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SUMMARY:An Introduction to Evidence-Based Undergraduate STEM Teaching
DESCRIPTION:An Introduction to Evidence-Based Undergraduate STEM Teaching is a massive open\, online course (MOOC) designed to provide graduate students\, postdoctoral scholars\, and other aspiring faculty in STEM disciplines with an overview of effective college teaching strategies and the research that supports them. This course is also suitable for other interested university staff\, faculty\, and administrators. The goal of the eight-week course is to equip the next generation of faculty to be effective teachers\, thus improving the learning experience for the thousands of students they will teach. Past participants are overwhelmingly satisfied with the course (nearly 90% of Summer 2019 students were satisfied or extremely satisfied). \nThe course draws on the expertise of a variety of STEM faculty\, educational researchers\, and staff from university teaching centers\, many of them affiliated with the CIRTL Network. Topics include key learning principles\, such as the role of mental models in learning and the importance of practice and feedback; fundamental elements of course design\, including the development of learning objectives and assessments of learning aligned with those objectives; and teaching strategies for fostering active learning and inclusive classroom environments. Formats include video content and transcripts\, readings\, discussion forums\, quizzes\, and peer-graded assignments where participants will plan teaching and learning activities relevant to their disciplines.\nREGISTER \nCourse Schedule\nThis 8-week course is entirely asynchronous\, meaning there are no regularly scheduled weekly meetings. Each week instructors will release new materials for students to access via the EdX platform. \nMOOC Centered Learning Communities (MCLCs)\nStudents enrolled in the MOOC have the option of taking part in an MCLC on their local campus. These MCLCs provide students with a face-to-face learning community designed to deepen their understanding of MOOC course materials. See which campuses are offering MCLCs\, and who to contact to take part in your local MCLC\, at http://stemteachingcourse.org/mooc-centered-learning-communities-mclc/. \nWorkload\nYour instructors estimate participants will need to spend 4 hours per week on coursework. \nRegistration and Enrollment\nThis course has no cap on enrollment. Registration will open on Monday\, May 15 and stay open through the duration of the MOOC; however\, participants are strongly encouraged to register before the MOOC starts on Monday\, June 19 in order to fully benefit from this programming. \nAccessibility\nWe strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs\, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques for creating a LC within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.
URL:https://cirtl.net/event/an-introduction-to-evidence-based-undergraduate-stem-teaching-2/2023-06-19/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230621T110000
DTEND;TZID=America/Chicago:20230621T123000
DTSTAMP:20260414T025147
CREATED:20230426T141329Z
LAST-MODIFIED:20230627T163245Z
UID:10000577-1687345200-1687350600@cirtl.net
SUMMARY:Using Teaching-as-Research to Advance Equitable Educational Experiences
DESCRIPTION:Join us for a two-part workshop that explores how CIRTL’s “teaching-as-research” framework can help you identify\, assess\, and improve upon equitable teaching approaches. Teaching-as-Research (or TAR) transforms curiosity about learning into a research question and helps connect and enrich teaching and learning. Learning-through-Diversity\, one of CIRTL’s core ideas\, explicitly values the dynamic array of identities and experiences among undergraduate students\, graduate students\, post-docs\, and faculty. If we imagine and overlap these core concepts as Venn Diagram circles\, we see the union of the two and an exciting opportunity to advance equitable and inclusive teaching practices through reflective and iterative teaching. In this workshop\, we will explore this union and develop a blueprint for designing and furthering inclusive and equitable educational experiences through a TAR prism. Participants will learn about: \n\nConceptualization and application of Learning-through-Diversity as pedagogical prism for designing\, developing\, and delivering inclusive\, equitable\, and accessible learning experiences.\nApplying TAR strategies to develop\, integrate\, and assess inclusive\, equitable\, and accessible teaching practices.\nDeveloping a blueprint for different participants to support and engage in DEIA-based scholarly teaching.\nDeveloping a framework for evolving two CIRTL Core Ideas through the intersections of them.\n\nREGISTER \nInstructor\nBrian Smentkowski\, University of Idaho \nWorkshop Schedule\nThis 2-session synchronous workshop will meet on Wednesday\, June 21 and June 28 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. \nRegistration & Enrollment\nThis workshop is open to the public (no cap). Registration opens Monday\, May 15. You must register in order to attend; you will receive Zoom information upon registration. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\n\nAssociate: Teaching-as-Research\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle.\nDescribe how the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners.\n\nPractitioner: Evidence-Based Teaching\n\nImplement one or more evidence-based teaching strategies for students in a learning experience.\n\nPractitioner: Learning-through-Diversity\n\nImplement one or more Learning-through-Diversity strategies in a teaching experience.\n\nPractitioner: Teaching-as-Research\n\nShow the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity to accomplish learning goals.
