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UID:10002872-1754006400-1817164799@cirtl.net
SUMMARY:Self-Paced Teaching & Learning Courses
DESCRIPTION:Develop your teaching & learning knowledge and skills in one of CIRTL’s 9 self-paced\, asynchronous courses designed for graduate students and postdocs. You can read detailed descriptions of this programming below. At the bottom of this page you can view a matrix showing how each self-paced course addresses CIRTL’s learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge\nGoal 2: Connect with community to enhance teaching\nGoal 3: Cultivate teaching skills through reflective improvement\nGoal 4: Prepare for an impactful career\n\nQuestions? Contact CIRTL’s help desk at registration@cirtl.net. \n\nSelf-paced full courses open for registration\nAn Introduction to Evidence-Based Undergraduate STEM Teaching\nGet an overview of effective college teaching strategies and the research that supports them in this 8-part self-paced online course designed for graduate students and postdocs in STEM disciplines (science\, technology\, engineering\, and math). \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nNo registration restrictions\nRead more and register now\n\nAdvancing Learning Through Evidence-Based STEM Teaching\nLearn effective college-level teaching strategies that engage learners through active learning\, as well as the research that supports them\, in this 8-part self-paced online course designed for future faculty in STEM disciplines (science\, technology\, engineering\, and math). This course builds on “An Introduction to Evidence-Based Undergraduate STEM Teaching”; the intro course is recommended\, but not required\, as a prerequisite for participating in this course. \n\nCIRTL learning goals: 1\, 2\, 3\nLearning level: intermediate\nNo registration restrictions\nRead more and register now\n\n\nSelf-paced short courses open for registration\nCreating a Transgender Inclusive STEM Environment: A Course for Educators\nUnderstand the climate for trans students in STEM disciplines\, and learn specific ways to make your class environment more trans inclusive in this 4-part\, self-paced online short course. Participants will begin with a snapshot of the cultural context for trans students and colleagues in STEM disciplines\, get an introduction to a framework for trans inclusivity\, and explore specific ways to apply that framework to your own practice. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nEffective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies\nPost-graduate STEM education presents unique opportunities and challenges in shaping professionals who can address complex scientific\, technological\, and societal issues. This 4-part\, self-paced online short course is designed to equip educators with innovative teaching strategies and pedagogies that inspire transformative learning\, deepen engagement\, and foster meaningful connections between theoretical knowledge and professional practice. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nIncorporating Active Learning\nActive learning is a commonly-used phrase that many have different conceptions of or attribute different characteristics to. In this 4-part\, self-paced online short course\, learn the basic components along with the benefits and limitations of active learning. Participants will use this knowledge to determine when active learning would be a benefit to the learning process and how they can apply new active learning strategies in the classroom. \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nMaking Large Classes Feel Smaller\nReflect on the challenges of teaching in large classes and your own pedagogical values as an instructor in order to find creative ways to support student learning and engagement. This 4-part\, self-paced online short course explores common logistical challenges in large classes\, considers how to apply evidence-based teaching practices in these environments\, and invites participants to develop their own ideas for improved student engagement and participation. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nResearch as a High Impact Practice in STEM Education\nTo broaden participation in research and make STEM disciplines more inclusive\, instructors can demystify research early and often. One promising way to do this is to bring research practices into the classroom. This 4-part\, self-paced online short course introduces strategies that instructors can use to connect students with meaningful\, research-aligned learning experiences\, no matter their starting point. \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nWhen a Student Falls Behind\nGiven the rapid pace and large volume of technical content in STEM courses\, instructors often see students fall behind the cadence of content in the course for a variety of reasons in a variety of ways. Once a student falls behind\, this can impede learning significantly. This 5-part\, self-paced online short course introduces how can instructors create policies and support for students that are not on the “same timeline” of learning as the intended pace of the course. \n\nCIRTL learning goals: 1\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nTA Principles and Strategies\n\n\nParticipants will gain a deeper understanding of their responsibilities as TAs and are empowered to contribute meaningfully to student success and the overall academic environment. This 7-part\, self-paced online short course designed to support teaching assistants in developing essential skills across key areas of teaching and learning covers pedagogical principles\, course design\, effective teaching practices\, assessment