An Introduction to Evidence-Based Undergraduate STEM Teaching
2024-08-12 - 2025-08-10
* This page is out of date as of 8/11/2025. View updated information for this course here, including registration information. *
Learn evidence-based teaching fundamentals in this 8-module, self-paced, asynchronous online course designed for future faculty in STEM disciplines (science, technology, engineering, and math). Originally created with funding from the National Sciences Foundation and iteratively updated to reflect contemporary teaching and learning topics, this course brings together faculty, staff, and other teaching and learning experts from across the United States to teach about core aspects of teaching: understanding how people learn, developing and assessing learning objectives, using active and inclusive teaching strategies to support all learners, and how to turn all these pieces into a coherent lesson plan. Each module guides learners through lesson content, discussion prompts for deeper reflection, quizzes to reinforce key concepts, and assignments to translate what you’re learning into your personal teaching context.
Many CIRTL member institutions run cohort-based learning communities during the academic year around this course. If you are at a CIRTL member institution, find your institution’s CIRTL program here and visit their website to see if they are offering a learning community for local future faculty.
Registration
This page is out of date as of 8/11/2025. View updated information for this course here, including registration information.
Accessibility
If you have access needs, please let us know what they are. The course is heavily video and text based; videos are captioned, and text is formatted for screen readers. Contact CIRTL’s help desk at support@cirtl.net to let us know how else we can help you have a successful experience.

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

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

Associate: Learning Community

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

Associate: Learning-through-Diversity

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

Preparing a Teaching Demo for a Job Interview
2024-10-17 11:30 - 13:00 (America/Chicago)
As part of the interview process for a faculty position, you may be asked to lead a teaching demonstration. In this interactive workshop, we’ll discuss ways to go into your teaching demo with preparedness, confidence, and adaptability. Participants will explore considerations related to their audience, factors affecting content, logistics (including technology), and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop, participants will be prepared to:

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

Instructors
Chas Brua, Pennsylvania State University
Beate Brunow, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets in Zoom on Thursday, October 17 at 8:30-10pm Gulf / 1:30-3pm Atlantic / 12:30-2pm Eastern / 11:30am-1pm Central / 10:30am-12pm Mountain / 9:30-11am Pacific.
Audience
This workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone interested in an introduction to teaching demonstrations.
Registration and Enrollment
*This workshop is at capacity and closed for registration as of Wednesday, October 2*
Cap: 50. Registration opens on Monday, September 30th. Once open, it will remain open 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.
Accessibility
If you have access needs, please let us know what they are. 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:

Sending pre-session reminders to all students
Sharing resources from synchronous sessions with students
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

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

A Student-Centered Approach for Reducing Plagiarism
2024-10-21 10:30 - 12:00
Consider how student-centered, accessible, and contextual course design can reduce students’ propensity to cheat and improve learning for all. With the advent of generative AI, contract cheating, and app-based cheating, fears about preventing plagiarism are running high. This two-part workshop offers attendees a comprehensive look at a different paradigm for preventing plagiarism, one that uses a student-centered, accessible, and contextual course design to reduce students’ propensity to cheat. Participants will learn about adapting the concept of plagiarism to a Gen Y context, how to effectively convey those ideas to their students and, how they can take steps to design assignments that reduce the circumstances that lead to plagiarism. By the end of this workshop, participants will be prepared to:

Discern between deficit/theft-based and skill/labor-based approaches to plagiarism
Develop a holistic approach to teaching scholarly citation culture and attribution
Identify best practices that reduce risk factors for plagiarism
Revise an assessment using best practices to reduce plagiarism

Instructors
Teresa Hooper, University of Tennessee
Robert Jacobsen, University of Tennessee
Workshop Schedule
This two-session online workshop meets on Mondays, October 21 and October 28 at 7:30-9pm Gulf / 12:30-2pm Atlantic / 11:30am-1pm Eastern / 10:30am-12pm Central / 9:30-11am Mountain / 8:30-10am Pacific.
Audience
This workshop is designed first and foremost for participants that either have previous teaching experience or are scheduled to teach in the near future, but all interested in the topic of course design and plagiarism are welcome.
Registration and Enrollment
This workshop has no cap, and registration opens Monday, September 30. Once registration opens, it will remain open until the workshop begins on Monday, October 21.
Accessibility
If you have access needs, please let us know what they are. 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:

Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

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

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

Fostering a Growth Mindset and Developing a Sense of Belonging in Your Students
2024-10-24 10:00 - 12:00
Learn from social and educational psychology in this one-part workshop on how instructors can foster growth mindsets in their students, and how that in turn can foster greater student motivation, achievement, and belonging. What factors hold back or push students forward in learning and performing the best they can? How do students react to successes and challenges? By the end of this workshop, participants will be prepared to:

Understand the differences and relationship between growth mindset and sense of belonging
Consider how students’ and instructors’ mindsets can impact student achievement and motivation
Identify concrete strategies to foster a growth mindset and sense of belonging in students

Instructors
Emily Potratz, University of Illinois at Chicago
Lauren Woods, University of Illinois at Chicago
Workshop Schedule
This one-session online workshop meets on Thursday, October 24 at 7-9pm Gulf / 12-2pm Atlantic / 11am-1pm Eastern / 10am-12pm Central / 9-11am Mountain / 8-10am Pacific.
Audience
This workshop is for any educator interested in learning more about how to foster a growth mindset and develop a sense of belonging in their students.
Registration and Enrollment
REGISTER NOW
This workshop has no cap, and registration opens Monday, September 30th. Once registration opens, it will remain open until the day of the workshop on Thursday, October 24th.
Accessibility
If you have access needs, please let us know what they are. 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:

Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

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

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

Associate: Learning through diversity

Describe how an instructor’s beliefs and biases can influence student learning.
Describe several learning-through-diversity (LtD) techniques and strategies.
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.