URL:https://cirtl.net/event/using-teaching-as-research-to-advance-equitable-educational-experiences/2023-06-21/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230713T123000
DTEND;TZID=America/Chicago:20230713T134500
DTSTAMP:20260414T025147
CREATED:20230426T161726Z
LAST-MODIFIED:20230515T155655Z
UID:10000579-1689251400-1689255900@cirtl.net
SUMMARY:Preparing Your Teaching Demo for a Job Interview
DESCRIPTION:As part of the interview process for a faculty position in the U.S.\, you may be asked to lead a teaching demonstration. In this interactive workshop\, we’ll discuss ways to go into your teaching demo with preparedness\, confidence\, and adaptability. By the end of this workshop\, participants will be prepared to: \n\nidentify questions and decision points useful in preparing a teaching demo for a job interview in the U.S.\nstrategize ways to gather the information needed to effectively plan a teaching demo\ngenerate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g. logistical\, technological\, or interpersonal).\n\nREGISTER \nInstructors\nChas Brua & Beate Brunow – Pennsylvania State University \nWorkshop Schedule\nThis one-session online workshop meets on Thursday\, July 13 at 2:30-3:45 PM AT / 1:30-2:45PM ET / 12:30-1:45PM CT / 11:30AM-12:45PM MT / 10:30-11:45AM PT. \nRegistration and Enrollment\nThis workshop has a cap of 150 students. Registration is open from Monday\, May 15 until capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nWe strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs\, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations. \n\nLearning Outcomes\nProfessional Development\n\nCreate materials that are commonplace in the academic job market (resumes\, CVs\, teaching portfolios\, teaching statements\, etc.)
URL:https://cirtl.net/event/preparing-your-teaching-demo-for-a-job-interview-2/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230911T130000
DTEND;TZID=America/Chicago:20230911T143000
DTSTAMP:20260414T025147
CREATED:20230728T185425Z
LAST-MODIFIED:20230821T132632Z
UID:10000609-1694437200-1694442600@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement Section 1
DESCRIPTION:REGISTRATION CLOSED; AT CAPACITY AS OF 8/21 \nDraft a peer-reviewed statement that reflects your teaching beliefs and experiences in this interactive\, two-part online workshop. Participants will work to draft and edit a teaching statement\, which is often required for US academic job applications. We will discuss elements of teaching statements\, evidence of effective teaching tailored for different academic jobs\, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s collaborative\, peer-review process. By the end of this workshop\, participants will be able to: \n\nUnderstand common components of a teaching philosophy statement\nIdentify their own teaching accomplishments\, beliefs\, and goals\nDraft a teaching philosophy statement\nRefine their work through peer review feedback\n\nThis workshop is part of CIRTL’s fall programming on academic professional development. \nInstructors\nDenise Leonard\, Washington University in St. Louis\nKaren Menzel\, Iowa State University \nWorkshop Schedule\nThis workshop meets in Zoom on Mondays\, September 11 and 25 at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nAudience\nThis workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone looking to develop or refine their teaching statement. \nRegistration & Enrollment\n* At capacity and registration is closed as of Monday\, August 21 * \nCap: 50. Registration opens Monday\, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come\, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\n\nAssociate: Learning Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/writing-an-effective-teaching-philosophy-statement-section-1/2023-09-11/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230913T110000
DTEND;TZID=America/Chicago:20230913T123000
DTSTAMP:20260414T025147
CREATED:20230627T163051Z
LAST-MODIFIED:20230925T155751Z
UID:10000580-1694602800-1694608200@cirtl.net
SUMMARY:TAR Express: A Teaching-as-Research Very Short Course
DESCRIPTION:Explore how you can create\, test out\, and assess a new approach to your teaching in this short course designed to walk participants through the basics of CIRTL’s “Teaching-as-Research” concept. Through Teaching-as-Research (TAR)\, future faculty can apply their scientific research knowledge to ask and answer a question about teaching and learning. In this three-part short course\, participants will learn about and workshop different components of a TAR project\, and in between sessions they will have the opportunity to receive one-on-one coaching from course instructors. By the end of this course\, participants will be able to: \n\nIdentify a viable research question for a TAR project\nIdentify appropriate sources of evidence and a plan for data collection and analysis for your TAR project\nIdentify a platform or outlet for presentation or publication of your TAR project\n\nThis course is part of CIRTL’s fall programming on teaching-as-research. \nInstructors\nLaura Cruz\, Pennsylvania State University\nChas Brua\, Pennsylvania State University \nCourse Schedule\nThis 3-part short course has synchronous sessions on Wednesday\, September 13\, September 20\, and November 1 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. Participants will use the time between the September 20 and November 1 sessions to schedule one-on-one coaching sessions with the course instructors. \nAudience\nThis short course is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone looking to use CIRTL’s teaching-as-research framework to develop their teaching skills through reflective\, iterative\, evidence-based practice. \nRegistration and Enrollment\nThis course is limited to 12 participants. Registration is open Monday\, August 14 and closes Sunday\, August 27. Registrants must fill out a brief application\, which instructors will review to determine eligibility for this course (some foundational knowledge of teaching and learning and specific ideas for a teaching-as-research question are preferred). Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending regular reminders with upcoming assignments to all students\nSending regular reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Google Drive (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nPractitioner: Teaching-as-Research\n\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.\nDevelop and execute a Teaching-as-Research plan for a limited teaching and learning project.
