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DTSTART;VALUE=DATE:20220926
DTEND;VALUE=DATE:20221121
DTSTAMP:20260429T162126
CREATED:20220912T022533Z
LAST-MODIFIED:20230407T183349Z
UID:10000029-1664150400-1668988799@cirtl.net
SUMMARY:An Introduction to Evidence-Based Undergraduate STEM Teaching
DESCRIPTION: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). \nThe 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. \nRegister \nCourse Schedule\nThis 8-week Massive Open Online Course takes place from Monday\, September 26 through Sunday\, November 20. \nWorkload\nYour instructors estimate participants will need to spend 4 hours per week on coursework. \nRegistration and Enrollment\nRegistration opens in late August. No cap. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques for creating a LC within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.
URL:https://cirtl.net/event/an-introduction-to-evidence-based-undergraduate-stem-teaching/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221006T120000
DTEND;TZID=America/Chicago:20221006T140000
DTSTAMP:20260429T162126
CREATED:20220815T173305Z
LAST-MODIFIED:20230823T175200Z
UID:10000024-1665057600-1665064800@cirtl.net
SUMMARY:Postdoc Teaching Practicum
DESCRIPTION: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: \n\nCreate a framework for how a typical university course operates\nArticulate how teaching and learning theories intersect with the practical requirements of a university course\nDesign university lessons which incorporate learner-centered lesson planning basics\, demonstrating the alignment of learning objectives\, learning activities and assessment techniques\nDevelop and refine a teaching portfolio using the evidence of teaching effectiveness gathered throughout the internship\n\nRegistration Closed \nPracticum Schedule\nThis 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. \nWorkload\nParticipants will need to do most of their work outside of sessions: teaching observations\, guest lecturing\, etc. \nRegistration and Enrollment\nRegistration 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. \nAccessibility\nWe 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. \n\nLearning Outcomes\nPractitioner: Learning Community\n\nIntegrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.\nImplement one or more LC strategies for students in a learning experience.\nContribute to local professionally-focused learning communities associated with teaching and learning.\n\nPractitioner: Teaching-as-Research\n\nShow the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity to accomplish learning goals.\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/postdoc-teaching-practicum/2022-10-06/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221013T133000
DTEND;TZID=America/Chicago:20221013T143000
DTSTAMP:20260429T162126
CREATED:20221003T172246Z
LAST-MODIFIED:20230823T174906Z
UID:10000030-1665667800-1665671400@cirtl.net
SUMMARY:The Notion of Critical Race Theory (CRT) Should Not Be a Dirty Word in Higher Education: Unpacking Positionality in STEM Research and Teaching
DESCRIPTION: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. \nRegistration Closed \nWebinar Schedule\nThis 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. \nRegistration\nThis webinar is open to the public. You must register in order to attend; you will receive Zoom information upon registration. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.
URL:https://cirtl.net/event/the-notion-of-critical-race-theory-crt-should-not-be-a-dirty-word-in-higher-education/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221025T113000
DTEND;TZID=America/Chicago:20221025T130000
DTSTAMP:20260429T162126
CREATED:20220729T002416Z
LAST-MODIFIED:20230823T175326Z
UID:10000019-1666697400-1666702800@cirtl.net
SUMMARY:Finding Your Teaching Mentor
DESCRIPTION: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. \nBy the end of this workshop\, participants will be prepared to: \n\nUnderstand why you need a teaching mentor network\nMake an inventory of your local teaching resources\nMake a teaching development plan based on where you are developmentally and institutionally\, and in alignment with your personal and professional goals\nGet a teaching mentor(s) different from your research advisor\n\nRegistration Closed \nWorkshop Schedule\nThis two-session online workshop meets on Tuesday\, October 25 and November 1\n1:30-3PM AT/ 12:30-2PM ET / 11:30AM-1PM CT / 10:30AM-12PM MT / 9:30-11AM PT \nRegistration & Enrollment\nThis 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. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.
URL:https://cirtl.net/event/finding-your-teaching-mentor/2022-10-25/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221027T120000
DTEND;TZID=America/Chicago:20221027T133000
DTSTAMP:20260429T162126
CREATED:20220816T190940Z
LAST-MODIFIED:20230823T174830Z
UID:10000457-1666872000-1666877400@cirtl.net
SUMMARY:Introduction to Teaching at a Community College
DESCRIPTION: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. \nThis event is supported by and organized through NSF INCLUDES Aspire grant by the Regional Initiative group. \nRegistration Closed \nEvent Schedule\nThis 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. \nRegistration\nThis event is open to the public. You must register in order to attend; you will receive Zoom information upon registration. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe 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)\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/introduction-to-teaching-at-a-community-college/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221102T120000
DTEND;TZID=America/Chicago:20221102T133000
DTSTAMP:20260429T162126
CREATED:20220816T180254Z
LAST-MODIFIED:20230823T175345Z
UID:10000455-1667390400-1667395800@cirtl.net
SUMMARY:Getting Started with Universal Design for Learning
DESCRIPTION: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: \n\nIdentify the 3 main principles of Universal Design for Learning\nExplain why each principle is important to consider when designing inclusive learning opportunities\nCritique a proposed learning activity and identify potential barriers to equitable access\nPropose ways of re-designing a learning community to foster equity by following the principles of UDL\n\nRegistration Closed \nWorkshop Schedule\nThis 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. \nRegistration & Enrollment\nThis 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. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning-through-Diversity\n\nDescribe 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)\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.
