies and the research that supports them. This course is also suitable for other interested university staff, faculty, and administrators. The goal of the eight-week course is to equip the next generation of faculty to be effective teachers, thus improving the learning experience for the thousands of students they will teach. The course draws on the expertise of a variety of STEM faculty, educational researchers, and staff from university teaching centers, many of them affiliated with the CIRTL Network. Participants will learn how to engage students in active learning in classrooms using strategies such as peer instruction and problem-based learning, develop methods to help their students think more like experts in their fields using inquiry-based labs and similar activities, turn their classrooms into learning communities through cooperative learning and using the diverse perspectives of their students, and use approaches like flipped classrooms that make it possible to build active and collaborative learning into their classes. Formats include video content and transcripts, readings, discussion forums, quizzes, and peer-graded assignments where you will plan teaching and learning activities relevant to your discipline.
Register
Instructors
L.J. McElravy, University of Nebraska – Lincoln
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This 8-week course is entirely asynchronous, meaning there are no regularly scheduled weekly meetings. Each week instructors will release new materials for students to access via the EdX platform. The course starts the week of Monday, January 30.
MOOC Centered Learning Communities (MCLCs)
Students enrolled in the MOOC have the option of taking part in an MCLC on their local campus. These MCLCs provide students with a face-to-face learning community designed to deepen their understanding of MOOC course materials. Please see the CIRTL MOOC website to find out which campuses are offering MCLCs, and who to contact to take part in your local MCLC.
Workload
Your instructors estimate participants will need to spend 4-5 hours per week on coursework.
Registration and Enrollment
This course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

Decode a Troublesome Concept or Skill for Your Learners
2023-02-08 11:00 - 13:00 (America/Chicago)
* This workshop is at capacity and closed for registration as of Thursday, January 19. Registrants are notified of their enrollment status within 2 business days of registration closing. *

This two-part workshop is for anyone who needs to explain a concept or skill to students in any instructional role: an instructor, a guest lecturer, as a teaching assistant or tutor holding office hours. The main deliverable of the workshop is to develop an analogy for a particular concept/skill that will make your learners say “Aha! I truly understand what you mean!” By the end of this workshop, participants will:

Identify specific content or skills learners in your field/discipline typically struggle with.
Develop an instructional intervention (in the form of an analogy) to communicate the mental actions learners must take in order to successfully navigate their struggle.

Instructors
Larkin Hood & Chris Brua – Pennsylvania State University
Workshop Schedule
This two-session online workshop meets on Wednesday, February 8 and February 15
1-3PM AT/ 12-2PM ET / 11AM-1PM CT / 10AM-12PM MT / 9-11AM PT
Workload
Instructors anticipate students will need to spend 2-4 hours of total asynchronous work time for this workshop.
Registration & Enrollment
This workshop has a cap of 20 students. Registration is open from Tuesday, January 10 until capacity is reached or until Friday, January 27, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Practitioner: Evidence-Based Teaching

Implement one or more evidence-based teaching strategies for students in a learning environment
Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals

Communicating to Learn: Incorporating Scientific Communication into STEM Courses
2023-03-14 13:00 - 14:30 (America/Chicago)
Many instructors are eager to help students develop critical skills that extend beyond the classroom or the major. This is sometimes explained as teaching students to “think like a scientist” or “think like an engineer”, but how do we actually accomplish this goal? In this workshop, we will highlight the value of “communicating to learn” and show how communication-based assessments and activities can promote critical thinking and foster deeper learning of technical content. By the end of this workshop, participants will be prepared to:

articulate the benefits of using communication-based assessments and activities in STEM courses
identify higher-order learning goals in your discipline that can be served by communication-based assessments and activities
design a communication-based assessment or activity for your course

REGISTER
Instructor
Rajan Kumar – Stanford University
Workshop Schedule
This one-session online workshop meets on Tuesday, March 14 at 3-4:30 AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT.
Registration
This workshop is open to the public (no cap). Registration opens January 10. You must register in order to attend; you will receive Zoom information upon registration.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic and well-defined, achievable, measurable, and student-centered learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Practitioner: Evidence-Based Teaching

Implement one or more evidence-based teaching strategies for students in a learning experience.
Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.