and feedback strategies\, classroom management\, time management\, and professional communication. \n\n\n\nCIRTL learning goals: 1\, 2\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nTeaching Transferable Skills and Work-Integrated Learning in the College Classroom\n\n\nLearn techniques for teaching transferable skills and work-integrated learning through re-imagining the nature of human competency\, how people best learn complex skills\, and how to re-design teaching activities accordingly. This 4-part\, self-paced online short course will help learners practice how to articulate and then teach key skills relevant to your courses that are embedded in disciplinary content and cultural contexts. \n\n\n\nCIRTL learning goals: 1\, 2\, 3\, 4\nLearning level: intermediate\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\n\nSelf-paced courses & CIRTL learning goals\nAll programming aligns with CIRTL’s 4 learning goals at introductory\, intermediate\, or advanced levels. Here\, you can see how our self-paced programming provides different learning experiences for each learning goal. \n  \n\n\n\n\n\n\n \n\n\nCourse\nGoal 1: Develop evidence-based teaching knowledge\nGoal 2: Connect with community to enhance teaching\nGoal 3: Cultivate teaching skills through reflective improvement\nGoal 4: Prepare for an impactful career\n\n\n\n\nWhen a Student Falls Behind\nIntroductory\n\n\n\n\n\nAn Introduction to Evidence-Based Undergraduate STEM Teaching\nIntroductory\nIntroductory\n\n\n\n\nResearch as a High Impact Practice in STEM Education\nIntroductory\nIntroductory\n\n\n\n\nIncorporating Active Learning\nIntroductory\nIntroductory\n\n\n\n\nCreating a Transgender Inclusive STEM Environment: A Course for Educators\nIntroductory\n\nIntroductory\n\n\n\nMaking Large Classes Feel Smaller\nIntroductory\n\nIntroductory\n\n\n\nEffective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies\nIntroductory\n\nIntroductory\n\n\n\nAdvancing Learning Through Evidence-Based STEM Teaching\nIntermediate\nIntermediate\nIntermediate\n\n\n\nTA Principles and Strategies\nIntroductory\nIntroductory\nIntroductory\n\n\n\nTeaching Transferable Skills and Work-Integrated Learning in the College Classroom\nIntermediate\nIntermediate\nIntermediate\nIntermediate
URL:https://cirtl.net/event/self-paced-courses/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260623T100000
DTEND;TZID=America/Chicago:20260623T113000
DTSTAMP:20260608T202524Z
CREATED:20260429T212204Z
LAST-MODIFIED:20260608T202524Z
UID:10002972-1782208800-1782214200@cirtl.net
SUMMARY:Planning Your Teaching-as-Research Project
DESCRIPTION: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. \nWhat is Teaching-as-Research?\nTeaching-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. \nInstructors\nSophia Abbott\, The University of Rhode Island\nJessica Maher\, University of Wisconsin-Madison \nCourse Schedule\nThis 6-week course has weekly online sessions on Tuesdays at 7-8:30pm Gulf / 11am-12:30pm Eastern / 10-11:30am Central / 8-9:30am Pacific/Arizona from June 16th to July 21st. \nWorkload\nYour 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. \nRegistration and Enrollment\nThis course is limited to 25 students. Registration is closed. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) to let us know how we can help you have a successful experience. \n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate level: \n\n\n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\n\n\n\n 
URL:https://cirtl.net/event/planning-your-teaching-as-research-project-4/2026-06-23/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260624T110000
DTEND;TZID=America/Chicago:20260624T120000
DTSTAMP:20260601T145913Z
CREATED:20260430T211553Z
LAST-MODIFIED:20260601T145913Z
UID:10002979-1782298800-1782302400@cirtl.net
SUMMARY:Beyond Efficiency: Reimagining AI’s Purpose in Teaching\, Learning\, and Research
DESCRIPTION:This workshop explores how artificial intelligence can be used beyond efficiency and automation to support deeper learning\, creativity\, and human-centered innovation. Drawing on interdisciplinary perspectives\, participants will consider how AI can enhance critical thinking\, collaboration\, and reflective practice in teaching\, learning\, and research. Through practical examples\, the session highlights strategies for integrating AI into pedagogy\, such as inquiry-based learning\, scaffolded assignments\, and competency-based approaches-while maintaining meaningful human engagement\, fostering interdisciplinary thinking\, and supporting student development in a rapidly evolving academic landscape. By the end of the workshop\, participants will be prepared to: \n\nIdentify ways to integrate AI into teaching practices that enhance critical thinking and student engagement\nApply at least one AI-supported pedagogical strategy (e.g.\, scaffolding\, inquiry-based learning) in their own context\nEvaluate how AI can support interdisciplinary learning and human-centered educational outcomes\n\nInstructors\nSami Mejri\, Khalifa University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on on Wednesday\, June 24th at 8-9pm Gulf / 12-1pm Eastern / 11am-12pm Central / 9-10am Pacific/Arizona. \nAudience\nThis session is designed for educators with some teaching experience that are familiar with assessment and digital technologies\, but is generally open to anyone interested in exploring and reimagining AI’s purpose in pedagogy. \nRegistration and Enrollment\nREGISTER NOW \nRegistration opens on Monday\, June 1st at 10am CT and closes on the day of the workshop. No cap. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate/advanced level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/moving-beyond-efficiency-in-the-age-of-artificial-intelligence/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260625T120000