Practitioner: Learning communities

Implement one or more learning community strategies for students in a learning experience.
Integrate one or more learning community strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.

Practitioner: Learning through diversity

Implement one or more Learning-through-Diversity strategies in a teaching experience.
Integrate one or more Learning-through-Diversity techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.

Creating Effective and Inclusive Learning Experiences for Neurodiverse Students
2024-10-24 13:00 - 14:30
Graduate student and postdoctoral instructors provide important face to face support and instruction to a diverse population of students in large lectures as well as smaller seminars. Therefore, it is key that they understand how to cultivate a learning environment that is inclusive and effective for all types of learners, especially neurodivergent learners. Students with ADHD, autism, learning disabilities, and mental health challenges are entering into higher education in greater numbers and they can face unique obstacles when they arrive. Participants in this workshop will come away with an expanded understanding of neurodivergent students, and start to develop strategies that create an effective and inclusive learning environment for neurodivergeng learners. By the end of this workshop, participants will be able to:

Describe the current understanding of neurodiversity and the impact of several common types of neurodiversity on undergraduate student learning
Distinguish between extraneous and intrinsic cognitive load in the context of classroom activities and assessments
Analyze classroom activities and assessments for possible negative impacts on neurodivergent learners, as well as strategies for mitigating such impacts

Instructors
Melissa Tamas, Stanford University
Michelle Ming-Hsuan Pang, Stanford University
Workshop Schedule
This one-session online workshop meets in Zoom on Thursday, October 24 at 10-11:30pm Gulf / 3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific.
Audience
This workshop is designed for graduate students and postdoctoral scholars who want to learn more about neurodivergent learners and strategies to support them in the college classroom.
Registration and Enrollment
*10/14/2024 Update: This workshop is at capacity and closed for registration.*
Cap: 80. Registration opens on Monday, October 7th. Once open, it will remain open 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.
Accessibility
If you have access needs, please let us know what they are. 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:

Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

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

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

Postdoc Teaching Practicum
2024-12-05 12:00 - 14:00
Work with an experienced instructor in your discipline to enhance your understanding and experience of teaching a university course in this 5-month mentorship program. During the mentorship program, you will observe a mentor 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 participants. Throughout the program, you will also attend a series of synchronous sessions on teaching development topics, like lesson planning; teaching portfolios; equity, diversity & inclusion; and teaching-as-research. By the end of this course, participants will be able to:

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

This course is part of CIRTL’s fall programming on evidence-based teaching fundamentals.
Instructor
Natalie Westwood, University of British Columbia
Course Schedule
This 5-part mentorship program has synchronous sessions on Thursday, December 5, January 9, February 6, March 6, and April 3 at 9-11pm Gulf / 2-4pm Atlantic / 1-3pm Eastern / 12-2pm Central / 11am-1pm Mountain / 10am-12pm Pacific (note that the course spans the 2024-2025 winter). Participants will be expected to do extensive independent work and work with their teaching mentors outside of these monthly sessions. Monthly sessions will cover:

Lesson design
Teaching portfolios
Scholarship of Teaching & Learning
Equity, Diversity & Inclusion in Teaching
Expert Panel

Audience
This practicum is designed exclusively for postdoctoral researchers. Participants are expected to have achieved a CIRTL Associate certificate before enrolling.
Registration and Enrollment
This practicum has a cap of 40 students and is open for registration through October 28. Registrants will be directed to a short application to confirm their postdoc status, confirm past experience with teaching and learning professional development, and share their teaching experience. Before registering, participants will need to set up a guest account on University of British Columbia’s website (see directions for creating a “BASIC cwl account” at the bottom of the registration page).
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes.
Practitioner: Learning Community

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

Professional Development

Identify skills and resources that help you navigate different career pathways
Create materials that are commonplace in the academic job market (resumes, CVs, teaching portfolios, diversity statements, etc.)

Advancing Learning Through Evidence-Based STEM Teaching
2024-12-11 - 2025-08-10
* This page is out of date as of 8/11/2025. View updated information for this course here, including registration information. *
Learn effective college-level teaching strategies that engage learners through active learning, as well as the research that supports them, in this 8-module, self-paced, asynchronous online course designed for future faculty in STEM disciplines (science, technology, engineering, and math). Originally created with funding from the National Sciences Foundation and iteratively updated to reflect contemporary teaching and learning topics, this course brings together faculty, staff, and other teaching and learning experts from across the United States to teach about: how to engage students in active learning in classrooms using strategies such as peer instruction and problem-based learning; developing methods to help your students think more like experts in their fields using inquiry-based labs and similar activities; turning your classrooms into learning communities through cooperative learning and using the diverse perspectives of your students; and using approaches like flipped classrooms that make it possible to build active and collaborative learning into your classes. Each module guides learners through lesson content, discussion prompts for deeper reflection, quizzes to reinforce key concepts, and assignments to translate what you’re learning into your personal teaching context.
Many CIRTL member institutions run cohort-based learning communities during the academic year around this course. If you are at a CIRTL member institution, find your institution’s CIRTL program here and visit their website to see if they are offering a learning community for local future faculty.
This course builds on “An Introduction to Evidence-Based Undergraduate STEM Teaching”; the intro course is recommended, but not required, as a prerequisite for participating in this course.
Registration
This course is hosted on CIRTL’s Moodle site. To take this course, you will need to access Moodle, enroll in the course, and then fill out a registration form to get access to course content:

Use an existing account to log into Moodle if you have one. If you aren’t sure if you have an account, or know you don’t, you can create a new account instead.
Log into your Moodle account and follow the instructions to enroll in this course.
Fill out the course registration form to tell us more about yourself and gain access to the course content.