Mentoring and Advising Relationships: What Skills am I Developing?
2023-03-21 12:30 - 14:00 (America/Chicago)
In this event, participants will identify the roles they play as mentors and advisors and articulate the skills they develop in interpersonal communication, multicultural competence, and active listening.
This session is part of the series “Be Your Own Driver: Imagining Post-PhD Career Versatility”. This series supports graduate students and postdoctoral researchers at all levels to articulate and build upon professional skills acquired within and outside of academic experiences. As this series empowers participants toward the pursuit of liberating and versatile occupation possibilities, we will also resist perceived and received norms of the employment “use” of a graduate degree.
REGISTER
Instructors
Mabel Ho – Dalhousie University
Katie Kearns & Trevor Verrot – Indiana University
April Dukes – University of Pittsburgh
Event Schedule
This online event takes place on Tuesday, March 21 at 2:30-4PM AT / 1:30-3PM ET / 12:30-2PM CT / 11:30AM-1PM MT / 10:30AM-12PM PT. This event is part of the four-part event series “Be Your Own Driver: Imagining Post-PhD Career Versatility.”
Registration
This event is open to the public. Registration opens on January 10. You must register in order to attend; you will receive Zoom information upon registration.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.
Learning Outcomes
Associate: Learning Community

Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Professional Development

Identify skills and resources that help you navigate different career pathways.

“Be Your Own Driver: Imagining Post-PhD Career Versatility” Series
This event is the first in our four-part event series “Be Your Own Driver: Imagining Post-PhD Career Versatility.” The full series includes the following events:

March 21: Mentoring and Advising Relationships: What Skills am I Developing? – Participants will identify the roles they play as mentors and advisors and articulate the skills they develop in interpersonal communication, multicultural competence, and active listening.
March 28: Building my Networks and Engagement in Communities: What Connections am I Growing and Why? – Participants will identify their peer and mentor networks, identify roles they play in various communities and how those roles translate into professional skills, and make their own mentor network map and develop skills and confidence for developing their network.
April 4: Graduate Skills and Competencies: How am I the Author and Narrator of my Story? – Participants will identify their graduate skills and competencies and consider how that is developed in their graduate studies and areas to grow.
April 11: Putting it All Together: How do I Articulate and Implement a Career Development Plan? – Participants will develop strategies and utilize resources for incorporating the concepts of the previous weeks into a cogent, actionable career development plan.

How CIRTL Has Impacted My Career: Teaching Careers
2023-03-23 13:00 - 14:00 (America/Chicago)
Join us to hear CIRTL alumni reflect on how they came into their teaching careers: what made them pursue this career path; its benefits, stressors, and rewards; and how CIRTL shaped their interests, skills, and community.
This session is part of the series “How CIRTL has Impacted My Career: Hearing from CIRTL Alumni”. By engaging in this series, participants will:

understand how knowledge gained through CIRTL programs can influence success in different career paths (not just faculty positions)
gain awareness that there is a large community of people with similar knowledge gained from CIRTL programs
learn how to join the CIRTL Alumni Network if interested

REGISTER
Instructors
CIRTL Alumni Network Leadership Team
Event Schedule
This online event takes place on Thursday, March 23 at 3-4PM AT / 2-3PM ET / 1-2PM CT / 12-1PM MT / 11AM-12PM PT. This event is part of the four-part event series “How CIRTL has Impacted my Career: Hearing from CIRTL Alumni,” organized by the CIRTL Alumni Network.
Registration
This event is open to the public. Registration opens on January 10. You must register in order to attend; you will receive Zoom information upon registration.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.
Learning Outcomes
Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning
Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning

Professional Development

Identify skills and resources that help you navigate different career pathways

“How CIRTL Has Impacted My Career: Hearing from CIRTL Alumni” Series
This event is the first in our four-part event series “How CIRTL Has Impacted My Career: Hearing from CIRTL Alumni.” The full series includes the following events, each featuring different panels of CIRTL alumni reflecting on their career paths, their experiences in CIRTL, and how CIRTL impacted where they’re at now:

March 23: How CIRTL Has Impacted My Career: Teaching Careers
March 30: How CIRTL Has Impacted My Career: Non-Faculty Careers in Academia
April 6: How CIRTL Has Impacted My Career: Careers Outside of Academia
April 13: How CIRTL Has Impacted My Career: Faculty Careers at Research Universities

