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DTSTART;TZID=America/Chicago:20260616T100000
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UID:10002971-1781604000-1781609400@cirtl.net
SUMMARY:Planning Your Teaching-as-Research Project
DESCRIPTION:Jumpstart your plans for a Teaching-as-Research (TAR) project in this 6-week flipped course designed to guide participants through developing a research question\, identifying project methods and outcomes\, and more. Each week\, students will watch videos\, read articles\, and complete assignments on their own time; in weekly sessions\, students will refine their work with peer review\, work through sticking points with instructors\, and build community to sustain their work. Throughout the course\, students will also be expected to meet occasionally with a local TAR contact (typically the person at your CIRTL member institution who mentors TAR students and/or runs your institution’s TAR program) to refine key components of your TAR project plan. By the end of the course\, students will present a TAR project plan and be well-positioned to implement their project in the coming academic year. \nWhat is Teaching-as-Research?\nTeaching-as-Research (TAR) takes a deliberate and systematic approach towards investigating\, reflecting on\, and improving one’s own teaching. The TAR process follows an inquiry cycle that consists of the following stages: identifying of a challenge within the context of teaching and learning\, delving into the relevant scientific literature\, designing a project to elucidate why the challenge occurs or designing a teaching intervention to address the challenge\, implementing the project\, collecting data\, analyzing the data\, drawing conclusions\, and reflecting on the experience. TAR is a proactive and dynamic approach towards improving your teaching and document your teaching effectiveness. A TAR experience will provide a substantial example of your reflective\, professional practice applicable to a range of career outcomes. \nInstructors\nSophia Abbott\, The University of Rhode Island\nJessica Maher\, University of Wisconsin-Madison \nCourse Schedule\nThis 6-week course has weekly online sessions on Tuesdays at 7-8:30pm Gulf / 11am-12:30pm Eastern / 10-11:30am Central / 8-9:30am Pacific/Arizona from June 16th to July 21st. \nWorkload\nYour instructors estimate students will need to spend 6-8 hours per week on work outside of class sessions including: watching videos\, reading articles\, completing assignments\, meeting with your local TAR contact\, and reviewing peer group work so that you can provide in-session feedback. \nRegistration and Enrollment\nThis course is limited to 25 students. Registration opens on Monday\, May 11th at 10am CT. All applications will be reviewed 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. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) to let us know how we can help you have a successful experience. \n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate level: \n\n\n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\n\n\n\n 
URL:https://cirtl.net/event/planning-your-teaching-as-research-project-4/2026-06-16/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260624T110000
DTEND;TZID=America/Chicago:20260624T120000
DTSTAMP:20260504T194331
CREATED:20260430T211553Z
LAST-MODIFIED:20260504T144730Z
UID:10002979-1782298800-1782302400@cirtl.net
SUMMARY:Beyond Efficiency: Reimagining AI’s Purpose in Teaching\, Learning\, and Research
DESCRIPTION:This workshop explores how artificial intelligence can be used beyond efficiency and automation to support deeper learning\, creativity\, and human-centered innovation. Drawing on interdisciplinary perspectives\, participants will consider how AI can enhance critical thinking\, collaboration\, and reflective practice in teaching\, learning\, and research. Through practical examples\, the session highlights strategies for integrating AI into pedagogy\, such as inquiry-based learning\, scaffolded assignments\, and competency-based approaches-while maintaining meaningful human engagement\, fostering interdisciplinary thinking\, and supporting student development in a rapidly evolving academic landscape. By the end of the workshop\, participants will be prepared to: \n\nIdentify ways to integrate AI into teaching practices that enhance critical thinking and student engagement\nApply at least one AI-supported pedagogical strategy (e.g.\, scaffolding\, inquiry-based learning) in their own context\nEvaluate how AI can support interdisciplinary learning and human-centered educational outcomes\n\nInstructors\nSami Mejri\, Khalifa University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on on Wednesday\, June 24th at 8-9pm Gulf / 12-1pm Eastern / 11am-12pm Central / 9-10am Pacific/Arizona. \nAudience\nThis session is designed for educators with some teaching experience that are familiar with assessment and digital technologies\, but is generally open to anyone interested in exploring and reimagining AI’s purpose in pedagogy. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 1st at 10am CT and closes on the day of the workshop. No cap. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate/advanced level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/moving-beyond-efficiency-in-the-age-of-artificial-intelligence/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260625T120000
DTEND;TZID=America/Chicago:20260625T150000
DTSTAMP:20260504T194331
CREATED:20260501T161635Z
LAST-MODIFIED:20260504T155043Z
UID:10002982-1782388800-1782399600@cirtl.net
SUMMARY:The Faculty Inclusive Teaching Survey (FITS) Guidebook: Supporting Current and Future Faculty in Becoming Inclusive Instructors
DESCRIPTION:Despite recent opposition to diversity\, inclusion\, and equity (DEI)\, effective instructional methods that truly enable all students to succeed are still critical to the success of the U.S. STEM workforce. Inclusive teaching is instrumental in helping instructors reflectively examine how their identities intersect and interact with their students and how they can structure and implement their courses and teaching practices that will uplift and support all students to succeed. Inclusive teaching is about inviting all to enter a learning environment that is safe\, inviting\, and supportive and that produces learning\, thus promoting ongoing persistence into STEM fields and careers. \nThis workshop will share and synthesize research results from the The Inclusive STEM Teaching Project (ISTP) into a practical\, integrated FITS Guidebook that contains validated scales\, resources\, and recommendations to create reflective and inclusive practitioners that embrace ongoing growth and development. Participants will learn how to utilize the FITS Guidebook to support the development of inclusive instructors in your professional development programs by promoting reflective\, relational\, and strategic dimensions that are braided together to create ongoing\, iterative growth for yourself and your participants. By the end of this workshop\, participants will be prepared to: \n\nDeveloping iterative\, reflective\, and inclusive practitioners by engaging in deep\, reflective prompts and peer-peer learning focused on ISTP research results\nExamine the lived experiences of learners (e.g.