Regardless of how you plan to engage with this course – individually and self-paced, as a participant in a local learning community, or as a facilitator of a local learning community – you need to follow those steps to enroll and gain access to course content.
Accessibility
If you have access needs, please let us know what they are. The course is heavily video and text based; videos are captioned, and text is formatted for screen readers. Contact CIRTL’s help desk at support@cirtl.net to let us know how else we can help you have a successful experience.

Learning Outcomes
Associate: Evidence-Based Teaching

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

Associate: Learning Community

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

Associate: Learning-through-Diversity

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

Research Mentor Training
2025-01-28 13:30 - 15:00
Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy, learn how to articulate that philosophy across a variety of disciplines, and refine strategies for dealing with mentoring challenges.
The content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring.
This course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER, the research base of mentorship, or to request a CIMER training for your institution, visit https://cimerproject.org/.
Instructors
Sarah Larsen, University of Houston
Lauren Woods, University of Illinois, Chicago
Course Schedule
This intensive 5-week seminar meets online on Tuesdays from January 28 through February 25 at 11:30pm-1am Gulf / 3:30-5pm Atlantic / 2:30-4pm Eastern / 1:30-3pm Central / 12:30-2pm Mountain / 11:30am-1pm Pacific.
Workload
Instructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading, reflection, and some writing.
Audience
This seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone interested in learning how to support undergraduate mentees.
Registration and Enrollment
**At capacity and closed for registration as of Monday January 13**
This short course has a cap of 20 students. Registration is open from Monday, January 13 at 9pm Gulf / 1pm Atlantic / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific, until capacity is reached. We expect this course to reach capacity within 1 week. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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

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

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

Associate: Learning-through-Diversity

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

Mindset to Mastery: The Inclusive Teaching Course
2025-01-30 10:00 - 11:30
Across higher education, there is recognition of the growing need for fostering more inclusive classrooms and learning environments. As educators across diverse disciplines, how can we prioritize diversity, equity, and justice in our pedagogical approaches? What behaviors will help to translate this commitment into action?
This course employs experiential learning methods to explore foundational frameworks and the social and historical contexts that underpin this critical work. Participants will engage in an introspective journey, examining their own identities, values, and experiences to cultivate an inclusive mindset that informs their teaching practices. Rather than presenting prescriptive strategies, this course aims to provide perspectives for navigating the complexities of oppression, equity, and justice within academic settings.
Sessions will feature brief didactic introductions to key concepts, complemented by reflective exercises, practical applications, and communication activities. The course culminates with a panel discussion led by practitioners in inclusive teaching practices within higher education, followed by a written final reflection and peer discussion on how participants plan to integrate their newfound knowledge into their professional journeys.
By the course’s end, participants will possess a clearer understanding of how to communicate their values of diversity, equity, and justice, along with practical resources for implementing DEIJ frameworks and teaching strategies within their academic communities.
Course Schedule
This 8-week course meets online on Thursdays from January 30 to March 20 at 8-9:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific.
Audience
This seminar is designed first and foremost for graduate students and postdoctoral researchers interested in an intensive introduction to inclusive teaching, but generally relevant to anyone interested in learning more about this topic.
Registration and Enrollment
**At capacity and closed for registration as of Tuesday, January 14**
This course has a cap of 25 students. Registration is open from Monday, January 13 at 9pm Gulf / 1pm Atlantic / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific, until capacity is reached. We expect this course to reach capacity within 1-2 days. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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