URL:https://cirtl.net/event/getting-started-with-universal-design-for-learning/2022-11-02/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221205T113000
DTEND;TZID=America/Chicago:20221205T133000
DTSTAMP:20260429T162126
CREATED:20220912T021819Z
LAST-MODIFIED:20230823T175402Z
UID:10000028-1670239800-1670247000@cirtl.net
SUMMARY:Ethical Dilemmas in Inclusive Teaching: Difficult Dynamics in the Lab
DESCRIPTION: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. \nRegistration Closed \nWorkshop Schedule\nThis 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. \nRegistration & Enrollment\nThis 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. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe 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)\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.\n\nPractitioner: Learning Community\n\nIntegrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.\nContribute to local professionally-focused learning communities associated with teaching and learning.\n\nPractitioner: Learning-through-Diversity\n\nExamine and describe own beliefs and biases\, including how they may influence their students’ learning.\nDetermine the diverse backgrounds among a group of students\, and consider the opportunities and challenges of the findings on each student’s learning.
URL:https://cirtl.net/event/ethical-dilemmas-in-inclusive-teaching-difficult-dynamics-in-the-lab/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230123T123000
DTEND;TZID=America/Chicago:20230123T140000
DTSTAMP:20260429T162126
CREATED:20221215T181333Z
LAST-MODIFIED:20230407T183250Z
UID:10000505-1674477000-1674482400@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:* 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. * \n\nWork 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. \nThe 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: \n\nAligning Expectations and Assessing Competencies\nEffective Communication\nFostering Independence\, Self-efficacy\, and Professional Development\nFostering Equity and Inclusion in a Research Context\nConflict Resolution\, Feedback\, Well-being\nArticulating a Mentoring Philosophy and Plan\n\nThis 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/. \nInstructors\nValerie Fako Miller – University of Illinois at Chicago\nPaula Kavathas – Yale University \nCourse Schedule\nThis 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. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. \nRegistration and Enrollment\nThis 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. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training-spring2023/2023-01-23/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230125T100000
DTEND;TZID=America/Chicago:20230125T111500
DTSTAMP:20260429T162126
CREATED:20221215T182422Z
LAST-MODIFIED:20230119T145705Z
UID:10000514-1674640800-1674645300@cirtl.net
SUMMARY:Preparing Your Teaching Demo for a Job Interview
DESCRIPTION:* 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. * \n\nAs 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: \n\nidentify questions and decision points useful in preparing a teaching demo for a job interview in the U.S.\nstrategize ways to gather the information needed to effectively plan a teaching demo\ngenerate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g. logistical\, technological\, or interpersonal).\n\nInstructors\nChas Brua & Beate Brunow – Pennsylvania State University \nWorkshop Schedule\nThis 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. \nRegistration and Enrollment\nThis 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. \nAccessibility\nWe 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. \n\nLearning Outcomes\nProfessional Development\n\nCreate materials that are commonplace in the academic job market (resumes\, CVs\, teaching portfolios\, teaching statements\, etc.)
URL:https://cirtl.net/event/preparing-your-teaching-demo-for-a-job-interview/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230125T130000
DTEND;TZID=America/Chicago:20230125T143000
DTSTAMP:20260429T162126
CREATED:20221215T182530Z
LAST-MODIFIED:20230119T145732Z
UID:10000500-1674651600-1674657000@cirtl.net
SUMMARY:Laying the Foundations for a Successful Teaching Career
DESCRIPTION:* 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. * \n\nThis 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: \n\nSession 1: participants select and “unpack” the teaching approach of a favorite assignment or important learning activity asked of students\nSession 2: participants will develop an instrument (a rubric) to measure student learning that results from their teaching and learning process\nSessions 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\nSession 5: participants will document their teaching approach for a teaching presentation\, or record a teaching demonstration with an accompanying explanation\n\n  \nInstructors\nDouglas Jerolimov & Richard Turner – Indiana University Purdue University Indianapolis (IUPUI) \nCourse Schedule\nThis 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. \nWorkload\nThis 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. \nRegistration and Enrollment\nThis 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. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning\ngoals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\n\nAssociate: Teaching-as-Research\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle.\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.\n\nProfessional Development\n\nCreate materials that are commonplace in the academic job market.