CIRTL Network Teaching-as-Research Presentations
2023-04-26 14:00 - 15:30 (America/Chicago)
Hear graduate students and postdocs from across the CIRTL Network share the results of their Teaching-as-Research (TAR) projects in this online presentation session. TAR projects investigate questions about teaching and learning, including assessing the effectiveness of specific learning activities and tools, examining the learning process about a specific topic, or characterizing the student experience in the classroom.
Register to attend
Speakers at this year’s presentation session will share projects that touch on lab instruction, inclusive teaching practices, student belonging, comprehension and assessment, student attitudes towards STEM disciplines, and more. 2023 TAR presenters are:
Faqryza Ab Latif, University of Arizona
Gloria Ashaolu, Michigan State University
Ileana Callejas, University of California, Los Angeles
Samara Chamoun, Michigan State University
Joseph Choy, Johns Hopkins University
Sai Diwan, University of British Columbia
Natasha George, Michigan State University
Alexander Johnson, University of California, Los Angeles
Briley Lewis, University of California, Los Angeles
James Macnamara, Michigan State University
Allison Moreno, University of California, Los Angeles
Colette Nickodem, Texas A&M University
Nichole Nomura, Stanford University
Emily Pappo, University of Florida
Casey Patterson, Stanford University
Vinnie Rigoglioso, University of Wisconsin-Madison
Luke Rodewald, University of Florida
Cristina Schaurich, University of British Columbia
Christopher Stevens, University of Wisconsin-Madison
Rion Wendland, University of Iowa
Register to attend
Event Schedule
This online event takes place on Wednesday, April 26 at 4-5:30PM AT / 3-4:30PM ET / 2-3:30PM CT / 1-2:30PM MT / 12-1:30PM PT. During the presentation period of the event, each speaker will have 12 minutes to present and respond to audience questions. Panel moderators will work off of the schedule below so that attendees can easily move across different panels if they have specific speakers they’d like to hear; however, timing may vary slightly depending on how many questions arise for panelists. You can find speaker abstracts and plan ahead for which panel/speakers you’d like to hear in our detailed agenda.
Agenda
2:00-2:20pm Central Time: Introductory remarks
2:20-3:10pm Central Time: Panel presentations
3:10-3:30pm Central Time: Closing remarks

Time (in Central)
Panel 1: Belonging & student attitudes
Panel 2: Teaching lab & research skills
Panel 3: Student engagement
Panel 4: Inclusive practices
Panel 5: Assessment & competence

Location
Main Room
Breakout Room 1
Breakout Room 2
Breakout Room 3
Breakout Room 4

Moderator
John DiNardo, Drexel
Colleen McLinn, Cornell
Kelly Clark, Hopkins
Lisa Kelly, U of Iowa
Tiffany Shoop, Virginia Tech

2:20-2:32
Nichole Nomura, Stanford
Fostering Accurate Perceptions of the Teaching Profession in a Gateway Education Course
Christopher Stevens, UW-Madison
Career Oriented Problem-Based-Learning Lab for Improving Student Conceptual Understanding and Motivation
Gloria Ashaolu, MSU
The Efficacy of Podcasts as Complementary Learning Tools in a History Course for Improving Student Engagement and Comprehension
Rion Wendland, U of Iowa
Implementing Improv Activities in Engineering Classrooms
Alexander Johnson, UCLA
Ungrading for teaching the hidden curriculum in engineering

2:32-2:44
Briley Lewis, UCLA
Science Writing & Student Attitudes Towards STEM in an Astronomy GE Course
Cristina Schaurich, UBC
Validation of the educational impact of the 3D Pocket Pelvis App – A Tridimensional Experience
Joseph Choy, Hopkins
A Case Study for Active Learning in a First-Year Biomaterials Design Course
Samara Chamoun, MSU
The impact of a holistic Math student support program, based on compassionate and loving kindness pedagogy and practices, on students’ confidence and attitude towards Mathematics
Casey Patterson, Stanford
Metacognition and Collective Self-Assessment in Black Feminist Pedagogy

2:44-2:56
Allison Moreno, UCLA
Impacts of Study Guides in Chemical Oceanography
James Macnamara, MSU
Comparison of Live versus Virtual Lab Comprehension
Emily Pappo, Florida
Does local relevance improve case study effectiveness in Environmental Science?
Faqryza Ab Latif, U of Arizona
Do Course-Level DEI Statements Affect Sense of Belonging?
Sai Diwan, UBC
Metacognitive Research Skills Development among students in a First-year classroom