URL:https://cirtl.net/event/tar-express-a-teaching-as-research-very-short-course/2023-09-13/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230913T130000
DTEND;TZID=America/Chicago:20230913T143000
DTSTAMP:20260414T025147
CREATED:20230728T185939Z
LAST-MODIFIED:20230925T155831Z
UID:10000611-1694610000-1694615400@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement Section 2
DESCRIPTION:REGISTRATION CLOSED; AT CAPACITY AS OF 9/7 \nDraft a peer-reviewed statement that reflects your teaching beliefs and experiences in this interactive\, two-part online workshop. Participants will work to draft and edit a teaching statement\, which is often required for US academic job applications. We will discuss elements of teaching statements\, evidence of effective teaching tailored for different academic jobs\, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s collaborative\, peer-review process. By the end of this workshop\, participants will be able to: \n\nUnderstand common components of a teaching philosophy statement\nIdentify their own teaching accomplishments\, beliefs\, and goals\nDraft a teaching philosophy statement\nRefine their work through peer review feedback\n\nThis workshop is part of CIRTL’s fall programming on academic professional development. \nInstructors\nRique Campa\, Michigan State University\nKate Williams\, Georgia Institute of Technology \nWorkshop Schedule\nThis workshop meets in Zoom on Wednesdays\, September 13 and 27 at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nAudience\nThis workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone looking to develop or refine their teaching statement. \nRegistration & Enrollment\n* At capacity and registration is closed as of Thursday\, September 7 * \nCap: 50. Registration opens Monday\, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come\, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\n\nAssociate: Learning Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/writing-an-effective-teaching-philosophy-statement-section-2/2023-09-13/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230921T133000
DTEND;TZID=America/Chicago:20230921T150000
DTSTAMP:20260414T025147
CREATED:20230728T160309Z
LAST-MODIFIED:20230925T155910Z
UID:10000588-1695303000-1695308400@cirtl.net
SUMMARY:Teaching Discomfort: Facilitating Challenging Discussions in the Classroom
DESCRIPTION:REGISTER BY SEPTEMBER 21 \nLearn best practices on navigating challenging classroom discussions in this two-part workshop. In STEM disciplines\, where knowledge is considered to be “objective\,” instructors can be caught off-guard when challenging topics – especially ones that relate to social or cultural trauma – arise. In this workshop\, participants will learn best practices for “difficult knowledge”—content that causes students to analyze social trauma (Britzman 1998)—in diverse disciplinary contexts\, and apply those practices to design a pedagogical tool applicable in their own classrooms. In doing so\, participants will gain a better understanding of how to address pressing ideological issues in their discipline and incorporate them in their teaching. By the end of this workshop\, participants will be able to: \n\nDefine “difficult knowledge\,” explain its impact on students\, and identify examples from their own field\nDescribe and apply best practices for addressing difficult knowledge topics in their classrooms\nCreate a pedagogical tool that addresses a difficult knowledge topic in their field\n\nThis workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nValerie Hsieh\, Columbia University\nValeria Spacciante\, Columbia University\nAbby Schroering\, Columbia University \nWorkshop Schedule\nThis workshop meets in Zoom on Thursdays\, September 21 and 28 at 3:30-5PM AT / 2:30-4PM ET / 1:30-3PM CT / 12:30-2PM MT / 11:30AM-1PM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking to learn approaches to facilitating challenging classroom discussions at the college level. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Thursday\, September 21.\nREGISTER BY SEPTEMBER 21 \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning\nDescribe how an instructor’’s beliefs and biases can influence student learning\nDescribe several learning-through-diversity (LtD) techniques and strategies\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed\nDescribe the scope of diversity in learning environments\, of both students and instructor
URL:https://cirtl.net/event/teaching-discomfort-facilitating-challenging-discussions-in-the-classroom/2023-09-21/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230926T130000
DTEND;TZID=America/Chicago:20230926T143000
DTSTAMP:20260414T025147
CREATED:20230728T175214Z
LAST-MODIFIED:20230925T155722Z
UID:10000591-1695733200-1695738600@cirtl.net
SUMMARY:The College Classroom
DESCRIPTION:Get an introduction to key learning principles and the basics of effective\, evidence-based teaching practices in this 12-week course about teaching in the college classroom. This course will focus on developing inclusive\, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives\, assessment\, and learning activities through both discussion of course materials and developing and practicing their own lesson plan.  In this course\, participants will \n\nExplore inclusive\, learner-centered teaching theories and practices\nRead and discuss literature on effective teaching and learning\nApply evidence-based strategies to your teaching practice\nCreate connections between learning objectives\, assessments\, and learning activities in order to build and teach a lesson plan\nReflect on personal teaching values and decision making\n\nThis course is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nLisa Rohde\, University of Nebraska – Lincoln\nPeggy Semingson\, University of Texas at Arlington\nTiffany Shoop\, Virginia Tech \nCourse Schedule\nThis course meets in Zoom on Tuesdays\, September 26 through December 12\, at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nAudience\nThis course is designed first and foremost for graduate students\, postdoctoral researchers\, and early career faculty in STEM/SBE disciplines\, but generally relevant to anyone looking to improve their foundational college-level teaching and learning skills and knowledge. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Tuesday\, September 18. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact on student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nDescribe several techniques for creating a LC within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\n\nAssociate: Learning-through-Diversity\n\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research\n\nDescribe a “full-inquiry” cycle.\n\nPractitioner: Evidence-Based Teaching\n\nAccess the literature and existing knowledge to develop a deeper understanding of existing evidence- based knowledge concerning high- impact\, evidence-based teaching practices.\n\nPractitioner: Learning-through-Diversity\n\nAccess the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.