\, students\, faculty members) and campus constituents that impact and influence the development of inclusive instructors\nAdvance an inclusive teaching action plan\n\nInstructors\nGina Frey\, University of Utah\nLucas Hill\, University of Wisconsin-Madison\nLinden Higgins\, University of Vermont \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Thursday\, June 25th at 9pm-12am Gulf / 1-4pm Eastern / 12-3pm Central / 10am-1pm Pacific/Arizona. \nAudience\nThis workshops is geared towards faculty/future faculty developers that are interested in supporting the development of inclusive instructors in professional development programs. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 1st at 10am CT and closes on the day of the workshop. No cap. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/the-faculty-inclusive-teaching-survey-fits-guidebook-supporting-current-and-future-faculty-in-becoming-inclusive-instructors/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260630T120000
DTEND;TZID=America/Chicago:20260630T133000
DTSTAMP:20260504T194331
CREATED:20260501T160808Z
LAST-MODIFIED:20260504T144953Z
UID:10002980-1782820800-1782826200@cirtl.net
SUMMARY:The Faculty Inclusive Teaching Survey (FITS) Guidebook: Growing as a Reflective and Iterative Inclusive Instructor
DESCRIPTION:Despite recent opposition to diversity\, inclusion\, and equity (DEI)\, effective instructional methods that truly enable all students to succeed are still critical to the success of the U.S. STEM workforce. Inclusive teaching is instrumental in helping instructors reflectively examine how their identities intersect and interact with their students and how they can structure and implement their courses and teaching practices that will uplift and support all students to succeed. Inclusive teaching is about inviting all to enter a learning environment that is safe\, inviting\, and supportive and that produces learning\, thus promoting ongoing persistence into STEM fields and careers. \nThis workshop will share and synthesize research results from the The Inclusive STEM Teaching Project (ISTP) into a practical\, integrated FITS Guidebook that contains validated scales\, resources\, and recommendations to create reflective and inclusive practitioners that embrace ongoing growth and development. By the end of this workshop\, participants will be prepared to: \n\nDevelop as iterative\, reflective\, and inclusive practitioners by engaging in deep\, reflective prompts and peer-peer learning focused on ISTP research results\nExamine the lived experiences of learners (e.g.\, students\, faculty members) and campus constituents that impact and influence the development of inclusive instructors\nAdvance an inclusive teaching action plan\n\nInstructors\nKim Weaver\, University of Utah\nLucas Hill\, University of Wisconsin-Madison\nLinden Higgins\, University of Vermont \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Tuesday\, June 30th and Wednesday\, July 1st at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona. \nAudience\nThis workshop is designed for graduate students and postdoctoral scholars who are interested in developing as iterative\, reflective\, and inclusive practitioners. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 8th at 10am CT and closes on the first day of the workshop. No cap. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/the-faculty-inclusive-teaching-survey-fits-guidebook-growing-as-a-reflective-and-iterative-inclusive-instructor/2026-06-30/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260713T120000
DTEND;TZID=America/Chicago:20260713T133000
DTSTAMP:20260504T194331
CREATED:20260504T160944Z
LAST-MODIFIED:20260504T160944Z
UID:10002983-1783944000-1783949400@cirtl.net
SUMMARY:Critical AI Literacy for Teachers and Students: Prompting\, Evaluating\, and Ethically Using Generative AI
DESCRIPTION:Surprised by how fast AI is developing\, yet still cautious about trusting it? Already using AI but wondering how to encourage students to remain critical of its outputs? As generative AI reshapes the educational landscape\, developing critical AI literacy becomes essential for responsible AI use and critical evaluation. This workshop series explores critical AI literacy across various disciplines\, with particular focus on AI prompt literacy\, critical evaluation of AI outputs\, and ethical disclosure practices. Instead of seeing generative AI as a dominant tool\, the workshop encourages participants to see themselves as active and independent decision makers in human-AI collaboration. In session 1\, participants will engage in hands-on activities to iteratively refine prompts that align with their writing purposes and goals\, critically evaluate AI-generated outputs\, and draft counter-text to articulate the reasons for accepting\, modifying\, and rejecting AI outputs. In addition\, participants will draft an AI use disclosure statement to maintain academic and professional integrity and transparency. In session 2\, participants will reflect on and extend these strategies by adapting the workshop activities to their own teaching\, research\, or professional contexts. Through collaborative sharing and discussion\, participants will explore how critical AI literacy practices can be applied in different disciplines and settings. By the end of this workshop\, participants will be prepared to: \n\nDevelop AI prompts with clear attention to purpose\, audience\, genre\, and ethical boundaries\nCritically evaluate AI outputs for accuracy\, bias\, assumptions\, and alignment with disciplinary values\nDecide when to accept\, revise\, or reject AI outputs and explain their reasoning through counter-text to maintain human agency.\nApply critical AI literacy strategies by adapting workshop activities\, prompts\, or evaluation approaches to their own contexts\n\nInstructors\nRuonan Yang\, The Ohio State University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on takes place in Zoom on Monday\, July 13th and July 20th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona. \nAudience\nAnyone with an interest in critical AI literacy is welcome to participate. Participants who have experience teaching as independent instructors may find it especially helpful\, as it may be easier to adapt the workshop activities to their own teaching contexts. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 29th at 10am CT. Cap: 60. Registration will be processed on a first-come\, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an introductory / intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/critical-ai-literacy-for-teachers-and-students-prompting-evaluating-and-ethically-using-generative-ai/2026-07-13/
CATEGORIES:Workshop
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