DTEND;TZID=America/Chicago:20260625T150000
DTSTAMP:20260601T145915Z
CREATED:20260501T161635Z
LAST-MODIFIED:20260601T145915Z
UID:10002982-1782388800-1782399600@cirtl.net
SUMMARY:The Faculty Inclusive Teaching Survey (FITS) Guidebook: Supporting Current and Future Faculty in Becoming Inclusive Instructors
DESCRIPTION:Despite recent opposition to diversity\, inclusion\, and equity (DEI)\, effective instructional methods that truly enable all students to succeed are still critical to the success of the U.S. STEM workforce. Inclusive teaching is instrumental in helping instructors reflectively examine how their identities intersect and interact with their students and how they can structure and implement their courses and teaching practices that will uplift and support all students to succeed. Inclusive teaching is about inviting all to enter a learning environment that is safe\, inviting\, and supportive and that produces learning\, thus promoting ongoing persistence into STEM fields and careers. \nThis workshop will share and synthesize research results from the The Inclusive STEM Teaching Project (ISTP) into a practical\, integrated FITS Guidebook that contains validated scales\, resources\, and recommendations to create reflective and inclusive practitioners that embrace ongoing growth and development. Participants will learn how to utilize the FITS Guidebook to support the development of inclusive instructors in your professional development programs by promoting reflective\, relational\, and strategic dimensions that are braided together to create ongoing\, iterative growth for yourself and your participants. By the end of this workshop\, participants will be prepared to: \n\nDeveloping iterative\, reflective\, and inclusive practitioners by engaging in deep\, reflective prompts and peer-peer learning focused on ISTP research results\nExamine the lived experiences of learners (e.g.\, students\, faculty members) and campus constituents that impact and influence the development of inclusive instructors\nAdvance an inclusive teaching action plan\n\nInstructors\nGina Frey\, University of Utah\nKim Weaver\, University of Utah\nLucas Hill\, University of Wisconsin-Madison\nLinden Higgins\, University of Vermont \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Thursday\, June 25th at 9pm-12am Gulf / 1-4pm Eastern / 12-3pm Central / 10am-1pm Pacific/Arizona. \nAudience\nThis workshops is geared towards faculty/future faculty developers that are interested in supporting the development of inclusive instructors in professional development programs. \nRegistration and Enrollment\nREGISTER NOW \nRegistration opens on Monday\, June 1st at 10am CT and closes on the day of the workshop. No cap. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/the-faculty-inclusive-teaching-survey-fits-guidebook-supporting-current-and-future-faculty-in-becoming-inclusive-instructors/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260626T100000
DTEND;TZID=America/Chicago:20260626T110000
DTSTAMP:20260608T181627Z
CREATED:20260505T165105Z
LAST-MODIFIED:20260608T181627Z
UID:10002988-1782468000-1782471600@cirtl.net
SUMMARY:UDL + AI Design Studio
DESCRIPTION:The UDL + AI Design Studio is a six-week redesign studio where instructors improve one real teaching challenge using Universal Design for Learning (UDL)—a widely recognized\, research-grounded framework for designing learning experiences. While UDL is highly respected in higher education\, it is often presented as a complex set of principles and strategies; this studio reframes it as a simple\, practical WHY–WHAT–HOW design cycle that makes redesign manageable and actionable. AI functions as a design partner\, helping instructors apply UDL more efficiently to refine activities and assessments with clarity and precision. By the end of this short course\, participants will be prepared to: \n\nAnalyze a specific teaching challenge using baseline evidence to identify where students struggle and what factors are contributing to the problem\nApply the UDL Learning Design Cycle (WHY → WHAT → HOW)\, using AI as a design assistant to generate\, refine\, and stress-test UDL-informed design moves efficiently\nCreate a cohesive UDL + AI redesign package that strengthens student engagement\, improves content clarity or access\, and supports meaningful performance\nEvaluate the redesign by developing a feasible implementation and evidence plan that identifies indicators of impact and next steps for refinement.\n\nInstructors\nV. Blue Lemay\, Binghamton University\nKimberly Elsener\, Binghamton University\nChris Cain\, Mars Hill University \nCourse Schedule\nThis 6-week short course meets in Zoom on Fridays at 7-8pm Gulf / 11am-12pm Eastern / 10-11am Central / 8-9am Pacific/Arizona from June 26 to July 31. \nAudience\nThis studio is designed for CIRTL participants who are currently teaching or supporting teaching in higher education (or expect to teach in the next academic term)\, including graduate students\, postdocs\, and early-career faculty. Participants should: \n\nHave access to a real teaching context and be able to select one “teaching artifact” to redesign (e.g.\, an assignment\, discussion activity\, lesson plan\, etc.)\nHave access to an AI tool (institution-approved\, if applicable) and have familiarity using it for general idea generation\nCome with an open\, learning-oriented mindset—prepared to experiment with AI as a support for instructional design rather than avoiding it altogether\n\nNo prior UDL training or advanced instructional design experience is required. \nWorkload\nParticipants should plan to spend approximately 90 minutes per week on asynchronous work\, including short readings/videos\, drafting components of their redesign\, discussion participation\, and peer feedback. Total estimated time commitment: 2–2.5 hours per week (live session + asynchronous work). \nRegistration and Enrollment\n**At capacity and closed for registration as of Monday\, June 8th** \nRegistration opens on Monday\, June 8th at 10am CT. Cap: 15. Registration will be processed on a first-come\, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate/advanced level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/udl-ai-design-studio/2026-06-26/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260630T120000