URL:https://cirtl.net/event/the-college-classroom-2/2023-09-26/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230928T120000
DTEND;TZID=America/Chicago:20230928T131500
DTSTAMP:20260414T025147
CREATED:20230728T181311Z
LAST-MODIFIED:20230929T214356Z
UID:10000604-1695902400-1695906900@cirtl.net
SUMMARY:Beyond participation: Inclusive Perspectives on Student Engagement and Feedback
DESCRIPTION:Explore inclusive teaching and active learning frameworks in order to develop practices and class policies that support student engagement in this two-part workshop. Student participation is undeniably desirable in any classroom\, and yet it remains challenging to define its scope: how can we address the value of participation effectively and through an inclusive lens? In this workshop\, participants will explore both the student perspective and the instructor perspective of “participation” and consider the intersections between these practices and those of inclusive teaching. In session 1\, we will work on defining and setting expectations for student engagement\, and on building strategies within the framework of active learning in order to provide a practical approach to creating significant learning experiences. In session 2\, we will look at how instructors can harness the language of growth in the classroom when providing feedback on student engagement to center equity in the learning space. Participants will leave with a cache of inclusive participation strategies and a draft participation policy for a syllabus. By the end of this workshop\, participants will be able to: \n\nExplain how participation policies contribute to inclusive teaching and active learning\nDescribe evidence-based practices for increasing student engagement\nApply inclusive participation strategies in their own teaching contexts\nCraft an inclusive participation policy for a syllabus in their discipline\n\nThis workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nLaura DiNardo\, Columbia University\nTamara Hache\, Columbia University\nAbby Schroering\, Columbia University\n \nWorkshop Schedule\nThis workshop meets in Zoom on Thursdays\, September 28 and October 5\, at 2-3:15PM AT / 1-2:15PM ET / 12-1:15PM CT / 11AM-12:15PM MT / 10-11:15AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking to learn new approaches to fostering inclusive student participation in the classroom at the college level. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Thursday\, September 28. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning\nDescribe several learning-through-diversity (LtD) techniques and strategies\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed\n\nPractitioner: Evidence-Based Teaching\n\nAccess the literature and existing knowledge to develop a deeper understanding of existing evidence- based knowledge concerning high- impact\, evidence-based teaching practices.\nImplement one or more evidence-based teaching strategies for students in a learning experience.\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.\n\nPractitioner: Learning-through-Diversity\n\nAccess the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.\nImplement one or more LtD strategies in a teaching experience.\nIntegrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.
URL:https://cirtl.net/event/beyond-participation-inclusive-perspectives-on-student-engagement-and-feedback/2023-09-28/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231004T130000
DTEND;TZID=America/Chicago:20231004T150000
DTSTAMP:20260414T025147
CREATED:20230728T191308Z
LAST-MODIFIED:20230925T155933Z
UID:10000613-1696424400-1696431600@cirtl.net
SUMMARY:Lab Reports\, Grants\, & Infographics: How Our Disciplines Shape the Writing We Assign
DESCRIPTION:What do lab reports\, grants\, and infographics have in common? For one thing\, they are all genres of writing that our students frequently come across in the STEM classroom! But how do we teach students to become more familiar with these genres? In this 2-hour workshop\, we will explore how developing a critical genre awareness can improve the writing assignments we design and the writing that students produce by examining how writing is bound by social\, cultural\, historical\, and linguistic contexts. At the end of the workshop\, participants will create a map of a genre in their discipline they would like to teach\, including its unique features and how they would assess their students’ learning. By the end of this workshop\, participants will be able to: \n\nIdentify the role that communities and genres play in the types of writing we assign\nCompare and contrast features of writing in similar genres across disciplines\nRecognize how your prior experiences and biases shape your understanding of genre\nCreate a map of a genre in your discipline and its features\n\nThis workshop is part of CIRTL’s fall programming on science communication. \nInstructors\nKristin Winet\, University of Arizona\nEmily Jo Schwaller\, University of Arizona \nWorkshop Schedule\nThis workshop meets in Zoom on Wednesday\, October 4 at 3-5PM AT / 2-4PM ET / 1-3PM CT / 12-2PM MT / 11AM-1PM PT. \nAudience\nThis workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone looking to get an introduction into different types of scientific writing assignments at the college level. \nRegistration & Enrollment\nCap: 35. Registration opens Monday\, August 14 and closes when capacity is reached (note: registration is closed as of Monday\, August 28). Enrollment is processed on a first-come\, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni receive priority. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals\n\nAssociate: Learning-through-diversity\n\nDescribe how an instructor’s beliefs and biases can influence student learning
URL:https://cirtl.net/event/lab-reports-grants-infographics-how-our-disciplines-shape-the-writing-we-assign/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231011T110000
DTEND;TZID=America/Chicago:20231011T123000
DTSTAMP:20260414T025147
CREATED:20230728T184407Z
LAST-MODIFIED:20231005T143400Z
UID:10000606-1697022000-1697027400@cirtl.net
SUMMARY:Fostering Student Belonging through Inclusive Language