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

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

Early Career Faculty Panel
2025-02-03 18:30 - 19:30
Join early career faculty panelists, from several institutions across the country to discuss their experiences on the academic job market, how they prepared for their current position, how their institution approaches community and mentoring for early career faculty and any general advice they would give to current graduate students and postdocs. Plenty of time will be given to questions. This is the first event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
R. Kōnane Bay, Assistant Professor, Chemical and Biological Engineering, University of Colorado Boulder
Warren Cook, Assistant Teaching Professor, Environmental Studies, University of Colorado Boulder
Deanna Hirsch, Assistant Professor of Journalism and Media Production, Metropolitan State University Denver
Jed Forman, Robert H. N. Ho Family Foundation Assistant Professor in Buddhist Studies, Simpson College
Event Schedule
This online event meets on Monday, February 3 at 8:30-9:30pm Atlantic / 7:30-8:30pm Eastern / 6:30-7:30pm Central / 5:30-6:30pm Mountain / 4:30-5:30pm Pacific (for our Khalifa University participants, this event takes place on Tuesday, February 4 at 4:30-5:30am Gulf Time).
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If you have access needs, please let us know what they are. 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Writing Your Cover Letter for the Academic Job Market
2025-02-13 13:00 - 14:00
Get an introduction to the academic cover letter in this online event. Through this presentation you will learn the basic structure of an academic cover letter, how to tailor it to your target institution, and how to include the information that will make you a compelling candidate. This is the second event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Brian Hand, Graduate Student Program Manager, Career Services, University of Colorado Boulder
Event Schedule
This online event meets on Thursday, February 13 at 11pm-12am Gulf Time / 3-4pm Atlantic / 2-3pm Eastern / 1-2pm Central / 12-1pm Mountain / 11am-12pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If you have access needs, please let us know what they are. 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Introduction to Academic CVs
2025-02-20 13:00 - 14:00
Get an introduction to academic CVs in this online event. We’ll review common formatting and content tips, explore ways to tailor a CV for individual academic job applications, and discuss how and when to update your CV content. This is the third event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Brian Hand, Graduate Student Program Manager, Career Services, University of Colorado Boulder
Event Schedule
This online event meets on Thursday, February 20 at 11pm-12am Gulf Time / 3-4pm Atlantic / 2-3pm Eastern / 1-2pm Central / 12-1pm Mountain / 11am-12pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If you have access needs, please let us know what they are. 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Writing Your Teaching Statement for the Academic Job Market
2025-02-27 13:00 - 14:00
In this interactive event, we will address best practices for writing a teaching statement/philosophy for the academic job market. This is the fourth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Preston Cumming, Professional Development Lead, Center for Teaching & Learning, University of Colorado Boulder
Event Schedule
This online event meets on Thursday, February 27 at 11pm-12am Gulf Time / 3-4pm Atlantic / 2-3pm Eastern / 1-2pm Central / 12-1pm Mountain / 11am-12pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If you have access needs, please let us know what they are. 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Writing Your Diversity or Inclusion Statement for the Academic Job Market
2025-03-03 13:00 - 14:00
This online event is designed to guide individuals on how to effectively write a diversity statement as part of an academic job application – a document outlining a commitment to promoting diversity, equity, and inclusion (DEI). We will focus on highlighting past experiences and future goals in creating an inclusive environment, particularly in academic settings. This is the fifth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Preston Cumming, Professional Development Lead, Center for Teaching & Learning, University of Colorado Boulder
Event Schedule
This online event meets on Monday, March 3 at 11pm-12am Gulf Time / 3-4pm Atlantic / 2-3pm Eastern / 1-2pm Central / 12-1pm Mountain / 11am-12pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If you have access needs, please let us know what they are. 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Writing Your Research Statement for the Academic Job Market
2025-03-10 10:00 - 11:00
Job postings in higher education often require a research statement as part of the application process. This session will focus on assembling a research statement for academic jobs. We’ll consider the intended audience and analyze examples from recent applicants. This is the sixth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Dr. Kenneth Wright, Professor, Integrative Physiology, University of Colorado Boulder
Event Schedule
This online event meets on Monday, March 10 at 7-8pm Gulf Time / 12-1pm Atlantic / 11am-12pm Eastern / 10-11am Central / 9-10am Mountain / 8-9am Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If you have access needs, please let us know what they are. 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Better Teaching Through Neurodiversity: Supporting Students’ Executive Functioning
2025-03-12 13:00 - 15:00
Learn how to apply the Universal Design for Learning framework to develop inclusive teaching practices that support executive functioning for all learners in this one-part workshop. Many times, instructors fear that designing a neuroinclusive classroom is too difficult and may even come at the expense of some of their other students’ needs. In fact, the opposite is often true: if we take the time to look carefully at their needs and reflect on our own teaching practices, accommodating students with autism, ADHD, and other neurodivergent conditions can actually improve outcomes for every student. Through case study exploration and brainstorming around specific teaching materials, participants will work with peers to add to their toolbox for neuroinclusive teaching. By the end of this workshop, participants will be prepared to:

Identify the principles of the neurodiversity paradigm and its application in learning
Explain executive functioning and its relationship to neurodiversity
Examine and resolve executive functioning pressure points in classroom situations
Revise teaching practices to reflect executive functioning best practices

Instructors
Teresa Hooper, University of Tennessee, Knoxville
Robert Jacobsen, University of Tennessee, Knoxville
Workshop Schedule
This one-session online workshop meets on Wednesday, March 12 at 10pm-12am Gulf / 3-5pm Atlantic / 2-4pm Eastern / 1-3pm Central / 12-2pm Mountain / 11am-1pm Pacific.
Audience
This workshop is designed for participants who either have some previous teaching/teaching development experience or are in the process of developing an upcoming course.
Registration and Enrollment
REGISTER NOW
This workshop has no cap. Registration opens on Monday, February 24.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