DTEND;TZID=America/Chicago:20260630T133000
DTSTAMP:20260608T150203Z
CREATED:20260501T160808Z
LAST-MODIFIED:20260608T150203Z
UID:10002980-1782820800-1782826200@cirtl.net
SUMMARY:The Faculty Inclusive Teaching Survey (FITS) Guidebook: Growing as a Reflective and Iterative Inclusive Instructor
DESCRIPTION:Despite recent opposition to diversity\, inclusion\, and equity (DEI)\, effective instructional methods that truly enable all students to succeed are still critical to the success of the U.S. STEM workforce. Inclusive teaching is instrumental in helping instructors reflectively examine how their identities intersect and interact with their students and how they can structure and implement their courses and teaching practices that will uplift and support all students to succeed. Inclusive teaching is about inviting all to enter a learning environment that is safe\, inviting\, and supportive and that produces learning\, thus promoting ongoing persistence into STEM fields and careers. \nThis workshop will share and synthesize research results from the The Inclusive STEM Teaching Project (ISTP) into a practical\, integrated FITS Guidebook that contains validated scales\, resources\, and recommendations to create reflective and inclusive practitioners that embrace ongoing growth and development. By the end of this workshop\, participants will be prepared to: \n\nDevelop as iterative\, reflective\, and inclusive practitioners by engaging in deep\, reflective prompts and peer-peer learning focused on ISTP research results\nExamine the lived experiences of learners (e.g.\, students\, faculty members) and campus constituents that impact and influence the development of inclusive instructors\nAdvance an inclusive teaching action plan\n\nInstructors\nKim Weaver\, University of Utah\nLucas Hill\, University of Wisconsin-Madison\nLinden Higgins\, University of Vermont \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Tuesday\, June 30th and Wednesday\, July 1st at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona. \nAudience\nThis workshop is designed for graduate students and postdoctoral scholars who are interested in developing as iterative\, reflective\, and inclusive practitioners. \nRegistration and Enrollment\nREGISTER NOW \nRegistration opens on Monday\, June 8th at 10am CT and closes on the first day of the workshop. No cap. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/the-faculty-inclusive-teaching-survey-fits-guidebook-growing-as-a-reflective-and-iterative-inclusive-instructor/2026-06-30/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260713T120000
DTEND;TZID=America/Chicago:20260713T133000
DTSTAMP:20260706T232356Z
CREATED:20260504T160944Z
LAST-MODIFIED:20260706T232356Z
UID:10002983-1783944000-1783949400@cirtl.net
SUMMARY:Critical AI Literacy for Teachers and Students: Prompting\, Evaluating\, and Ethically Using Generative AI
DESCRIPTION:Surprised by how fast AI is developing\, yet still cautious about trusting it? Already using AI but wondering how to encourage students to remain critical of its outputs? As generative AI reshapes the educational landscape\, developing critical AI literacy becomes essential for responsible AI use and critical evaluation. This workshop series explores critical AI literacy across various disciplines\, with particular focus on AI prompt literacy\, critical evaluation of AI outputs\, and ethical disclosure practices. Instead of seeing generative AI as a dominant tool\, the workshop encourages participants to see themselves as active and independent decision makers in human-AI collaboration. In session 1\, participants will engage in hands-on activities to iteratively refine prompts that align with their writing purposes and goals\, critically evaluate AI-generated outputs\, and draft counter-text to articulate the reasons for accepting\, modifying\, and rejecting AI outputs. In addition\, participants will draft an AI use disclosure statement to maintain academic and professional integrity and transparency. In session 2\, participants will reflect on and extend these strategies by adapting the workshop activities to their own teaching\, research\, or professional contexts. Through collaborative sharing and discussion\, participants will explore how critical AI literacy practices can be applied in different disciplines and settings. By the end of this workshop\, participants will be prepared to: \n\nDevelop AI prompts with clear attention to purpose\, audience\, genre\, and ethical boundaries\nCritically evaluate AI outputs for accuracy\, bias\, assumptions\, and alignment with disciplinary values\nDecide when to accept\, revise\, or reject AI outputs and explain their reasoning through counter-text to maintain human agency.