URL:https://cirtl.net/event/laying-the-foundations-for-a-successful-teaching-career/2023-01-25/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20230130
DTEND;VALUE=DATE:20230327
DTSTAMP:20260429T162126
CREATED:20221110T223323Z
LAST-MODIFIED:20230407T183320Z
UID:10000033-1675036800-1679875199@cirtl.net
SUMMARY:Advancing Learning Through Evidence-Based STEM Teaching Spring 2023
DESCRIPTION: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. \nRegister \nInstructors\nL.J. McElravy\, University of Nebraska – Lincoln\nBrian Rybarczyk\, University of North Carolina at Chapel Hill \nCourse Schedule\nThis 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. \nMOOC Centered Learning Communities (MCLCs)\nStudents 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. \nWorkload\nYour instructors estimate participants will need to spend 4-5 hours per week on coursework. \nRegistration and Enrollment\nThis course has no enrollment cap. Students who register for this course will be redirected to the EdX platform to complete their registration. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/advancing-learning-through-evidence-based-stem-teaching-spring-2023/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230208T110000
DTEND;TZID=America/Chicago:20230208T130000
DTSTAMP:20260429T162126
CREATED:20221215T183041Z
LAST-MODIFIED:20230119T145832Z
UID:10000512-1675854000-1675861200@cirtl.net
SUMMARY:Decode a Troublesome Concept or Skill for Your Learners
DESCRIPTION:* 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. * \n\nThis 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: \n\nIdentify specific content or skills learners in your field/discipline typically struggle with.\nDevelop an instructional intervention (in the form of an analogy) to communicate the mental actions learners must take in order to successfully navigate their struggle.\n\nInstructors\nLarkin Hood & Chris Brua – Pennsylvania State University \nWorkshop Schedule\nThis two-session online workshop meets on Wednesday\, February 8 and February 15\n1-3PM AT/ 12-2PM ET / 11AM-1PM CT / 10AM-12PM MT / 9-11AM PT \nWorkload\nInstructors anticipate students will need to spend 2-4 hours of total asynchronous work time for this workshop. \nRegistration & Enrollment\nThis 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. \nAccessibility\nWe 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. \n\nLearning Outcomes\nPractitioner: Evidence-Based Teaching\n\nImplement one or more evidence-based teaching strategies for students in a learning environment\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals
URL:https://cirtl.net/event/decode-a-troublesome-concept-or-skill-for-your-learners/2023-02-08/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230314T130000
DTEND;TZID=America/Chicago:20230314T143000
DTSTAMP:20260429T162126
CREATED:20221215T181644Z
LAST-MODIFIED:20230110T165641Z
UID:10000523-1678798800-1678804200@cirtl.net
SUMMARY:Communicating to Learn: Incorporating Scientific Communication into STEM Courses
DESCRIPTION: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: \n\narticulate the benefits of using communication-based assessments and activities in STEM courses\nidentify higher-order learning goals in your discipline that can be served by communication-based assessments and activities\ndesign a communication-based assessment or activity for your course\n\n REGISTER \nInstructor\nRajan Kumar – Stanford University \nWorkshop Schedule\nThis 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. \nRegistration\nThis 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. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic and well-defined\, achievable\, measurable\, and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nPractitioner: Evidence-Based Teaching\n\nImplement one or more evidence-based teaching strategies for students in a learning experience.\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.
URL:https://cirtl.net/event/communicating-to-learn-incorporating-scientific-communication-into-stem-courses/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230321T123000
DTEND;TZID=America/Chicago:20230321T140000
DTSTAMP:20260429T162126
CREATED:20221215T183139Z
LAST-MODIFIED:20230823T174606Z
UID:10000524-1679401800-1679407200@cirtl.net
SUMMARY:Mentoring and Advising Relationships: What Skills am I Developing?
DESCRIPTION: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. \nThis 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. \n REGISTER \nInstructors\nMabel Ho – Dalhousie University\nKatie Kearns & Trevor Verrot – Indiana University\nApril Dukes – University of Pittsburgh \nEvent Schedule\nThis 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.” \nRegistration\nThis 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. \nAccessibility\nWe 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. \nLearning Outcomes\nAssociate: Learning Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways.\n\n\n“Be Your Own Driver: Imagining Post-PhD Career Versatility” Series\nThis 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: \n\nMarch 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.\nMarch 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.\nApril 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.\nApril 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.