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

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

Associate: Learning through diversity

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

Exploring Teaching Careers at Research Universities with CIRTL Alumni
2025-04-01 11:00 - 12:00
Faculty members who primarily teach, rather than do research, have become increasingly important for delivering courses to STEM undergraduates. Learn about the teaching faculty career path and ask questions of CIRTL alumni who are junior teaching faculty in this online panel event. Panelists will discuss the rewards and challenges of these positions, the opportunities for stability and advancement, and how non-tenure line faculty live in a research department. This is the first event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Speakers
Dr. Corrine Monks (Higley), Assistant Professor of Biological Sciences, Michigan State University
Dr. Thomas Dombrowsky, Clinical Associate Professor of Nursing, University of Texas at Arlington
Dr. Brittany Miller, Assistant Professor of Biology, Hofstra University
Event Schedule
This online event meets on Tuesday, April 1 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths, but generally relevant to anyone interested in understanding career trajectories within academia and beyond.
Registration
No cap.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Careers Beyond Higher Education Panel 1: Government, Non-profits & Consulting
2025-04-02 11:00 - 12:00
Join panelists from various disciplines to discuss their career paths from graduate degrees to positions in government, the non-profit sector, and consulting. Panelists will address how they used their degrees and training to prepare them for their current positions and any advice they can give to current graduate students. Plenty of time will be given for questions. This is the seventh event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Lameese Akacem, Ph.D. (Integrative Physiology),Program Officer, Division of Training and Workforce Development, Division of Genetics and Molecular, Cellular, and Developmental Biology, National Institute of General Medical Sciences
Brian Buma, Ph.D. (Ecology and Evolutionary Biology), Senior Climate Scientist, Exploration, Innovation, Environmental Defense Fund
Jenny Ramirez, Ph.D. (Civil Engineering), Senior Geotechnical Engineer, Geosyntec Consultants
Vanderlei Vargas Jr., Ph.D. (Atmospheric Science), Research Associate IV, NOAA Global Systems Laboratory
Event Schedule
This online event meets on Wednesday, April 2 at 8-9pm Gulf Time / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If you have access needs, please let us know what they are. 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Careers Beyond Higher Education Panel 2: Private Industry, Consulting & Non-profits
2025-04-07 11:30 - 12:30
Join panelists from various disciplines to discuss their career paths from graduate degrees to positions in private industry, consulting, and the non-profit sector. Panelists will address how they used their degrees and training to prepare them for their current positions and any advice they can give to current graduate students. Plenty of time will be given for questions. This is the final event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Danielle Lemmon, Ph.D. (Atmospheric and Oceanic Sciences), Energy Consultant at Ramboll
Ethan Peck, Ph.D. (Atmospheric and Oceanic Sciences), Director, Data Engineering at Zoominfo
Arneshia Williams, MFA (Dance), Program Director, MNProv
Adam Williams, Ph.D. (Geography), Principal UX Researcher, Esri
Event Schedule
This online event meets on Monday, April 7 at 8:30-9:30pm Gulf Time / 1:30-2:30pm Atlantic / 12:30-1:30pm Eastern / 11:30am-12:30pm Central / 10:30-11:30am Mountain / 9:30-10:30am Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If you have access needs, please let us know what they are. 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Exploring Teaching Careers at Teaching Intensive Universities with CIRTL Alumni
2025-04-08 11:00 - 12:00
Nationally, more undergraduates are educated at community colleges, liberal arts colleges, and specialized BS and MS universities than at research universities. These faculty become leaders at their institutions, usually serve as advisers as well, and may engage in some research. Learn about what it’s like to teaching at a teaching-intensive university and ask questions of CIRTL alumni who are teaching at these institutions in this online panel event. Panelists will talk about how much teaching they do, opportunities for leadership and advancement, and more. This is the second event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Speakers
Dr. Caitlin Williams, Assistant Professor of Biology, Virginia Wesleyan University
Dr. Josh Brown, Assistant Professor of Psychology, Southern Utah University
Dr. Eunice Park, Assistant Professor of the Department of Public Health, Montclair State University
Event Schedule
This online event meets on Tuesday, April 8 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths, but generally relevant to anyone interested in understanding career trajectories within academia and beyond.
Registration
No cap.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

CIRTL Network Teaching-as-Research Presentations
2025-04-09 11:00 - 12:30
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. In TAR projects, future faculty explore a specific question about teaching and learning, design and implement some sort of classroom-based intervention to test that question, and consider how they might adjust their teaching practices based on what the results show. TAR is a cornerstone of CIRTL’s work in developing reflective practitioners that support learning for all.
Schedule
This online event meets on Wednesday, April 9 at 8-9:30pm Gulf / 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific.
How to attend
REGISTER TO ATTEND
This online event is open to the public. Participant registration opens Monday, January 13 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific and closes Wednesday, April 9. Once you register, you will automatically receive Zoom information for the session.
Speakers
See speakers and their institutions below. See our detailed agenda for descriptions of each project.
Sarah Swiston, Washington University in St. Louis
Jacquelina DaSilva, University of British Columbia
Andrew Ramirez, University of California, Los Angeles
Daniel Pearce, University of Wisconsin-Madison
Joanna Joseph, University of Arizona
Madeline Pelgrim, Brown University
Haley Keglovits, Brown University
Patrick Duryea, University of Nebraska-Lincoln
Ivy Kwok, University of California, Los Angeles
Sona Chitchyan, Michigan State University
Sushma Anand Akoju, University of New Hampshire
Jessica Latimer, Dalhousie University
Zeenat Farooq, University of Illinois at Chicago
Annabelle Hicks, University of Connecticut
Josie Mazzone, University of Arizona
Oluchi Kanma-Okafor, University of Arizona
Faith Odele, Texas A&M University
Jia Yi Lee, Johns Hopkins University
Kimberlie Vera, University of Wisconsin-Madison
Rita Franco, University of Idaho
Nadeen Anabtawi, The Ohio State University
Christine Hustmyer, University of Wisconsin-Madison
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our participants:

Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

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

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

Exploring Academic Careers Beyond the Professoriate with CIRTL Alumni
2025-04-15 11:00 - 12:00
People who hold advanced degrees in STEM disciplines serve in many roles across academia – from administration and research support, to teaching centers and advising – where their preparation in teaching as well as their analytical and organizational skills are invaluable. Learn what some of these professions are like and ask questions of CIRTL alumni who work in these roles in this online panel event. Panelists will talk about their specific positions, their pathway to those positions, and the value of remaining connected to academia. This is the third event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Speakers
Dr. Joelyn deLima, Scientist and Pedagogical Advisor, Swiss Federal Technology Institute of Lausanne
Dr. Abby Letak, Writing Across the Curriculum Associate Director, University of Wisconsin-Madison
Dr. Stephen K. Kim, Assistant Director for Educational Innovation & Lecturer in the Center for Dialogue & Pluralism; School of Industrial and Labor Relations Lecturer, Cornell University
Event Schedule
This online event meets on Tuesday, April 15 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths, but generally relevant to anyone interested in understanding career trajectories within academia and beyond.
Registration
No cap.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Johns Hopkins University In Person Teaching Institute
2025-05-28 08:00 - 15:30
The Johns Hopkins Teaching Institute is a multi-day in-person 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 be able to:

Explore and test multiple teaching methods that engage and assess diverse students
Develop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods
​​​​​​​Identify strategies that improve student learning outcomes for all students
Create a peer-reviewed lesson plan
Present a lesson plan or facilitate micro-teaching exercise to their peer group

Schedule

This in-person institute meets daily from Wednesday, May 28 through Friday, May 30. Daily sessions run from 9AM to around 4PM Eastern Time, with scheduled breaks. Participants can see a detailed schedule upon registration.
Workload
Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.
Registration & Enrollment
**This institute is at capacity as of Monday, May 5**
This institute has a cap of 15 CIRTL participants. Registration will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience.

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

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

Associate: Learning-through-Diversity

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

Associate: Teaching as Research-TAR

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

Johns Hopkins University Online Teaching Institute
2025-06-09 08:00 - 23:30
The Johns Hopkins Teaching Institute is a multi-day online 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 be able to:

Explore and test multiple teaching methods that engage and assess diverse students;
Develop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;
​​​​​​​Identify strategies that improve student learning outcomes for all students;
Create a peer-reviewed lesson plan;
Present a lesson plan or facilitate micro-teaching exercise to their peer group

Schedule

This institute meets online daily from Monday, June 9 through Friday, June 13 at 5-8:30pm Gulf / 10-1:30pm Atlantic / 9-12:30pm Eastern / 8am-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific/Arizona. Participants can see a detailed schedule upon registration.
Workload
Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.
Registration & Enrollment
**This institute is at capacity as of Tuesday, April 29**
This institute has a cap of 40 CIRTL participants. Registration will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience.

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

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

Associate: Learning-through-Diversity

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

Associate: Teaching as Research-TAR

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

Planning Your Teaching-as-Research Project
2025-06-18 10:00 - 11:30
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.
What is Teaching-as-Research?
Teaching-as-Research (TAR) takes a deliberate and systematic approach towards investigating, reflecting on, and improving one’s own teaching. The TAR process follows an inquiry cycle that consists of the following stages: identifying of a challenge within the context of teaching and learning, delving into the relevant scientific literature, designing a project to elucidate why the challenge occurs or designing a teaching intervention to address the challenge, implementing the project, collecting data, analyzing the data, drawing conclusions, and reflecting on the experience. TAR is a proactive and dynamic approach towards improving your teaching and document your teaching effectiveness. A TAR experience will provide a substantial example of your reflective, professional practice applicable to a range of career outcomes.
Instructors
Brian Rybarczyk, University of North Carolina at Chapel Hill
Joshua Abreu, Yale University
Course Schedule
This 6-week course has weekly online sessions on Wednesdays at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona from June 18 to July 23.
Workload
Your instructors estimate students will need to spend 6-8 hours per week on work outside of class sessions including: watching videos, reading articles, completing assignments, meeting with your local TAR contact, and reviewing peer group work so that you can provide in-session feedback.
Registration and Enrollment
This course is limited to 25 students. Registration is open now and will close on Monday, June 2. All applications will be reviewed after June 2, and enrollment will be based on eligibility. 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. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority.
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) to let us know how we can help you have a successful experience.

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

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

Associate: Teaching-as-Research

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

Practitioner: Evidence-Based Teaching

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

Practitioner: Learning-through-Diversity

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

Practitioner: Teaching-as-Research

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

Relating Poetic Inquiry as a Bridge between the Arts and Sciences
2025-06-24 10:00 - 11:30
In a rapidly changing world, it’s important to prepare students for possible future career paths. Using a “wicked science” training framework, participants will explore the creative potential of arts-based research (ABR), more specifically poetic inquiry, to view and understand research and teaching in a new way and from multiple perspectives. In the first session, participants will be introduced to ABR methods and how they can expand upon both qualitative and scientific methodologies. Then, they will apply these methods to their own research and teaching contexts through the process of poetic inquiry between sessions. By the end of this workshop series, participants will be able to:

Explain the benefit of utilizing a wicked science approach to applying poetic inquiry in teaching and research contexts
Summarize the benefits of arts-based methods and their value in teaching and research contexts
Create found poems using poetic transcription and reflect on the process

Instructors
Carmi Milagros Thompson, The Ohio State University
Tamryn McDermott, Old Dominion University
Workshop Schedule
This two-part online workshop meets in Zoom on Tuesdays, June 24th and July 8th at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona.
Audience
This workshop is designed for participants that are interested in exploring wicked science and poetic inquiry as a way to understand their research and teaching from a transdisciplinary perspective.
Registration and Enrollment
Cap: 40. Registration opens on Monday, June 9 at 11am CT and closes Friday, June 20 or once capacity is reached, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

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

Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Associate-level Learning-through-diversity