\nApply critical AI literacy strategies by adapting workshop activities\, prompts\, or evaluation approaches to their own contexts\n\nInstructors\nRuonan Yang\, The Ohio State University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Monday\, July 13th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona and Monday\, July 20th at 9-10pm Gulf / 1-2pm Eastern / 12-1pm Central / 10-11am Pacific/Arizona. \nAudience\nAnyone with an interest in critical AI literacy is welcome to participate. Participants who have experience teaching as independent instructors may find it especially helpful\, as it may be easier to adapt the workshop activities to their own teaching contexts. \nRegistration and Enrollment\n**At capacity and closed for registration as of Monday\, July 6th** \nRegistration opens on Monday\, June 29th at 10am CT. Cap: 60. Registration will be processed on a first-come\, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an introductory/intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/critical-ai-literacy-for-teachers-and-students-prompting-evaluating-and-ethically-using-generative-ai/2026-07-13/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260715T100000
DTEND;TZID=America/Chicago:20260715T111500
DTSTAMP:20260622T145610Z
CREATED:20260505T155724Z
LAST-MODIFIED:20260622T145610Z
UID:10002985-1784109600-1784114100@cirtl.net
SUMMARY:Handling Difficult Dialogues In the Classroom
DESCRIPTION:Join us for a discussion about planning complex dialogues and handling difficult moments in the classroom\, drawing from scholarly frameworks such as Transparency in Learning and Teaching (TILT) and reflective teaching. By the end of this workshops\, participants will be prepared to: \n\nConsider common dynamics that arise when teaching sensitive topics\nIntegrate transparency\, course guidelines\, and other strategies into course context to help students engage with sensitive topics\nIdentify teaching tools to address difficult moments or unexpected student reactions during sensitive discussions.\n\nInstructors\nKatherine Beydler\, University of Iowa\nDarren Hoffman\, University of Iowa\nAllie Brandriet\, University of Iowa \nWorkshop Schedule\nThis one-part online workshop meets in Zoom on Wednesday\, July 15th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona. \nAudience\nThis workshop is open to anyone interested in handling difficult dialogues in the classroom. \nRegistration and Enrollment\nREGISTER NOW \nRegistration opens on Monday\, June 22nd at 10am CT and closes on the first day of the workshop. No cap. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an introductory/intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/handling-difficult-dialogues-in-the-classroom/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260908T120000
DTEND;TZID=America/Chicago:20260908T133000
DTSTAMP:20260722T204747Z
CREATED:20260722T190307Z
LAST-MODIFIED:20260722T204747Z
UID:10002994-1788868800-1788874200@cirtl.net
SUMMARY:The College Classroom
DESCRIPTION:Get an introduction to key learning principles and the basics of effective\, evidence-based teaching practices in this 10-week course about teaching in the college classroom. This course will focus on developing inclusive\, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives\, assessment\, and learning activities through both discussion of course materials and developing and practicing their own lesson plan. In this course\, participants will \n\nExplore inclusive\, learner-centered teaching theories and practices\nRead and discuss literature on effective teaching and learning\nApply evidence-based strategies to your teaching practice\nCreate connections between learning objectives\, assessments\, and learning activities in order to build and teach a lesson plan\nReflect on personal teaching values and decision making\n\nInstructors\nBeth Fleener\, University of Texas at Arlington\nAmanda Nolen\, Georgia Tech\nTiffany Shoop\, Virginia Tech \nCourse Schedule\nThis course meets in Zoom on Tuesdays\, September 8 through November 10\, at 9–10:30pm Gulf / 1–2:30pm Eastern / 12–1:30pm Central / 10–11:30am Pacific/Arizona. \n**After November 1st\, course meets at 10-11:30pm Gulf / 11am-12:30pm Arizona** \nAudience\nThis course is designed first and foremost for graduate students\, postdoctoral researchers\, and early career faculty in STEM/SBE disciplines\, but generally relevant to anyone looking to improve their foundational college-level teaching and learning skills and knowledge. \nRegistration & Enrollment\nRequest a registration reminder \nCap: 100. Registration opens on Monday\, August 17th at 10am CT and will close once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/the-college-classroom-5/2026-09-08/
LOCATION:Online in Zoom
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260930T100000
DTEND;TZID=America/Chicago:20260930T111500
DTSTAMP:20260724T190408Z
CREATED:20260724T190408Z
LAST-MODIFIED:20260724T190408Z
UID:10003074-1790762400-1790766900@cirtl.net
SUMMARY:Rethinking Assessment Design in the Age of AI: A Practical Framework
DESCRIPTION:This interactive session introduces a practical framework for redesigning assessments in the age of AI by shifting the focus from answer generation to evidence\, reasoning\, decision-making\, and reflection. Through examples from multiple disciplines\, participants will explore practical strategies for redesigning existing assessments while maintaining alignment with course learning outcomes. This workshop will provide attendees with actionable ideas they can immediately apply in their own teaching. By the end of this workshop\, participants will be prepared to: \n\nIdentify opportunities to redesign assessments for deeper learning in the age of AI.\nApply a practical framework to redesign an assessment from your own teaching context.\nReflect on how assessment design can better promote evidence\, reasoning\, decision-making\, and reflection in student learning.