URL:https://cirtl.net/event/mentoring-and-advising-relationships-what-skills-am-i-developing/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230323T130000
DTEND;TZID=America/Chicago:20230323T140000
DTSTAMP:20260429T162126
CREATED:20221215T183640Z
LAST-MODIFIED:20230823T174317Z
UID:10000515-1679576400-1679580000@cirtl.net
SUMMARY:How CIRTL Has Impacted My Career: Teaching Careers
DESCRIPTION: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. \nThis session is part of the series “How CIRTL has Impacted My Career: Hearing from CIRTL Alumni”. By engaging in this series\, participants will: \n\nunderstand how knowledge gained through CIRTL programs can influence success in different career paths (not just faculty positions)\ngain awareness that there is a large community of people with similar knowledge gained from CIRTL programs\nlearn how to join the CIRTL Alumni Network if interested\n\n REGISTER \nInstructors\nCIRTL Alumni Network Leadership Team \nEvent Schedule\nThis 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. \nRegistration\nThis 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. \nAccessibility\nWe 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. \nLearning Outcomes\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning\n\nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways\n\n\n“How CIRTL Has Impacted My Career: Hearing from CIRTL Alumni” Series\nThis 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: \n\nMarch 23: How CIRTL Has Impacted My Career: Teaching Careers\nMarch 30: How CIRTL Has Impacted My Career: Non-Faculty Careers in Academia\nApril 6: How CIRTL Has Impacted My Career: Careers Outside of Academia\nApril 13: How CIRTL Has Impacted My Career: Faculty Careers at Research Universities
URL:https://cirtl.net/event/how-cirtl-has-impacted-my-career-teaching-careers/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230426T140000
DTEND;TZID=America/Chicago:20230426T153000
DTSTAMP:20260429T162126
CREATED:20221215T181234Z
LAST-MODIFIED:20230823T173726Z
UID:10000511-1682517600-1682523000@cirtl.net
SUMMARY:CIRTL Network Teaching-as-Research Presentations
DESCRIPTION: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.\nRegister to attend \nSpeakers 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: \nFaqryza Ab Latif\, University of Arizona\nGloria Ashaolu\, Michigan State University\nIleana Callejas\, University of California\, Los Angeles\nSamara Chamoun\, Michigan State University\nJoseph Choy\, Johns Hopkins University\nSai Diwan\, University of British Columbia\nNatasha George\, Michigan State University\nAlexander Johnson\, University of California\, Los Angeles\nBriley Lewis\, University of California\, Los Angeles\nJames Macnamara\, Michigan State University\nAllison Moreno\, University of California\, Los Angeles\nColette Nickodem\, Texas A&M University\nNichole Nomura\, Stanford University\nEmily Pappo\, University of Florida\nCasey Patterson\, Stanford University\nVinnie Rigoglioso\, University of Wisconsin-Madison\nLuke Rodewald\, University of Florida\nCristina Schaurich\, University of British Columbia\nChristopher Stevens\, University of Wisconsin-Madison\nRion Wendland\, University of Iowa \nRegister to attend \nEvent Schedule\nThis 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. \nAgenda\n2:00-2:20pm Central Time: Introductory remarks\n2:20-3:10pm Central Time: Panel presentations\n3:10-3:30pm Central Time: Closing remarks \n\n\n\nTime (in Central)\nPanel 1: Belonging & student attitudes\nPanel 2: Teaching lab & research skills\nPanel 3: Student engagement\nPanel 4: Inclusive practices\nPanel 5: Assessment & competence\n\n\nLocation\nMain Room\nBreakout Room 1\nBreakout Room 2\nBreakout Room 3\nBreakout Room 4\n\n\nModerator\nJohn DiNardo\, Drexel\nColleen McLinn\, Cornell\nKelly Clark\, Hopkins\nLisa Kelly\, U of Iowa\nTiffany Shoop\, Virginia Tech\n\n\n2:20-2:32\nNichole Nomura\, Stanford \nFostering Accurate Perceptions of the Teaching Profession in a Gateway Education Course\nChristopher Stevens\, UW-Madison \nCareer Oriented Problem-Based-Learning Lab for Improving Student Conceptual Understanding and Motivation\nGloria Ashaolu\, MSU \nThe Efficacy of Podcasts as Complementary Learning Tools in a History Course for Improving Student Engagement and Comprehension\nRion Wendland\, U of Iowa \nImplementing Improv Activities in Engineering Classrooms\nAlexander Johnson\, UCLA \nUngrading for teaching the hidden curriculum in engineering\n\n\n2:32-2:44\nBriley Lewis\, UCLA \nScience Writing & Student Attitudes Towards STEM in an Astronomy GE Course\nCristina Schaurich\, UBC \nValidation of the educational impact of the 3D Pocket Pelvis App – A Tridimensional Experience\nJoseph Choy\, Hopkins \nA Case Study for Active Learning in a First-Year Biomaterials Design Course\nSamara Chamoun\, MSU \nThe impact of a holistic Math student support program\, based on compassionate and loving kindness pedagogy and practices\, on students’ confidence and attitude towards Mathematics\nCasey Patterson\, Stanford \nMetacognition and Collective Self-Assessment in Black Feminist Pedagogy\n\n\n2:44-2:56\nAllison Moreno\, UCLA \nImpacts of Study Guides in Chemical Oceanography\nJames Macnamara\, MSU \nComparison of Live versus Virtual Lab Comprehension\nEmily Pappo\, Florida \nDoes local relevance improve case study effectiveness in Environmental Science?\nFaqryza Ab Latif\, U of Arizona \nDo Course-Level DEI Statements Affect Sense of Belonging?\nSai Diwan\, UBC \nMetacognitive Research Skills Development among students in a First-year classroom\n\n\n2:56-3:08\nColette Nickodem\, TAMU \nImpact of COVID-19 perceptions on public health students\nIleana Callejas\, UCLA \nUse of Google Earth Engine for teaching coding and monitoring of environmental change in a course-based undergraduate research experience (CURE)\nLuke Rodewald\, Florida \nEveryday Hyperobject: Daily Encounters with Climate Change in Humanities Pedagogy\n\nNatasha George\, MSU \nBecoming Writers: Confidence\, Competence\, and Identity in a Senior-Level Writing Course for Human Biology Majors\n\n\n\nRegistration\nThis event is open to the public. Registration opens January 10th. You must register in order to attend; you will receive Zoom information upon registration. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAssociate: Teaching-as-Research\n\nDescribe a “full-inquiry” cycle.\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.