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

Preparing a Teaching Demo for a Job Interview
2025-06-25 11:00 - 12:30
As part of the interview process for a faculty position, you may be asked to lead a teaching demonstration. In this interactive workshop, we’ll discuss ways to go into your teaching demo with preparedness, confidence, and adaptability. Participants will explore considerations related to their audience, factors affecting content, logistics (including technology), and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop, participants will be prepared to:

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

Instructors
Chas Brua, Pennsylvania State University
Beate Brunow, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets in Zoom on Wednesday, June 25 at 8-9:30pm Gulf / 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific/Arizona.
Audience
This workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone interested in an introduction to teaching demonstrations.
Registration and Enrollment
**At capacity and closed for registration as of Tuesday, June 10th**
Cap: 60. Registration opens on Monday, June 9 at 11am CT. Once open, it will remain open 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.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Sending pre-session reminders to all students
Sharing resources from synchronous sessions with students
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

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

Pathway Mapping for Professional Success in Higher Education
2025-07-17 10:00 - 11:30
Mentoring is critical to career success and persistence, and building and understanding mentoring networks will help students to both feel more confident and have tools to be successful in their career journeys. In this workshop, participants will reflect on their career journey and sources of support in that journey using a living document known as a mentor map. Students will also reflect on their own journeys and how that journey may impact their current mentor map. By the end of this workshop, participants will be able to:

Describe and identify the different roles that relationships play in their career journey
Create a pathway map, a living document that can be used to reflect and assess the role they and others play in their professional and personal development

Instructors
Carmi Milagros Thompson, The Ohio State University
Workshop Schedule
This two-part online workshop meets in Zoom on Thursdays, July 17 and July 31 at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona.
Audience
This workshop is designed for graduate students at any stage in their career who want to reflect on their career journey and sources of support in that journey.
Registration and Enrollment
Cap: 30. Registration is now closed. Applications will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional development

Identify skills and resources that help you navigate different career paths
Identify skills and resources that help you navigate different career paths
Develop communication and interpersonal skills
Document and track methods of support throughout degree

Exploring Teaching Across Institutions: A Photographic Journey
2025-07-22 12:00 - 13:30
Explore selections from a comprehensive contemporary photographic project depicting higher education in the US during this interactive, single-session workshop. Using photographs from the project and an open-source photo collection, participants will observe and reflect on teaching and learning in action across a wide variety of institutions and disciplines, and will come away with insights about the roles of instructors and students, in-class learning, spaces and technologies that support (or hinder) teaching and learning, and more. They will also explore how visual representations of their work could contribute to professional materials. By the end of this workshop, participants will be prepared to:

Observe and reflect on teaching using photographs as a prompt and source of insight
Apply insights from observations to their own teaching

Instructors
Cassandra Horii, Stanford University
Martin Springborg, Dakota County Technical College
Workshop Schedule
This one-session online workshop meets on Tuesday, July 22 at 9-10:30pm Gulf / 2-3:30pm Atlantic / 1-2:30pm Eastern / 12-1:30pm Central / 11am-12:30pm Mountain / 10-11:30am Pacific/Arizona.
Audience
This workshop is first and foremost for participants that wish to apply reflective insights to their own teaching practices, but all interested in visual representations of teaching and learning across different institutions and disciplines are welcome.
Registration and Enrollment
This workshop has no cap, and registration is now open. It will remain open until the workshop begins on Tuesday, July 22.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Sending pre-session reminders
Sharing materials (slides, activity instructions, etc.)
Enabling live captioning during the session

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

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

Professional development

Identify skills and resources that help you navigate different career pathways
Practice reflection that can apply to evidence-based teaching and other aspects of professional development

Self-Paced Teaching & Learning Courses (2025-2026 Academic Year)
2025-08-01 - 2026-08-01
Develop your teaching & learning knowledge and skills in one of CIRTL’s 9 self-paced, asynchronous courses designed for graduate students and postdocs. These courses will launch and open for registration in the fall 2025 term. You can read detailed descriptions of this programming below. At the bottom of this page you can view a matrix showing how each self-paced course addresses CIRTL’s learning goals:

Goal 1: Develop evidence-based teaching knowledge
Goal 2: Connect with community to enhance teaching
Goal 3: Cultivate teaching skills through reflective improvement
Goal 4: Prepare for an impactful career

Questions? Contact CIRTL’s help desk at registration@cirtl.net.

Self-paced full courses open for registration
An Introduction to Evidence-Based Undergraduate STEM Teaching
Get an overview of effective college teaching strategies and the research that supports them in this 8-part self-paced online course designed for graduate students and postdocs in STEM disciplines (science, technology, engineering, and math).

CIRTL learning goals: 1, 2
Learning level: introductory
No registration restrictions
Read more and register now

Advancing Learning Through Evidence-Based STEM Teaching
Learn effective college-level teaching strategies that engage learners through active learning, as well as the research that supports them, in this 8-part self-paced online course designed for future faculty in STEM disciplines (science, technology, engineering, and math). This course builds on “An Introduction to Evidence-Based Undergraduate STEM Teaching”; the intro course is recommended, but not required, as a prerequisite for participating in this course.

CIRTL learning goals: 1, 2, 3
Learning level: intermediate
No registration restrictions
Read more and register now

Self-paced short courses open for registration
Creating a Transgender Inclusive STEM Environment: A Course for Educators
Understand the climate for trans students in STEM disciplines, and learn specific ways to make your class environment more trans inclusive in this 4-part, self-paced online short course. Participants will begin with a snapshot of the cultural context for trans students and colleagues in STEM disciplines, get an introduction to a framework for trans inclusivity, and explore specific ways to apply that framework to your own practice.