\nDistinguish between answer-focused and thinking-focused assessments.\n\nInstructors\nSami Mejri\, Khalifa University\nAsli Hassan\, Khalifa University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Wednesday\, September 30th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona. \nAudience\nThis workshop is for anyone interested in redesigning assessments in the age of AI by shifting the focus from answer generation to evidence\, reasoning\, decision-making\, and reflection. \nRegistration\nRequest a registration reminder \nNo cap. Registration opens on Tuesday\, September 8th at 10am CT and closes on the day of the workshop. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis workshop supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/rethinking-assessment-design-in-the-age-of-ai-a-practical-framework/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261009T100000
DTEND;TZID=America/Chicago:20261009T110000
DTSTAMP:20260724T182402Z
CREATED:20260722T192159Z
LAST-MODIFIED:20260724T182402Z
UID:10003066-1791540000-1791543600@cirtl.net
SUMMARY:UDL + AI Design Studio
DESCRIPTION:The UDL + AI Design Studio is a seven-week redesign studio where instructors improve one real teaching challenge using Universal Design for Learning (UDL)—a widely recognized\, research-grounded framework for designing learning experiences. While UDL is highly respected in higher education\, it is often presented as a complex set of principles and strategies; this studio reframes it as a simple\, practical WHY–WHAT–HOW design cycle that makes redesign manageable and actionable. AI functions as a design partner\, helping instructors apply UDL more efficiently to refine activities and assessments with clarity and precision. By the end of this short course\, participants will be prepared to: \n\nAnalyze a specific teaching challenge using baseline evidence to identify where students struggle and what factors are contributing to the problem\nApply the UDL Learning Design Cycle (WHY → WHAT → HOW)\, using AI as a design assistant to generate\, refine\, and stress-test UDL-informed design moves efficiently\nCreate a cohesive UDL + AI redesign package that strengthens student engagement\, improves content clarity or access\, and supports meaningful performance\nEvaluate the redesign by developing a feasible implementation and evidence plan that identifies indicators of impact and next steps for refinement.\n\nInstructors\nV. Blue Lemay\, Binghamton University\nChris Cain\, Mars Hill University \nCourse Schedule\nThis 7-week short course meets in Zoom on Fridays from October 9 to November 20 at 7-8pm Gulf / 11am-12pm Eastern / 10-11am Central / 8-9am Pacific/Arizona. \n**After November 1st\, course meets at 8-9pm Gulf / 9-10am Arizona** \nAudience\nThis studio is designed for CIRTL participants who are currently teaching or supporting teaching in higher education (or expect to teach in the next academic term)\, including graduate students\, postdocs\, and early-career faculty. Participants should: \n\nHave access to a real teaching context and be able to select one “teaching artifact” to redesign (e.g.\, an assignment\, discussion activity\, lesson plan\, etc.)\nHave access to an AI tool (institution-approved\, if applicable) and have familiarity using it for general idea generation\nCome with an open\, learning-oriented mindset—prepared to experiment with AI as a support for instructional design rather than avoiding it altogether\n\nNo prior UDL training or advanced instructional design experience is required. \nWorkload\nParticipants should plan to spend approximately 90 minutes per week on asynchronous work\, including short readings/videos\, drafting components of their redesign\, discussion participation\, and peer feedback. Total estimated time commitment: 2–2.5 hours per week (live session + asynchronous work). \nRegistration and Enrollment\nRequest a registration reminder \nCap: 15. Registration applications open on Monday\, September 21st at 10am CT\, and applications will be processed on a first-come\, first-served basis. Applicants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once applications close\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals. \nThis course supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/udl-ai-design-studio-2/2026-10-09/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261013T120000
DTEND;TZID=America/Chicago:20261013T133000
DTSTAMP:20260722T190158Z
CREATED:20260722T190103Z
LAST-MODIFIED:20260722T190158Z
UID:10003057-1791892800-1791898200@cirtl.net
SUMMARY:A Student-Centered Approach to Plagiarism in the Age of Generative AI
DESCRIPTION:Many instructors have struggled to address plagiarism in the rise of generative AI\, but these technologies may simply be revealing long‑standing gaps in how students understand the work of learning. This two‑part workshop explores how transparency about the cognitive work required in assignments and how students perceive that work can strengthen assessment validity and reduce the reliance of AI in coursework. By the end of this workshop\, participants will be able to: \n\nIdentify the current literature regarding why students plagiarize.\nDiscuss the differences between assessment security and assessment validity.\nExamine a class assessment’s cognitive load\, germane load\, and extraneous cognitive load.\nRevise a class assessment to improve its assessment validity and clarify the learning process.\n\nInstructors\nTeresa Hooper\, University of Tennessee-Knoxville\nChris Kilgore\, University of Tennessee-Knoxville \nWorkshop Schedule\nThis two-session online workshop meets in Zoom on Tuesday\, October 13th and 14th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona. \nAudience\nThis workshop is designed for anyone interested in teaching and learning developments. Graduate students\, postdoctoral scholars\, and instructors actively designing or revising courses may find this workshop a valuable resource in plagiarism concerns\, AI‑supported learning\, or questions about assessment validity with the rise in Generative AI use. \nRegistration\nRequest a registration reminder \nThis workshop has no cap\, and registration opens on Monday\, September 21st at 10am CT. Once registration opens\, it will remain open until the workshop begins on Tuesday\, October 13th. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis course supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/a-student-centered-approach-to-plagiarism-in-the-age-of-generative-ai/2026-10-13/