2:56-3:08
Colette Nickodem, TAMU
Impact of COVID-19 perceptions on public health students
Ileana Callejas, UCLA
Use of Google Earth Engine for teaching coding and monitoring of environmental change in a course-based undergraduate research experience (CURE)
Luke Rodewald, Florida
Everyday Hyperobject: Daily Encounters with Climate Change in Humanities Pedagogy

Natasha George, MSU
Becoming Writers: Confidence, Competence, and Identity in a Senior-Level Writing Course for Human Biology Majors

Registration
This event is open to the public. Registration opens January 10th. You must register in order to attend; you will receive Zoom information upon registration.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Teaching-as-Research

Describe a “full-inquiry” cycle.
Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.

Johns Hopkins University Teaching Institute (In Person)
2023-05-31 09:00 - 15:00 (America/New_York) | Johns Hopkins University, Baltimore, MD
The Johns Hopkins Teaching Institute is a multi-day teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning, ongoing assessment, and fostering inclusive classrooms. Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute, participants will:

Explore and test multiple teaching methods that engage and assess diverse students;
Develop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;
​​​​​​​Identify strategies that improve student learning outcomes for all students;
Work in small groups to share ideas, build new skills, and cultivate partnerships in teaching and learning;
Create a peer-reviewed lesson plan;
Present their lesson plan or facilitate a micro-teaching exercise to their peer group.

Schedule

This in-person institute meets daily from Wednesday, May 31 through Friday, June 2. Daily sessions run from 9AM to 3PM, with scheduled breaks. Participants can see a detailed schedule upon registration.
Workload
Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.
Registration & Enrollment
**Registration is at capacity as of Monday, May 15**
This institute has a cap of 10 CIRTL participants. Registration opens on Monday, May 15, 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.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), CIRTL’s cross-Network programming coordinator, to let us know how we can help you have a successful experience.

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning-through-Diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe several learning-through-diversity (LtD) techniques and strategies.
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe the scope of diversity in learning environments, of both students and instructor.

Associate: Teaching as Research-TAR

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe a “full-inquiry” cycle.
Describe how the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners.
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

Change Leadership for Inclusive Teaching and Learning
2023-06-01 12:00 - 13:30 (America/Chicago)
This 10-week synchronous online course aims to strengthen undergraduate STEM education by preparing graduate students, postdoctoral scholars, and early career-faculty to be change agents in their roles in higher education. Through participation in this course, participants will be equipped with the knowledge and skills to inspire and influence others, analyze their institution’s structure and become agents of change. By the end of this course, participants will:

Develop a professional identity as a Change Agent
Examine higher education institutions as complex organizations, as well as analyzing leadership approaches and change theories
Develop strategies, skills, and abilities appropriate for serving as a Change Agent while holding a position as an early-career faculty member

REGISTration is closed
Instructors
Kelly Clark, Johns Hopkins University
Rachel Kennison, University of California, Los Angeles
L.J. McElravy, University of Nebraska – Lincoln
Course Schedule
This 10-week synchronous course will run on Thursdays from June 1 through August 3, with synchronous sessions taking place at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT.
Workload
Students should plan to spend several hours working through asynchronous materials outside of sessions each week.
Registration & Enrollment
This course has a cap of 40 students.
Registration opens on Monday, May 15, and closes Monday, May 29. This course builds on a foundational understanding of evidence based teaching, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications 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.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience.

Basics of Online Learning and Teaching
2023-06-05 11:00 - 12:30 (America/Chicago)
This online blended 10-week course walks students through online course development in a mix of synchronous and asynchronous activities. The course will begin with 4 weeks of synchronous online sessions providing an overview of the course and effective online pedagogy. This will be followed by a mix of synchronous and asynchronous sessions on building a course. Each week will involve approximately 4-6 hours of readings, videos, assignments, discussions, and peer feedback. During this time students will work on their final projects where they will develop materials for an online course (or unit) they plan to teach in the future. The course will end with students giving micro-teaching presentations to the group.
REGISTRATION IS CLOSED
Instructors
Douglas Habib, University of Idaho
Peggy Semingson, University of Texas at Arlington
Course Schedule
This blended synchronous-asynchronous course will run on Mondays from June 5 through August 7, with synchronous sessions taking place at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT.
Workload
Students should plan to spend approximately 4-6 hours per week on coursework, in addition to synchronous sessions on weeks when those occur.
Registration & Enrollment
*Note: This course is at capacity as of Wednesday, May 31*
This course has a cap of 30 students. Registration opens on Monday, May 15, and closes Friday, June 2. 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.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