CIRTL learning goals: 1, 3
Learning level: introductory
Registration restrictions: participants from member institutions and alumni only
Read more and register now

Effective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies
Post-graduate STEM education presents unique opportunities and challenges in shaping professionals who can address complex scientific, technological, and societal issues. This 4-part, self-paced online short course is designed to equip educators with innovative teaching strategies and pedagogies that inspire transformative learning, deepen engagement, and foster meaningful connections between theoretical knowledge and professional practice.

CIRTL learning goals: 1, 3
Learning level: introductory
Registration restrictions: participants from member institutions and alumni only
Read more and register now

Incorporating Active Learning
Active learning is a commonly-used phrase that many have different conceptions of or attribute different characteristics to. In this 4-part, self-paced online short course, learn the basic components along with the benefits and limitations of active learning. Participants will use this knowledge to determine when active learning would be a benefit to the learning process and how they can apply new active learning strategies in the classroom.

CIRTL learning goals: 1, 2
Learning level: introductory
Registration restrictions: participants from member institutions and alumni only
Read more and register now

Making Large Classes Feel Smaller
Reflect on the challenges of teaching in large classes and your own pedagogical values as an instructor in order to find creative ways to support student learning and engagement. This 4-part, self-paced online short course explores common logistical challenges in large classes, considers how to apply evidence-based teaching practices in these environments, and invites participants to develop their own ideas for improved student engagement and participation.

CIRTL learning goals: 1, 3
Learning level: introductory
Registration restrictions: participants from member institutions and alumni only
Read more and register now

Research as a High Impact Practice in STEM Education
To broaden participation in research and make STEM disciplines more inclusive, instructors can demystify research early and often. One promising way to do this is to bring research practices into the classroom. This 4-part, self-paced online short course introduces strategies that instructors can use to connect students with meaningful, research-aligned learning experiences, no matter their starting point.

CIRTL learning goals: 1, 2
Learning level: introductory
Registration restrictions: participants from member institutions and alumni only
Read more and register now

When a Student Falls Behind
Given the rapid pace and large volume of technical content in STEM courses, instructors often see students fall behind the cadence of content in the course for a variety of reasons in a variety of ways. Once a student falls behind, this can impede learning significantly. This 5-part, self-paced online short course introduces how can instructors create policies and support for students that are not on the “same timeline” of learning as the intended pace of the course.

CIRTL learning goals: 1
Learning level: introductory
Registration restrictions: participants from member institutions and alumni only
Read more and register now

TA Principles and Strategies

Participants will gain a deeper understanding of their responsibilities as TAs and are empowered to contribute meaningfully to student success and the overall academic environment. This 7-part, self-paced online short course designed to support teaching assistants in developing essential skills across key areas of teaching and learning covers pedagogical principles, course design, effective teaching practices, assessment and feedback strategies, classroom management, time management, and professional communication.

CIRTL learning goals: 1, 2, 3
Learning level: introductory
Registration restrictions: participants from member institutions and alumni only
Read more and register now

Teaching Transferable Skills and Work-Integrated Learning in the College Classroom

Learn techniques for teaching transferable skills and work-integrated learning through re-imagining the nature of human competency, how people best learn complex skills, and how to re-design teaching activities accordingly. This 4-part, self-paced online short course will help learners practice how to articulate and then teach key skills relevant to your courses that are embedded in disciplinary content and cultural contexts.

CIRTL learning goals: 1, 2, 3, 4
Learning level: intermediate
Registration restrictions: participants from member institutions and alumni only
Read more and register now

Self-paced courses coming soon
Going Public: Strategies for Disseminating Your TAR Project

This course is focused on sharing the findings from your teaching-as-research (TAR) project with a broader audience in the form of published scholarship. This 5-part, self-paced online short course guides participants through pitching your work, finding academic journals and other outlets to publish in, knowing your audience, and how publication can support your academic career goals.

CIRTL learning goals: 3, 4
Learning level: advanced
Registration restrictions: participants from member institutions and alumni only
Registration opening Fall 2025

Self-paced courses & CIRTL learning goals
All programming aligns with CIRTL’s 4 learning goals at introductory, intermediate, or advanced levels. Here, you can see how our self-paced programming provides different learning experiences for each learning goal.

Course
Goal 1: Develop evidence-based teaching knowledge
Goal 2: Connect with community to enhance teaching
Goal 3: Cultivate teaching skills through reflective improvement
Goal 4: Prepare for an impactful career

When a Student Falls Behind
Introductory

An Introduction to Evidence-Based Undergraduate STEM Teaching
Introductory
Introductory

Research as a High Impact Practice in STEM Education
Introductory
Introductory

Incorporating Active Learning
Introductory
Introductory

Creating a Transgender Inclusive STEM Environment: A Course for Educators
Introductory

Introductory

Making Large Classes Feel Smaller
Introductory

Introductory

Effective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies
Introductory

Introductory

Advancing Learning Through Evidence-Based STEM Teaching
Intermediate
Intermediate
Intermediate

Going Public: Strategies for Disseminating Your TAR Project

Advanced
Advanced

TA Principles and Strategies
Introductory
Introductory
Introductory

Teaching Transferable Skills and Work-Integrated Learning in the College Classroom
Intermediate
Intermediate
Intermediate
Intermediate