LOCATION:Online in Zoom
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261019T110000
DTEND;TZID=America/Chicago:20261019T130000
DTSTAMP:20260724T194419Z
CREATED:20260724T194419Z
LAST-MODIFIED:20260724T194419Z
UID:10003075-1792407600-1792414800@cirtl.net
SUMMARY:Designing Assignments with UDL: Supporting Student Emotional Capacity
DESCRIPTION:Students’ ability to learn depends not only on what they know\, but also on their ability to navigate frustration\, uncertainty\, feedback\, and other emotional aspects of the learning process. In this two-session workshop\, participants will explore how the design of course assignments can either encourage learning or create unnecessary emotional barriers to it\, and develop concrete strategies for assignment design that help students direct their emotional resources toward successful learning rather than avoidable frustration. \nUniversal Design for Learning (UDL) calls a student’s ability to navigate the emotional aspects of learning their emotional capacity. We will use three UDL Emotional Capacity considerations as a framework for understanding how assignment design can support or hinder student emotional capacity (by removing emotional barriers or introducing unnecessary ones\, respectively)\, and as a guide for intentionally designing assignments that reduce common sources of frustration. \nThis workshop utilizes an object-based teaching and learning approach\, allowing participants to engage with and learn directly from assignments from a wide range of disciplines. In the first session\, participants will use authentic assignments as shared objects for observation\, analysis\, and discussion to uncover assumptions they may hold about students’ emotional capacity before connecting those observations and assumptions to the UDL framework and UDL informed assignment design strategies. At the end of this session participants will begin to redesign an assignment relevant to their discipline by using at least one of the assignment design strategies discussed in the session. In the second session\, participants will explore action-oriented feedback as a tool for maintaining motivation and promoting growth\, then participate in a structured peer-review process to refine their assignment revisions. Participants will leave with a deeper understanding of how assignment design influences students’ emotional experiences and concrete strategies for designing assignments that better support the emotional needs of learners. By the end of this workshop\, participants will be prepared to: \n\nDiscuss concrete strategies for promoting student emotional capacity through incorporating UDL considerations 8.5\, and 9.1-3 in assignment design.\nDesign or revise an assignment to promote student emotional capacity through the incorporation of one or more of the UDL emotional capacity considerations.\n\nInstructors\nLyla Hestand\, The Ohio State University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Monday\, October 19th and 26th at 8-10pm Gulf / 12-2pm Eastern / 11am-1pm Central / 9-11am Pacific/Arizona. \nAudience\nWhile every discipline has their own norms and conventions\, the CAST UDL Guidelines – including the Emotional Capacity considerations we will focus on – are designed to be applicable regardless of domain. Emotional barriers to learning and strategies for circumventing them do not depend upon content. All graduate students are invited to attend\, regardless of discipline or teaching experience. \nRegistration\nRequest a registration reminder \nCap: 70. Registration opens on Monday\, October 5th at 10am CT and closes once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis workshop supports the following CIRTL learning goal: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
URL:https://cirtl.net/event/designing-assignments-with-udl-supporting-student-emotional-capacity/2026-10-19/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261027T130000
DTEND;TZID=America/Chicago:20261027T143000
DTSTAMP:20260724T185539Z
CREATED:20260724T183002Z
LAST-MODIFIED:20260724T185539Z
UID:10003073-1793106000-1793111400@cirtl.net
SUMMARY:Teaching with Objects – An Effective Teaching Method for Future Faculty