URL:https://cirtl.net/event/cirtl-network-teaching-as-research-presentations-spring2023/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230531T090000
DTEND;TZID=America/New_York:20230531T150000
DTSTAMP:20260429T162126
CREATED:20230407T185535Z
LAST-MODIFIED:20230515T150612Z
UID:10000545-1685523600-1685545200@cirtl.net
SUMMARY:Johns Hopkins University Teaching Institute (In Person)
DESCRIPTION: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: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nWork in small groups to share ideas\, build new skills\, and cultivate partnerships in teaching and learning;\nCreate a peer-reviewed lesson plan;\nPresent their lesson plan or facilitate a micro-teaching exercise to their peer group.\n\nSchedule\n\n\nThis 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. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**Registration is at capacity as of Monday\, May 15** \nThis 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. \nAccessibility\nIf 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. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle.\nDescribe 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.\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/johns-hopkins-university-teaching-institute-in-person/2023-05-31/
LOCATION:Johns Hopkins University\, Baltimore\, MD
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230601T120000
DTEND;TZID=America/Chicago:20230601T133000
DTSTAMP:20260429T162126
CREATED:20230420T204642Z
LAST-MODIFIED:20230728T183232Z
UID:10000561-1685620800-1685626200@cirtl.net
SUMMARY:Change Leadership for Inclusive Teaching and Learning
DESCRIPTION: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: \n\nDevelop a professional identity as a Change Agent\nExamine higher education institutions as complex organizations\, as well as analyzing leadership approaches and change theories\nDevelop strategies\, skills\, and abilities appropriate for serving as a Change Agent while holding a position as an early-career faculty member\n\nREGISTration is closed \nInstructors\nKelly Clark\, Johns Hopkins University\nRachel Kennison\, University of California\, Los Angeles\nL.J. McElravy\, University of Nebraska – Lincoln \nCourse Schedule\nThis 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. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\nThis course has a cap of 40 students. \nRegistration 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. \nAccessibility\nIf 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.
URL:https://cirtl.net/event/change-leadership-for-inclusive-teaching-and-learning/2023-06-01/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230605T110000
DTEND;TZID=America/Chicago:20230605T123000
DTSTAMP:20260429T162126
CREATED:20230407T173752Z
LAST-MODIFIED:20230728T185535Z
UID:10000535-1685962800-1685968200@cirtl.net
SUMMARY:Basics of Online Learning and Teaching
DESCRIPTION: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.\nREGISTRATION IS CLOSED \nInstructors\nDouglas Habib\, University of Idaho\nPeggy Semingson\, University of Texas at Arlington \nCourse Schedule\nThis 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. \nWorkload\nStudents should plan to spend approximately 4-6 hours per week on coursework\, in addition to synchronous sessions on weeks when those occur. \nRegistration & Enrollment\n*Note: This course is at capacity as of Wednesday\, May 31* \nThis 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. \nAccessibility\nIf 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: \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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning communities\n\nDescribe and recognize the value of learning communities\, and how they impact on student learning.\nDescribe several techniques for creating a LC within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\n\nAssociate: Learning through diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as research\n\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.\n\nPractitioner: Evidence-based teaching\n\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.\n\nPractitioner: Learning communities\n\nAccess the literature and existing knowledge to develop a deeper understanding of the knowledge concerning LCs and their impact on student learning.\nIntegrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through- diversity.\n\nPractitioner: Learning through diversity\n\nAccess the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.\nIntegrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.\n\nPractitioner: Teaching as research\n\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/basics-of-online-learning-and-teaching-2023/2023-06-05/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20230606T090000
DTEND;TZID=America/New_York:20230606T150000
DTSTAMP:20260429T162126
CREATED:20230407T185902Z
LAST-MODIFIED:20230515T150327Z
UID:10000549-1686042000-1686063600@cirtl.net
SUMMARY:Johns Hopkins University Teaching Institute (Online)
DESCRIPTION: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: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nWork in small groups to share ideas\, build new skills\, and cultivate partnerships in teaching and learning;\nCreate a peer-reviewed lesson plan;\nPresent their lesson plan or facilitate a micro-teaching exercise to their peer group.\n\nSchedule\n\n\nThis 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. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Monday\, May 15** \nThis 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. \nAccessibility\nIf 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. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/johns-hopkins-university-teaching-institute-online/2023-06-06/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230606T133000
DTEND;TZID=America/Chicago:20230606T153000
DTSTAMP:20260429T162126
CREATED:20230418T164107Z
LAST-MODIFIED:20230602T180442Z
UID:10000555-1686058200-1686065400@cirtl.net
SUMMARY:First Year Faculty Teaching Academy
DESCRIPTION: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: \n\nFostering student motivation and interaction\nDesigning active learning experiences\nProviding effective feedback\nIdentifying effective assessment techniques\nCreating an accessible learning environment for all students\nTransparent and online teaching practices\n\nREGISTRATION IS CLOSED \nInstructors\nAlexandra Bitton-Bailey\, University of Florida\nKimberly Heal\, University of Florida\nMichael Barber\, University of Florida \nCourse Schedule\nThis 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. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\nThis 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. \nAccessibility\nIf 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. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe 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.