DESCRIPTION:Understand how language shapes student belonging\, and explore resources and identify practices that center inclusive language in your teaching practice in this two-part workshop. Participants will engage in discussions\, co-creation of a vocabulary related to DEIJ\, a case study\, and activities that highlight the impact of both inclusive and non-inclusive language on students. The workshop will cover topics such as avoiding microaggressive language\, using person-centered language\, promoting gender and cultural sensitivity\, and fostering a sense of belonging for students from diverse backgrounds. By the end of this workshop\, participants will be able to: \n\nList examples of commonly used words and expressions language that can be improved to be more inclusive and make suggestions.\nExplain how language can drive behaviors and perceptions (in teaching and learning environments).\nReflect on what prior experiences are creating/affirming your sense of belonging. Connect how language\, identity\, and bias impact belonging.\nPropose actions for using your power\, privilege and agency to support inclusive language.\n\nThis workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nApril Dukes\, University of Pittsburgh\nMartina Rosenberg\, University of Connecticut\nJordan Vinikoor\, University of Connecticut \nWorkshop Schedule\nThis workshop meets in Zoom on Wednesday\, October 11 and 25 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, faculty\, instructional staff\, and other staff in STEM/SBE disciplines\, and is generally relevant to anyone looking to explore how language can shape an inclusive learning environment at the college level. \nRegistration & Enrollment\n* At capacity and registration is closed as of Wednesday\, October 4 * \nCap: 40. Registration opens Monday\, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come\, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
URL:https://cirtl.net/event/fostering-student-belonging-through-inclusive-language/2023-10-11/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231102T110000
DTEND;TZID=America/Chicago:20231102T123000
DTSTAMP:20260414T025147
CREATED:20230807T211008Z
LAST-MODIFIED:20231026T153713Z
UID:10000619-1698922800-1698928200@cirtl.net
SUMMARY:Teaching with Transparency: Evidence-Based Approaches to Foster Student Motivation and Engagement
DESCRIPTION:REGISTER BY NOVEMBER 2 \nLearn how adding transparency into your teaching can strengthen active learning\, assignments\, and assessment in this one-part workshop. Participants will be encouraged to apply new ideas and information related to transparency to your own instruction or to an imagined course and will be provided opportunities to share and receive feedback from peers. By the end of this workshop\, participants will be able to: \n\nDescribe transparency in teaching as it relates to active learning implementation strategies\, assignment design\, and use of assessment in the teaching and learning process.\nPlan new\, transparent approaches to instruction designed to foster student motivation and engagement.\n\nThis workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nDave Sovic\, The Ohio State University \nWorkshop Schedule\nThis workshop meets in Zoom on Thursday\, November 2 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, faculty\, instructional staff\, and staff in STEM/SBE disciplines\, but generally relevant to anyone looking to get an introduction to active learning\, assessment\, and student engagement. \nRegistration & Enrollment\nNo cap. Registration opens Monday\, August 14 and closes Thursday\, November 2.\nREGISTER BY NOVEMBER 2 \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals\n\nAssociate: Learning-through-diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed
URL:https://cirtl.net/event/teaching-with-transparency-evidence-based-approaches-to-foster-student-motivation-and-engagement/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231108T110000
DTEND;TZID=America/Chicago:20231108T130000
DTSTAMP:20260414T025147
CREATED:20230728T153359Z
LAST-MODIFIED:20231108T195715Z
UID:10000583-1699441200-1699448400@cirtl.net
SUMMARY:Supporting Neurodivergent Students
DESCRIPTION:Learn about common forms of neurodiversity\, the obstacles that neurodivergent students might encounter in academia\, and teaching strategies to overcome those obstacles in this two-part workshop. In part one\, participants will learn key basics about neurodiversity\, on topics including conditions such as dyslexia\, dyspraxia\, autism\, and ADHD\, common obstacles faced by neurodivergent students\, and strategies and resources for supporting neurodivergent students. In part two\, participants will brainstorm\, refine\, and detail an individualized and actionable teaching approach to create more inclusive learning experiences for all students based on strengths-based learning and Universal Design for Learning (UDL) principles. By the end of this workshop\, participants will be able to: \n\nDescribe what neurodiversity is and its common forms and experiences\nRecognize ways that neurodivergent students may experience difficulties with typical teaching methods\nExplain the difference between the medical and social models of disability\nBrainstorm new methods for creating inclusive and accessible classes for neurodivergent students\n\nThis workshop is part of CIRTL’s fall programming on accessibility. \nInstructors\nBailey Szustak\, University of Illinois Chicago\nHelen Rottier\, University of Illinois Chicago \nWorkshop Schedule\nAll participants will attend a first session on Wednesday\, November 8; then\, participants can choose from attending one of two follow-up sessions on either Monday\, November 20 or 27. Sessions take place in Zoom at 1-3PM AT / 12-2PM ET / 11AM-1PM CT / 10AM-12PM MT / 9-11AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, faculty\, and instructional staff  in STEM/SBE disciplines\, but is generally relevant to anyone looking for an introduction to neurodiversity in college-level teaching and learning environments. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Wednesday\, November 8. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals\n\nAssociate: Learning community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning\nDescribe several learning-through-diversity (LtD) techniques and strategies\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed\nDescribe the scope of diversity in learning environments\, of both students and instructor
URL:https://cirtl.net/event/supporting-neurodivergent-students-2/2023-11-08/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231117T110000
DTEND;TZID=America/Chicago:20231117T123000
DTSTAMP:20260414T025147
CREATED:20230728T193756Z
LAST-MODIFIED:20231117T143315Z
UID:10000614-1700218800-1700224200@cirtl.net
SUMMARY:Creating Accessible Teaching and Research Documents in STEM
