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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:20260512T085459
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:20260626T100000
DTEND;TZID=America/Chicago:20260626T110000
DTSTAMP:20260512T085459
CREATED:20260505T165105Z
LAST-MODIFIED:20260505T165105Z
UID:10002988-1782468000-1782471600@cirtl.net
SUMMARY:UDL + AI Design Studio
DESCRIPTION:The UDL + AI Design Studio is a six-week redesign studio where instructors improve one real teaching challenge using Universal Design for Learning (UDL)—a widely recognized\, research-grounded framework for designing learning experiences. While UDL is highly respected in higher education\, it is often presented as a complex set of principles and strategies; this studio reframes it as a simple\, practical WHY–WHAT–HOW design cycle that makes redesign manageable and actionable. AI functions as a design partner\, helping instructors apply UDL more efficiently to refine activities and assessments with clarity and precision. By the end of this short course\, participants will be prepared to: \n\nAnalyze a specific teaching challenge using baseline evidence to identify where students struggle and what factors are contributing to the problem\nApply the UDL Learning Design Cycle (WHY → WHAT → HOW)\, using AI as a design assistant to generate\, refine\, and stress-test UDL-informed design moves efficiently\nCreate a cohesive UDL + AI redesign package that strengthens student engagement\, improves content clarity or access\, and supports meaningful performance\nEvaluate the redesign by developing a feasible implementation and evidence plan that identifies indicators of impact and next steps for refinement.\n\nInstructors\nV. Blue Lemay\, Binghamton University\nKimberly Elsener\, Binghamton University\nChris Cain\, Mars Hill University \nCourse Schedule\nThis 6-week short course meets in Zoom on Fridays at 7-8pm Gulf / 11am-12pm Eastern / 10-11am Central / 8-9am Pacific/Arizona from June 26 to July 31. \nAudience\nThis studio is designed for CIRTL participants who are currently teaching or supporting teaching in higher education (or expect to teach in the next academic term)\, including graduate students\, postdocs\, and early-career faculty. Participants should: \n\nHave access to a real teaching context and be able to select one “teaching artifact” to redesign (e.g.\, an assignment\, discussion activity\, lesson plan\, etc.)\nHave access to an AI tool (institution-approved\, if applicable) and have familiarity using it for general idea generation\nCome with an open\, learning-oriented mindset—prepared to experiment with AI as a support for instructional design rather than avoiding it altogether\n\nNo prior UDL training or advanced instructional design experience is required. \nWorkload\nParticipants should plan to spend approximately 90 minutes per week on asynchronous work\, including short readings/videos\, drafting components of their redesign\, discussion participation\, and peer feedback. Total estimated time commitment: 2–2.5 hours per week (live session + asynchronous work). \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 8th at 10am CT. Cap: 15. Registration will be processed on a first-come\, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an intermediate/advanced level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/udl-ai-design-studio/2026-06-26/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260630T120000
DTEND;TZID=America/Chicago:20260630T133000
DTSTAMP:20260512T085459
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:20260512T085459
CREATED:20260504T160944Z
LAST-MODIFIED:20260505T164526Z
UID:10002983-1783944000-1783949400@cirtl.net
SUMMARY:Critical AI Literacy for Teachers and Students: Prompting\, Evaluating\, and Ethically Using Generative AI
DESCRIPTION:Surprised by how fast AI is developing\, yet still cautious about trusting it? Already using AI but wondering how to encourage students to remain critical of its outputs? As generative AI reshapes the educational landscape\, developing critical AI literacy becomes essential for responsible AI use and critical evaluation. This workshop series explores critical AI literacy across various disciplines\, with particular focus on AI prompt literacy\, critical evaluation of AI outputs\, and ethical disclosure practices. Instead of seeing generative AI as a dominant tool\, the workshop encourages participants to see themselves as active and independent decision makers in human-AI collaboration. In session 1\, participants will engage in hands-on activities to iteratively refine prompts that align with their writing purposes and goals\, critically evaluate AI-generated outputs\, and draft counter-text to articulate the reasons for accepting\, modifying\, and rejecting AI outputs. In addition\, participants will draft an AI use disclosure statement to maintain academic and professional integrity and transparency. In session 2\, participants will reflect on and extend these strategies by adapting the workshop activities to their own teaching\, research\, or professional contexts. Through collaborative sharing and discussion\, participants will explore how critical AI literacy practices can be applied in different disciplines and settings. By the end of this workshop\, participants will be prepared to: \n\nDevelop AI prompts with clear attention to purpose\, audience\, genre\, and ethical boundaries\nCritically evaluate AI outputs for accuracy\, bias\, assumptions\, and alignment with disciplinary values\nDecide when to accept\, revise\, or reject AI outputs and explain their reasoning through counter-text to maintain human agency.