URL:https://cirtl.net/event/first-year-faculty-teaching-academy/2023-06-06/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230613T130000
DTEND;TZID=America/Chicago:20230613T143000
DTSTAMP:20260429T162126
CREATED:20230424T192353Z
LAST-MODIFIED:20230627T163224Z
UID:10000571-1686661200-1686666600@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.\nREGISTration is closed \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. \nCourse Schedule\nThis 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). \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 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. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Learning-through-Diversity\n\nDescribe 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)\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\n\nAssociate: Teaching-as-Research\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle.\n\nPractitioner: Evidence-Based Teaching\n\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.\n\nPractitioner: Learning-through-Diversity\n\nExamine and describe own beliefs and biases\, including how they may influence their students’ learning.\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.\nIntegrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.\n\nPractitioner: Teaching-as-Research\n\nShow the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity to accomplish learning goals.\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/planning-your-teaching-as-research-project-2/2023-06-13/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230619T000000
DTEND;TZID=America/Chicago:20230619T233000
DTSTAMP:20260429T162126
CREATED:20230410T212206Z
LAST-MODIFIED:20230728T183425Z
UID:10000553-1687132800-1687217400@cirtl.net
SUMMARY:An Introduction to Evidence-Based Undergraduate STEM Teaching
DESCRIPTION: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). \nThe 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.\nREGISTER \nCourse Schedule\nThis 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. \nMOOC Centered Learning Communities (MCLCs)\nStudents 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/. \nWorkload\nYour instructors estimate participants will need to spend 4 hours per week on coursework. \nRegistration and Enrollment\nThis 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. \nAccessibility\nWe 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. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques for creating a LC within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.
URL:https://cirtl.net/event/an-introduction-to-evidence-based-undergraduate-stem-teaching-2/2023-06-19/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230621T110000
DTEND;TZID=America/Chicago:20230621T123000
DTSTAMP:20260429T162126
CREATED:20230426T141329Z
LAST-MODIFIED:20230627T163245Z
UID:10000577-1687345200-1687350600@cirtl.net
SUMMARY:Using Teaching-as-Research to Advance Equitable Educational Experiences
DESCRIPTION:Join us for a two-part workshop that explores how CIRTL’s “teaching-as-research” framework can help you identify\, assess\, and improve upon equitable teaching approaches. Teaching-as-Research (or TAR) transforms curiosity about learning into a research question and helps connect and enrich teaching and learning. Learning-through-Diversity\, one of CIRTL’s core ideas\, explicitly values the dynamic array of identities and experiences among undergraduate students\, graduate students\, post-docs\, and faculty. If we imagine and overlap these core concepts as Venn Diagram circles\, we see the union of the two and an exciting opportunity to advance equitable and inclusive teaching practices through reflective and iterative teaching. In this workshop\, we will explore this union and develop a blueprint for designing and furthering inclusive and equitable educational experiences through a TAR prism. Participants will learn about: \n\nConceptualization and application of Learning-through-Diversity as pedagogical prism for designing\, developing\, and delivering inclusive\, equitable\, and accessible learning experiences.\nApplying TAR strategies to develop\, integrate\, and assess inclusive\, equitable\, and accessible teaching practices.\nDeveloping a blueprint for different participants to support and engage in DEIA-based scholarly teaching.\nDeveloping a framework for evolving two CIRTL Core Ideas through the intersections of them.\n\nREGISTER \nInstructor\nBrian Smentkowski\, University of Idaho \nWorkshop Schedule\nThis 2-session synchronous workshop will meet on Wednesday\, June 21 and June 28 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. \nRegistration & Enrollment\nThis workshop is open to the public (no cap). Registration opens Monday\, May 15. You must register in order to attend; you will receive Zoom information upon registration. \nAccessibility\nIf 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. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\n\nAssociate: Teaching-as-Research\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle.\nDescribe 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.\n\nPractitioner: Evidence-Based Teaching\n\nImplement one or more evidence-based teaching strategies for students in a learning experience.\n\nPractitioner: Learning-through-Diversity\n\nImplement one or more Learning-through-Diversity strategies in a teaching experience.\n\nPractitioner: Teaching-as-Research\n\nShow the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity to accomplish learning goals.