DESCRIPTION:How can you make your teaching and research documents accessible to neurodiverse individuals and individuals with disabilities? Through this workshop\, participants will learn to recognize features that might make their teaching and research materials inaccessible\, to present content in a variety of formats\, and to use specific tools like LaTeX to improve accessibility of their materials. Special attention will be given to teaching and research materials with complex mathematical characters and equations\, which have historically presented unique challenges to accessibility. By the end of this workshop\, participants will be able to: \n\nUnderstand the diversity of abilities of learners and researchers and identify challenges to accessibility based on the content and format of technical documents\nEvaluate the accessibility level of teaching and research materials and apply tools and programs to increase their accessibility\n\nThis workshop is part of CIRTL’s fall programming on accessibility. \nInstructors\nMarissa Gee\, Cornell University\nAnna Malinovskaya\, Cornell University\nBreanne Kisselstein\, USDA Genetic Improvement for Fruits and Vegetables Lab \nWorkshop Schedule\nThis workshop meets in Zoom on Fridays\, November 17 and December 1 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking to learn about document accessibility broadly and LaTeX specifically. \nRegistration & Enrollment\nNo cap. Registration opens Monday\, August 14 and closes Thursday\, November 16 in order to accommodate some brief pre-work that participants are expected to complete prior to the first session on November 17. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with session information to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nPractitioner: Learning-through-diversity\n\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds
URL:https://cirtl.net/event/creating-accessible-teaching-and-research-documents-in-stem/2023-11-17/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231207T120000
DTEND;TZID=America/Chicago:20231207T133000
DTSTAMP:20260414T025147
CREATED:20230728T154839Z
LAST-MODIFIED:20231211T203929Z
UID:10000586-1701950400-1701955800@cirtl.net
SUMMARY:Getting Started with Universal Design for Learning
DESCRIPTION:We know the one-size-fits-all approach to learning design is not optimal. But how do we incorporate flexibility into teaching and learning while still maintaining rigorous learning? In this workshop\, participants will learn the three principles that underpin Universal Design for Learning (UDL)\, an evidence-based pedagogical framework that fosters motivated\, resourceful\, and strategic learners. They will have the opportunity to apply these principles to a teaching artifact of their choice\, be it a syllabus\, assignment\, and/or teaching practice. Participants will come away with an expanded understanding of learner variability\, how it can be leveraged as an asset in the classroom\, and how to make learning more accessible for their students. No previous experience with UDL is necessary. By the end of this workshop\, participants will be able to: \n\nIdentify the 3 main principles of Universal Design for Learning\nExplain why each principle is important to consider when designing inclusive learning opportunities\nCritique a proposed learning activity and identify potential barriers to equitable access\nPropose ways of re-designing a learning community to foster equity by following the principles of UDL\n\nThis workshop is part of CIRTL’s fall programming on accessibility. \nInstructors\nKatie Healey\, University of California\, Davis\nAmanda Modell\, Stanford University \nWorkshop Schedule\nThis workshop meets in Zoom on Thursdays\, December 7 and 14 at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking for an introduction to Universal Design for Learning (UDL) and accessible teaching practices at the college level. \nRegistration & Enrollment\nNo cap. Registration opens Monday\, August 14 and closes Thursday\, December 7. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with session information to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning\nDescribe how an instructor’s beliefs and biases can influence student learning\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed\nDescribe the scope of diversity in learning environments\, of both students and instructor
URL:https://cirtl.net/event/getting-started-with-universal-design-for-learning-2/2023-12-07/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231207T120000
DTEND;TZID=America/Chicago:20231207T140000
DTSTAMP:20260414T025147
CREATED:20230821T142359Z
LAST-MODIFIED:20240813T205357Z
UID:10000620-1701950400-1701957600@cirtl.net
SUMMARY:Postdoc Teaching Practicum
DESCRIPTION:REGISTER BY NOVEMBER 8\nWork 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: \n\nCreate a framework for how a typical university course operates\nArticulate how teaching and learning theories intersect with the practical requirements of a university course\nDesign university lessons which incorporate learner-centered lesson planning basics\, demonstrating the alignment of learning objectives\, learning activities and assessment techniques\nDevelop and refine a teaching portfolio using the evience of teaching effectiveness gathered throughout the internship\n\nThis course is part of CIRTL’s fall programming for postdocs. \nInstructor\nNatalie Westwood\, University of British Columbia \nCourse Schedule\nThis 5-part mentorship program has synchronous sessions on Thursday\, December 7\, January 11\, February 1\, March 7\, and April 4 at 2-4PM AT / 1-3PM ET / 12-2PM CT / 11AM-1PM MT / 10AM-12PM PT (note that the course spans the 2023-2024 winter). Participants will be expected to do extensive independent work and work with their teaching mentors outside of these monthly sessions. \nAudience\nThis short course is designed exclusively for postdoctoral researchers in STEM/SBE disciplines. \nRegistration and Enrollment\nRegistration is open Thursday\, August 24 and closes Wednesday\, November 8. 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 this at the bottom of the registration page).\nREGISTER BY NOVEMBER 8 \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending regular reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students via a course website (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nPractitioner: Learning Community\n\nContribute to local professionally-focused learning communities associated with teaching and learning\nImplement one or more learning community strategies for students in a learning experience\nIntegrate one or more learning community strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity
URL:https://cirtl.net/event/postdoc-teaching-practicum-fall-2023/2023-12-07/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240118T110000
DTEND;TZID=America/Chicago:20240118T120000
DTSTAMP:20260414T025147
CREATED:20240105T194238Z
LAST-MODIFIED:20240125T164028Z
UID:10000718-1705575600-1705579200@cirtl.net
SUMMARY:Writing Your Cover Letter for the Academic Job Market