Using alt-text on images in reading materials
Sending weekly reminders with upcoming assignments to all students
Sending weekly reminders with missing assignments to students who have late work
Sharing materials for synchronous sessions with students via Moodle (slides, breakout group activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions
Sharing recordings from synchronous sessions
Allowing students to make up absences and submit work late with no penalty

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-based teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning communities

Describe and recognize the value of learning communities, and how they impact on student learning.
Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.

Associate: Learning through diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.
Describe the scope of diversity in learning environments, of both students and instructor.

Associate: Teaching as research

Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

Practitioner: Evidence-based teaching

Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.

Practitioner: Learning communities

Access the literature and existing knowledge to develop a deeper understanding of the knowledge concerning LCs and their impact on student learning.
Integrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through- diversity.

Practitioner: Learning through diversity

Access the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.
Create a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.
Integrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.

Practitioner: Teaching as research

Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

Johns Hopkins University Teaching Institute (Online)
2023-06-06 09:00 - 15:00 (America/New_York)
The Johns Hopkins Teaching Institute is a multi-day teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning, ongoing assessment, and fostering inclusive classrooms. Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute, participants will:

Explore and test multiple teaching methods that engage and assess diverse students;
Develop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;
​​​​​​​Identify strategies that improve student learning outcomes for all students;
Work in small groups to share ideas, build new skills, and cultivate partnerships in teaching and learning;
Create a peer-reviewed lesson plan;
Present their lesson plan or facilitate a micro-teaching exercise to their peer group.

Schedule

This online institute meets daily from Tuesday, June 6 through Friday, June 9. Synchronous sessions run from 9AM to 3PM Eastern Time, with scheduled breaks. Participants can see a detailed schedule upon registration.
Workload
Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.
Registration & Enrollment
**This institute is at capacity as of Monday, May 15**
This institute has a cap of 25 CIRTL participants. Registration opens on Monday, May 15, 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.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), CIRTL’s cross-Network programming coordinator, to let us know how we can help you have a successful experience.

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning-through-Diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe several learning-through-diversity (LtD) techniques and strategies.
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe the scope of diversity in learning environments, of both students and instructor.

Associate: Teaching as Research-TAR

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

First Year Faculty Teaching Academy
2023-06-06 13:30 - 15:30 (America/Chicago)
This online, intensive course is designed for future faculty and early career faculty in their first years of teaching. Over the course of 3 weeks, participants will meet twice weekly to learn how to create a great learning experience for your students while developing a solid foundation of best teaching practices and strategies. Explore the works of teaching greats such as Ken Bain, Jim Lang, and Wilbert McKeachie among others. We invite you to adapt and use the strategies modeled in the course. By the end of this course, participants will learn about:

Fostering student motivation and interaction
Designing active learning experiences
Providing effective feedback
Identifying effective assessment techniques
Creating an accessible learning environment for all students
Transparent and online teaching practices

REGISTRATION IS CLOSED
Instructors
Alexandra Bitton-Bailey, University of Florida
Kimberly Heal, University of Florida
Michael Barber, University of Florida
Course Schedule
This condensed synchronous course will run on Tuesdays and Thursdays from June 6 through June 22, with synchronous sessions taking place at 3:30-5:30PM AT / 2:30-4:30PM ET / 1:30-3:30PM CT / 12:30-2:30PM MT / 11:30AM – 1:30PM PT.
Workload
Students should plan to spend several hours working through asynchronous materials outside of sessions each week.
Registration & Enrollment
This course has a cap of 60 students. Registration opens on Monday, May 15, and closes Friday, June 2. 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.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience.

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-based teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques for creating a learning community within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.