URL:https://cirtl.net/event/using-teaching-as-research-to-advance-equitable-educational-experiences/2023-06-21/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230713T123000
DTEND;TZID=America/Chicago:20230713T134500
DTSTAMP:20260429T162126
CREATED:20230426T161726Z
LAST-MODIFIED:20230515T155655Z
UID:10000579-1689251400-1689255900@cirtl.net
SUMMARY:Preparing Your Teaching Demo for a Job Interview
DESCRIPTION: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: \n\nidentify questions and decision points useful in preparing a teaching demo for a job interview in the U.S.\nstrategize ways to gather the information needed to effectively plan a teaching demo\ngenerate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g. logistical\, technological\, or interpersonal).\n\nREGISTER \nInstructors\nChas Brua & Beate Brunow – Pennsylvania State University \nWorkshop Schedule\nThis one-session online workshop meets on Thursday\, July 13 at 2:30-3:45 PM AT / 1:30-2:45PM ET / 12:30-1:45PM CT / 11:30AM-12:45PM MT / 10:30-11:45AM PT. \nRegistration and Enrollment\nThis workshop has a cap of 150 students. Registration is open from Monday\, May 15 until 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\nWe 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. \n\nLearning Outcomes\nProfessional Development\n\nCreate materials that are commonplace in the academic job market (resumes\, CVs\, teaching portfolios\, teaching statements\, etc.)
URL:https://cirtl.net/event/preparing-your-teaching-demo-for-a-job-interview-2/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230911T130000
DTEND;TZID=America/Chicago:20230911T143000
DTSTAMP:20260429T162126
CREATED:20230728T185425Z
LAST-MODIFIED:20230821T132632Z
UID:10000609-1694437200-1694442600@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement Section 1
DESCRIPTION:REGISTRATION CLOSED; AT CAPACITY AS OF 8/21 \nDraft 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. By the end of this workshop\, participants will be able to: \n\nUnderstand common components of a teaching philosophy statement\nIdentify their own teaching accomplishments\, beliefs\, and goals\nDraft a teaching philosophy statement\nRefine their work through peer review feedback\n\nThis workshop is part of CIRTL’s fall programming on academic professional development. \nInstructors\nDenise Leonard\, Washington University in St. Louis\nKaren Menzel\, Iowa State University \nWorkshop Schedule\nThis workshop meets in Zoom on Mondays\, September 11 and 25 at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nAudience\nThis workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone looking to develop or refine their teaching statement. \nRegistration & Enrollment\n* At capacity and registration is closed as of Monday\, August 21 * \nCap: 50. Registration opens Monday\, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come\, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders 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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\n\nAssociate: Learning Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/writing-an-effective-teaching-philosophy-statement-section-1/2023-09-11/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230913T110000
DTEND;TZID=America/Chicago:20230913T123000
DTSTAMP:20260429T162126
CREATED:20230627T163051Z
LAST-MODIFIED:20230925T155751Z
UID:10000580-1694602800-1694608200@cirtl.net
SUMMARY:TAR Express: A Teaching-as-Research Very Short Course
DESCRIPTION:Explore how you can create\, test out\, and assess a new approach to your teaching in this short course designed to walk participants through the basics of CIRTL’s “Teaching-as-Research” concept. Through Teaching-as-Research (TAR)\, future faculty can apply their scientific research knowledge to ask and answer a question about teaching and learning. In this three-part short course\, participants will learn about and workshop different components of a TAR project\, and in between sessions they will have the opportunity to receive one-on-one coaching from course instructors. By the end of this course\, participants will be able to: \n\nIdentify a viable research question for a TAR project\nIdentify appropriate sources of evidence and a plan for data collection and analysis for your TAR project\nIdentify a platform or outlet for presentation or publication of your TAR project\n\nThis course is part of CIRTL’s fall programming on teaching-as-research. \nInstructors\nLaura Cruz\, Pennsylvania State University\nChas Brua\, Pennsylvania State University \nCourse Schedule\nThis 3-part short course has synchronous sessions on Wednesday\, September 13\, September 20\, and November 1 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. Participants will use the time between the September 20 and November 1 sessions to schedule one-on-one coaching sessions with the course instructors. \nAudience\nThis short course is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone looking to use CIRTL’s teaching-as-research framework to develop their teaching skills through reflective\, iterative\, evidence-based practice. \nRegistration and Enrollment\nThis course is limited to 12 participants. Registration is open Monday\, August 14 and closes Sunday\, August 27. Registrants must fill out a brief application\, which instructors will review to determine eligibility for this course (some foundational knowledge of teaching and learning and specific ideas for a teaching-as-research question are preferred). Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf 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: \n\nUsing alt-text on images in reading materials\nSending regular reminders with upcoming assignments to all students\nSending regular reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Google Drive (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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nPractitioner: Teaching-as-Research\n\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.\nDevelop and execute a Teaching-as-Research plan for a limited teaching and learning project.