DESCRIPTION:This interactive workshop is designed to equip graduate students and future faculty with the foundational skills and confidence to integrate object-based learning into their teaching across all disciplines. Moving beyond the misconception that object-based pedagogy is confined to art history or requires special expertise\, this session introduces participants to the “See/Think/Wonder” framework—a versatile tool for facilitating evidence-based\, student-centered discussion that can be applied in STEM\, humanities\, social sciences\, and beyond. Participants will learn to design effective assignments\, practice leading object-based discussions\, and navigate campus resources and expert collaborations. The workshop emphasizes that effective teaching with objects relies not on the instructor’s pre-existing content knowledge\, but on their skill as a facilitator of observation and critical inquiry—a transferable skill applicable to any classroom setting. Optional pre-reading materials and a simple framework guide will be provided in advance to ensure all participants can engage meaningfully\, regardless of prior experience. This session is ideal for anyone looking to create more engaged\, interdisciplinary\, and experiential learning environments in their future classrooms. By the end of this workshop\, participants will be prepared to: \n\nArticulate the core philosophy of object-based learning as a student-centered\, evidence-based pedagogical approach applicable beyond the arts and humanities\nApply the “See/Think/Wonder” thinking routine to structure an object-based learning activity that fosters observation\, interpretation\, and questioning\nDesign a scaffolded discussion prompt that uses an object to advance a specific learning goal in their discipline\n\nInstructors\nXiaoxia Zhang\, Indiana University\nTrevor Verrot\, Indiana University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Tuesday\, October 27th at 10-11:30pm Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 11am-12:30pm Pacific/Arizona. \nAudience\nThis workshop is for graduate students and future faculty who are interested in integrating object-based learning into their teaching across all disciplines. \nRegistration\nRequest a registration reminder \nCap: 30. Registration opens on Monday\, October 12th at 10am CT and closes once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis workshop supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/teaching-with-objects-an-e%ef%ac%80ective-teaching-method-for-future-faculty/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261102T110000
DTEND;TZID=America/Chicago:20261102T120000
DTSTAMP:20260724T185936Z
CREATED:20260722T190701Z
LAST-MODIFIED:20260724T185936Z
UID:10003062-1793617200-1793620800@cirtl.net
SUMMARY:Exploring Teaching Careers at Research Universities with CIRTL Alumni
DESCRIPTION:In this online panel\, we’ll hear from CIRTL alumni who now work as teaching professors at research universities around the United States. Faculty members who primarily teach\, rather than do research\, have become increasingly important for delivering courses at research universities. Alumni will share what their jobs are like\, how they became interested in teaching\, how they ended up at research institutions and how they fit within their departments\, and what growth and progression can look like in these types of career paths. Speakers TBD. \nThis is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nEvent Schedule\nThis online event meets on Monday\, November 2nd at 9-10pm Gulf / 12-1pm Eastern / 11am-12pm Central / 10-11am Arizona / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nAudience\nThis event is designed first and foremost for graduate students and postdoctoral researchers exploring potential career paths\, but generally relevant to anyone interested in understanding career trajectories within academia and beyond. \nRegistration\nRequest a registration reminder \nThis event has no cap\, and registration opens on Monday\, August 17th at 10am CT. Once registration opens\, it will remain open until the event begins on Monday\, November 2nd. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis event supports the following CIRTL learning goals: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/exploring-teaching-careers-at-research-universities-with-cirtl-alumni-4/
LOCATION:Online in Zoom
CATEGORIES:Event
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261112T120000
DTEND;TZID=America/Chicago:20261112T140000
DTSTAMP:20260722T185859Z
CREATED:20260722T185840Z
LAST-MODIFIED:20260722T185859Z
UID:10003059-1794484800-1794492000@cirtl.net
SUMMARY:Neuro-Affirming Course Design: Designing Course with Neurodiversity In Mind
DESCRIPTION:This event introduces a Neuro-Affirming approach to course design for graduate students and postdoctoral instructors. Participants will explore neurodiversity\, examine how neurodivergent strengths and challenges shape learning\, and identify elements of Neuro‑Affirming instruction. The event highlights practical strategies for creating neuro‑inclusive courses covering syllabus design\, course organization\, participation structures\, and assignment creation and applies the UDL +1 method to help instructors make small\, meaningful changes to support all learners. By the end of this event\, participants will be able to: \n\nDescribe the tenets of a neurodiversity affirming instructional approach.\nExplain how neurodiversity impacts learning.\nApply neuro-affirming instructional principles and strategies to course design.\n\nInstructors\nMelissa Tamas\, Stanford University \nSchedule\nThis one-session online event meets on Thursday\, November 12th at 10pm-12am Gulf / 1-3pm Eastern / 12-2pm Central / 11am-1pm Arizona / 10am-12pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nRequest a registration reminder \nCap: 75. Registration opens on Monday\, October 26th at 10am CT and closes once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the event to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants improving evidence-based teaching. \nThis course supports the following CIRTL learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/neuro-affirming-course-design-designing-course-with-neurodiversity-in-mind/
LOCATION:Online in Zoom
CATEGORIES:Event
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END:VCALENDAR