\nApply critical AI literacy strategies by adapting workshop activities\, prompts\, or evaluation approaches to their own contexts\n\nInstructors\nRuonan Yang\, The Ohio State University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Monday\, July 13th 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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260715T100000
DTEND;TZID=America/Chicago:20260715T111500
DTSTAMP:20260512T085459
CREATED:20260505T155724Z
LAST-MODIFIED:20260505T155724Z
UID:10002985-1784109600-1784114100@cirtl.net
SUMMARY:Handling Difficult Dialogues In the Classroom
DESCRIPTION:Join us for a discussion about planning complex dialogues and handling difficult moments in the classroom\, drawing from scholarly frameworks such as Transparency in Learning and Teaching (TILT) and reflective teaching. By the end of this workshops\, participants will be prepared to: \n\nConsider common dynamics that arise when teaching sensitive topics\nIntegrate transparency\, course guidelines\, and other strategies into course context to help students engage with sensitive topics\nIdentify teaching tools to address difficult moments or unexpected student reactions during sensitive discussions.\n\nInstructors\nKatherine Beydler\, University of Iowa\nDarren Hoffman\, University of Iowa\nAllie Brandriet\, University of Iowa \nWorkshop Schedule\nThis one-part online workshop meets in Zoom on Wednesday\, July 15th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona. \nAudience\nThis workshop is open to anyone interested in handling difficult dialogues in the classroom. \nRegistration and Enrollment\nInterested in attending? Fill out this short form to get a reminder when registration opens. \nRegistration opens on Monday\, June 22nd at 10am CT and closes on the first day of the workshop. No cap. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis institute supports the following CIRTL learning goals at an introductory/intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/handling-difficult-dialogues-in-the-classroom/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260715T100000
DTEND;TZID=America/Chicago:20260715T111500
DTSTAMP:20260512T085459
CREATED:20260505T160912Z
LAST-MODIFIED:20260505T160912Z
UID:10002986-1784109600-1784114100@cirtl.net
SUMMARY:Classroom Ethics in Higher Education: Navigating Dilemmas with Intention
DESCRIPTION:Educators at all levels and across content areas navigate daily challenges that emerge from the fraught context of classroom teaching. Apart from the obvious emotional\, intellectual\, and logistical challenges of providing quality instruction\, instructors must also confront intractable dilemmas that pit their own values against the policies and practices of their academic unit or institution at large. This is particularly troubling for graduate and early career instructors who must navigate these spaces without the assurance of institutional protection. In this two-part workshop\, instructors and future instructors in higher education are invited to participate in a classroom ethics “bootcamp” that will prepare them for exploring the inherent tensions that arise in the classroom\, from issues of fair student assessment to facing controversial topics in discussion. Most instructors teach how they were taught – this workshop will take the first steps in breaking the pattern of status-quo instruction\, preparing instructors to practice critical reflection and ethical deliberation. Participants should come prepared to discuss topics like end of semester grade rounding\, student emotional disturbance\, class attendance\, and navigating controversial topics. By the end of this workshop\, participants will be prepared to: \n\nApply ethical theories to resolve abstract dilemmas\nIdentify and prioritize at-stake values in various ethical case-studies in the context of teaching in the college or university setting\nArticulate a reasoned defense of their decisions in resolving an ethical dilemma in the context of teaching in the college or university setting.\n\nInstructors\nWalker Ballard\, The Ohio State University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Wednesday\, July 15th and July 29th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona. \nAudience\nThis session is for anyone interested in classroom ethics in higher education\, though some experience in higher education classrooms as instructor of record might make the session more meaningful. \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: 45. 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 course 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/classroom-ethics-in-higher-education-navigating-dilemmas-with-intention/2026-07-15/
CATEGORIES:Workshop
END:VEVENT
END:VCALENDAR