URL:https://cirtl.net/event/tar-express-a-teaching-as-research-very-short-course/2023-09-13/
CATEGORIES:Course
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230913T130000
DTEND;TZID=America/Chicago:20230913T143000
DTSTAMP:20260429T162126
CREATED:20230728T185939Z
LAST-MODIFIED:20230925T155831Z
UID:10000611-1694610000-1694615400@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement Section 2
DESCRIPTION:REGISTRATION CLOSED; AT CAPACITY AS OF 9/7 \nDraft 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. By the end of this workshop\, participants will be able to: \n\nUnderstand common components of a teaching philosophy statement\nIdentify their own teaching accomplishments\, beliefs\, and goals\nDraft a teaching philosophy statement\nRefine their work through peer review feedback\n\nThis workshop is part of CIRTL’s fall programming on academic professional development. \nInstructors\nRique Campa\, Michigan State University\nKate Williams\, Georgia Institute of Technology \nWorkshop Schedule\nThis workshop meets in Zoom on Wednesdays\, September 13 and 27 at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nAudience\nThis workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone looking to develop or refine their teaching statement. \nRegistration & Enrollment\n* At capacity and registration is closed as of Thursday\, September 7 * \nCap: 50. Registration opens Monday\, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come\, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders 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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\n\nAssociate: Learning Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/writing-an-effective-teaching-philosophy-statement-section-2/2023-09-13/
CATEGORIES:Workshop
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DTSTART;TZID=America/Chicago:20230921T133000
DTEND;TZID=America/Chicago:20230921T150000
DTSTAMP:20260429T162126
CREATED:20230728T160309Z
LAST-MODIFIED:20230925T155910Z
UID:10000588-1695303000-1695308400@cirtl.net
SUMMARY:Teaching Discomfort: Facilitating Challenging Discussions in the Classroom
DESCRIPTION:REGISTER BY SEPTEMBER 21 \nLearn best practices on navigating challenging classroom discussions in this two-part workshop. In STEM disciplines\, where knowledge is considered to be “objective\,” instructors can be caught off-guard when challenging topics – especially ones that relate to social or cultural trauma – arise. In this workshop\, participants will learn best practices for “difficult knowledge”—content that causes students to analyze social trauma (Britzman 1998)—in diverse disciplinary contexts\, and apply those practices to design a pedagogical tool applicable in their own classrooms. In doing so\, participants will gain a better understanding of how to address pressing ideological issues in their discipline and incorporate them in their teaching. By the end of this workshop\, participants will be able to: \n\nDefine “difficult knowledge\,” explain its impact on students\, and identify examples from their own field\nDescribe and apply best practices for addressing difficult knowledge topics in their classrooms\nCreate a pedagogical tool that addresses a difficult knowledge topic in their field\n\nThis workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nValerie Hsieh\, Columbia University\nValeria Spacciante\, Columbia University\nAbby Schroering\, Columbia University \nWorkshop Schedule\nThis workshop meets in Zoom on Thursdays\, September 21 and 28 at 3:30-5PM AT / 2:30-4PM ET / 1:30-3PM CT / 12:30-2PM MT / 11:30AM-1PM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking to learn approaches to facilitating challenging classroom discussions at the college level. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Thursday\, September 21.\nREGISTER BY SEPTEMBER 21 \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders 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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning\nDescribe how an instructor’’s beliefs and biases can influence student learning\nDescribe several learning-through-diversity (LtD) techniques and strategies\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed\nDescribe the scope of diversity in learning environments\, of both students and instructor
URL:https://cirtl.net/event/teaching-discomfort-facilitating-challenging-discussions-in-the-classroom/2023-09-21/
CATEGORIES:Workshop
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230926T130000
DTEND;TZID=America/Chicago:20230926T143000
DTSTAMP:20260429T162126
CREATED:20230728T175214Z
LAST-MODIFIED:20230925T155722Z
UID:10000591-1695733200-1695738600@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 12-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\nThis course is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nLisa Rohde\, University of Nebraska – Lincoln\nPeggy Semingson\, University of Texas at Arlington\nTiffany Shoop\, Virginia Tech \nCourse Schedule\nThis course meets in Zoom on Tuesdays\, September 26 through December 12\, at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \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\nNo cap. Registration opens on Monday\, August 14\, and closes Tuesday\, September 18. \nAccessibility\nIf 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: \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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact on student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nDescribe several techniques for creating a LC within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\n\nAssociate: Learning-through-Diversity\n\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research\n\nDescribe a “full-inquiry” cycle.\n\nPractitioner: Evidence-Based Teaching\n\nAccess the literature and existing knowledge to develop a deeper understanding of existing evidence- based knowledge concerning high- impact\, evidence-based teaching practices.\n\nPractitioner: Learning-through-Diversity\n\nAccess the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.
URL:https://cirtl.net/event/the-college-classroom-2/2023-09-26/
CATEGORIES:Course
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