DESCRIPTION:REGISTER NOW\nGet 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 first event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeaker\nCat Diebel-Wilson\, Graduate Student Program Manager\, Career Services\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Thursday\, January 18 at 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Thursday\, January 18.\nREGISTER NOW \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/writing-your-cover-letter-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240126T150000
DTEND;TZID=America/Chicago:20240126T160000
DTSTAMP:20260414T025147
CREATED:20240105T194845Z
LAST-MODIFIED:20240125T163503Z
UID:10000719-1706281200-1706284800@cirtl.net
SUMMARY:Learn about Hiring from Faculty Hiring Committee Members
DESCRIPTION:REGISTER NOW \nJoin faculty panelists from several institutions across the country to discuss their experiences as members of academic search committees. Panelists will discuss the process of the search\, how their campus/department approaches a search and any advice they may give to graduate students and postdocs looking for academic positions. Panelists will also answer audience questions. This is the second event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nCerian Gibbes\, Associate Professor/Graduate Chair\, Geography\, University of Colorado\, Colorado Springs\nNatalie Mendoza\, Assistant Professor\, Department of History\, University of Colorado Boulder\nWill Styler\, Associate Teaching Professor\, Linguistics and Director of the Computational Social Science Program\, University of California San Diego\nNoah Williams\, Assistant Professor\, Mathematical Sciences\, Appalachian State University \nEvent Schedule\nThis online event meets on Friday\, January 26 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Friday\, January 26.\nREGISTER NOW \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/learn-about-hiring-from-faculty-hiring-committee-members/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240129T110000
DTEND;TZID=America/Chicago:20240129T120000
DTSTAMP:20260414T025147
CREATED:20240105T195637Z
LAST-MODIFIED:20240125T163615Z
UID:10000720-1706526000-1706529600@cirtl.net
SUMMARY:Introduction to Academic CVs
DESCRIPTION:REGISTER NOW \nGet 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.” \nSpeaker\nCat Diebel-Wilson\, Graduate Student Program Manager\, Career Services\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Monday\, January 29 at 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Monday\, January 29.\nREGISTER NOW \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/introduction-to-academic-cvs/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240131T120000
DTEND;TZID=America/Chicago:20240131T133000
DTSTAMP:20260414T025147
CREATED:20231211T194113Z
LAST-MODIFIED:20240131T191024Z
UID:10000638-1706702400-1706707800@cirtl.net
SUMMARY:Preparing Your Teaching Demo for a Job Interview
DESCRIPTION: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: \n\ngenerate questions related to planning their teaching demo and strategize ways to find answers before their interviews\npropose ideas to address challenging scenarios that might emerge during a teaching demo\n\nInstructors\nChas Brua\, Pennsylvania State University\nBeate Brunow\, Pennsylvania State University \nWorkshop Schedule\nThis one-session online workshop meets on Wednesday\, January 31 at 2-3:30PM Atlantic / 1-2:30PM Eastern / 12-1:30PM Central / 11AM-12:30PM Mountain / 10-11:30AM Pacific. \nAudience\nThis 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. \nRegistration and Enrollment\n**1/19/24 Update: This workshop is at capacity and registration is closed** \nCap: 100. Registration opens Monday\, January 8; once open\, registration will close when capacity is reached or on January 31\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf 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: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nCreate materials that are commonplace in the academic job market (resumes\, CVs\, teaching portfolios\, teaching statements\, etc.)
URL:https://cirtl.net/event/preparing-your-teaching-demo-for-a-job-interview-3/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240201T150000
DTEND;TZID=America/Chicago:20240201T160000
DTSTAMP:20260414T025147
CREATED:20240105T200718Z
LAST-MODIFIED:20240313T154556Z
UID:10000721-1706799600-1706803200@cirtl.net
SUMMARY:Early Career Faculty Panel
DESCRIPTION:REGISTER NOW \nJoin 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 fourth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nLee Frankel-Goldwater\, Teaching Assistant Professor\, Environmental Studies\, CU Boulder\nAndrea Glaws\, School of Education\, Colorado State University\nAllison Formanack\, Assistant Professor\, Applied Anthropology\, University of Southern Mississippi\nOwen Fite\, Instructor\, Political Science\, University of Nevada\, Reno \nEvent Schedule\nThis online event meets on Thursday\, February 1 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Wednesday\, February 1.\nREGISTER NOW \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/early-career-faculty-panel/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240208T100000
DTEND;TZID=America/Chicago:20240208T113000
DTSTAMP:20260414T025147
CREATED:20231213T154320Z
LAST-MODIFIED:20240208T173741Z
UID:10000703-1707386400-1707391800@cirtl.net
SUMMARY:Caring for Yourself as an Instructor: Applying Rest in the Classroom
DESCRIPTION:This workshop is designed to cultivate a safe and brave space for participants by covering topics related to self-care\, rest\, navigating the politics of higher education\, academic trauma\, microaggressions\, and healing. Working off of Tricia Hersey’s (2022) Rest is Resistance framework\, we will explore Hersey’s “Rest” component to identify tools for self-care\, rest\, and protection as an instructor existing and working in academic spaces. By the end of this workshop\, participants will be prepared to: \n\nApply the Rest is Resistance framework to self-care and rest practices in and out of the classroom\nRecognize the importance of cultivating healthy well-being for personal and professional success\nCreate a self-care plan for how they intend on investing in their well-being both personally and professionally. Participants are encouraged to continue and commit to this plan outside of the workshop\n\nInstructor\nDa’Ja’Nay Askew\, Indiana University \nWorkshop Schedule\nThis one-session online workshop meets on Thursday\, February 8 at 12-1:30PM Atlantic / 11AM-12:30PM Eastern / 10-11:30AM Central / 9-10:30AM Mountain / 8-9:30AM Pacific. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, and instructional staff in STEM/SBE disciplines who are interesting in development specific practices to foster rest and wellbeing. \nRegistration and Enrollment\n**1/17 update: Registration is at capacity. Registrants will be notified of enrollment status by 1/19** \nThis workshop has a cap of 15 students. Registration opens Tuesday\, January 16; once open\, registration will close when capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Learning community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/caring-for-yourself-as-an-instructor-applying-rest-in-the-classroom/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240215T110000