Planning Your Teaching-as-Research Project
2023-06-13 13:00 - 14:30 (America/Chicago)
Jumpstart your plans for a Teaching-as-Research (TAR) project in this 6-week flipped course designed to guide participants through developing a research question, identifying project methods and outcomes, and more. Each week, students will watch videos, read articles, and complete assignments on their own time; in weekly sessions, students will refine their work with peer review, work through sticking points with instructors, and build community to sustain their work. Throughout the course, students will also be expected to meet occasionally with a local TAR contact (typically the person at your CIRTL member institution who mentors TAR students and/or runs your institution’s TAR program) to refine key components of your TAR project plan. By the end of the course, students will present a TAR project plan and be well-positioned to implement their project in the coming academic year.
REGISTration is closed
What is Teaching-as-Research?
Teaching-as-Research (TAR) takes a deliberate and systematic approach towards investigating, reflecting on, and improving one’s own teaching. The TAR process follows an inquiry cycle that consists of the following stages: identifying of a challenge within the context of teaching and learning, delving into the relevant scientific literature, designing a project to elucidate why the challenge occurs or designing a teaching intervention to address the challenge, implementing the project, collecting data, analyzing the data, drawing conclusions, and reflecting on the experience. TAR is a proactive and dynamic approach towards improving your teaching and document your teaching effectiveness. A TAR experience will provide a substantial example of your reflective, professional practice applicable to a range of career outcomes.
Course Schedule
This 6-week course has weekly online sessions on Tuesdays at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT from June 13 through July 25 (skipping the week of July 4).
Workload
Your instructors estimate students will need to spend 6-8 hours per week on work outside of class sessions including: watching videos, reading articles, completing assignments, meeting with your local TAR contact, and reviewing peer group work so that you can provide in-session feedback.
Registration and Enrollment
This course is limited to 25 students. Registration is open Monday, May 15 and closes Thursday, June 1. This course builds on a foundational understanding of teaching and learning, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications 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.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Learning-through-Diversity

Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

Associate: Teaching-as-Research

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe a “full-inquiry” cycle.

Practitioner: Evidence-Based Teaching

Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.

Practitioner: Learning-through-Diversity

Examine and describe own beliefs and biases, including how they may influence their students’ learning.
Create a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.
Integrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.

Practitioner: Teaching-as-Research

Show the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity to accomplish learning goals.
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

An Introduction to Evidence-Based Undergraduate STEM Teaching
2023-06-19 00:00 - 23:30 (America/Chicago)
An Introduction to Evidence-Based Undergraduate STEM Teaching is a massive open, online course (MOOC) designed to provide graduate students, postdoctoral scholars, and other aspiring faculty in STEM disciplines with an overview of effective college teaching strategies and the research that supports them. This course is also suitable for other interested university staff, faculty, and administrators. The goal of the eight-week course is to equip the next generation of faculty to be effective teachers, thus improving the learning experience for the thousands of students they will teach. Past participants are overwhelmingly satisfied with the course (nearly 90% of Summer 2019 students were satisfied or extremely satisfied).
The course draws on the expertise of a variety of STEM faculty, educational researchers, and staff from university teaching centers, many of them affiliated with the CIRTL Network. Topics include key learning principles, such as the role of mental models in learning and the importance of practice and feedback; fundamental elements of course design, including the development of learning objectives and assessments of learning aligned with those objectives; and teaching strategies for fostering active learning and inclusive classroom environments. Formats include video content and transcripts, readings, discussion forums, quizzes, and peer-graded assignments where participants will plan teaching and learning activities relevant to their disciplines.
REGISTER
Course Schedule
This 8-week course is entirely asynchronous, meaning there are no regularly scheduled weekly meetings. Each week instructors will release new materials for students to access via the EdX platform.
MOOC Centered Learning Communities (MCLCs)
Students enrolled in the MOOC have the option of taking part in an MCLC on their local campus. These MCLCs provide students with a face-to-face learning community designed to deepen their understanding of MOOC course materials. See which campuses are offering MCLCs, and who to contact to take part in your local MCLC, at http://stemteachingcourse.org/mooc-centered-learning-communities-mclc/.
Workload
Your instructors estimate participants will need to spend 4 hours per week on coursework.
Registration and Enrollment
This course has no cap on enrollment. Registration will open on Monday, May 15 and stay open through the duration of the MOOC; however, participants are strongly encouraged to register before the MOOC starts on Monday, June 19 in order to fully benefit from this programming.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