DTEND;TZID=America/Chicago:20240215T123000
DTSTAMP:20260414T025147
CREATED:20231211T202955Z
LAST-MODIFIED:20240308T165815Z
UID:10000696-1707994800-1708000200@cirtl.net
SUMMARY:Building Neuroinclusive Learning Environments: Best Practices to Support and Empower Neurodiverse Learners in STEM
DESCRIPTION:*This course is at capacity and closed for registration as of Thursday\, January 11* \nLearn neurodiversity basics including the strengths and challenges people with differently wired brains have in the classroom and how these differences intersect with other aspects of peoples’ identities. Participants will also learn about both low and high input changes to their classrooms that will help them harness the strengths of their students. Participants will also have the opportunity to explore the stigma associated with neurodiversity as well as their personal experiences. By the end of this short course\, participants will be able to: \n\nIdentify different functions of the neurodivergent individuals including their strengths and challenges they might navigate in the higher education context\nRecognize and apply strength based and avoid deficit approach in teaching\, communication\, and advising\nApply a variety of techniques to enhance the students’ engagement in the field of STEM using Strength-Based approach\nDesign or revise a course component to support the success of neurodiverse learners in undergraduate or graduate programs\n\nInstructors\nRachel Prunier\, University of Connecticut\nSarira Motaref\, University of Connecticut\nConnie Syharat\, University of Connecticut \nCourse Schedule\nThis 4-week course meets online on Thursdays from February 15 to March 7 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific. \nWorkload\nParticipants will need to do some work outside of sessions\, including work on their redesigned course component. \nAudience\nThis seminar is designed first and foremost for graduate students\, postdoctoral researchers\, instructional staff\, and faculty in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support neurodiverse learners. \nRegistration and Enrollment\nUpdate: This course is at capacity and closed for registration as of Thursday\, January 11. Registrants will be notified of their enrollment status by Thursday\, January 18. \nThis short course has a cap of 25 students. Registration is open from Monday\, January 8\, until capacity is reached or until Thursday\, February 8\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf 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: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning community\n\nDescribe several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/building-neuroinclusive-learning-environments-best-practices-to-support-and-empower-neurodiverse-learners-in-stem/2024-02-15/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240221T130000
DTEND;TZID=America/Chicago:20240221T143000
DTSTAMP:20260414T025147
CREATED:20231211T200852Z
LAST-MODIFIED:20240321T184437Z
UID:10000641-1708520400-1708525800@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION: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. \nThe content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring\, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. \nThis course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER\, the research base of mentorship\, or to request a CIMER training for your institution\, visit https://cimerproject.org/. \nInstructors\nJennifer Aumiller\, University of Maryland\, Baltimore\nBrian Rybarczyk\, University of North Carolina at Chapel Hill \nCourse Schedule\nThis intensive 5-week seminar meets online on Wednesdays from February 21 to March 20 at 3-4:30PM Atlantic / 2-3:30PM Eastern / 1-2:30PM Central / 12-1:30PM Mountain / 11AM-12:30PM Pacific. \nWorkload\nInstructors 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. \nAudience\nThis 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. \nRegistration and Enrollment\n** 1/19 Update: This course is at capacity and registration is closed.** \nThis short course has a cap of 20 students. Registration is open from Monday\, January 8\, until capacity is reached or until Wednesday\, February 14\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf 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: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training-2/2024-02-21/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240305T120000
DTEND;TZID=America/Chicago:20240305T133000
DTSTAMP:20260414T025147
CREATED:20231213T161427Z
LAST-MODIFIED:20240429T133834Z
UID:10000704-1709640000-1709645400@cirtl.net
SUMMARY:Mindset to Mastery: The Inclusive Teaching Course
DESCRIPTION: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? \nThis 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. \nSessions 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. \nBy 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. \nInstructors\nApril Dukes\, University of Pittsburgh\nMartina Rosenberg\, University of Connecticut\nJordan Vinikoor\, University of Connecticut \nCourse Schedule\nThis 8-week course meets online on Tuesdays from March 5 to April 23 at 2-3:30PM Atlantic / 1-2:30PM Eastern / 12-1:30PM Central / 11AM-12:30PM Mountain / 10-11:30AM Pacific. \nAudience\nThis 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. \nRegistration and Enrollment\n* 1/31 Update: This course is at capacity and closed for registration. * \nThis course has a cap of 25 students. Registration is open from Monday\, January 29 at 1pm Atlantic Time / 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. \nAccessibility\nIf 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: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/mindset-to-mastery-the-inclusive-teaching-course/2024-03-05/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240311T110000
DTEND;TZID=America/Chicago:20240311T123000
DTSTAMP:20260414T025147
CREATED:20231211T205146Z
LAST-MODIFIED:20240327T175142Z
UID:10000700-1710154800-1710160200@cirtl.net
SUMMARY:Re-imagining data: Using arts-based methods for new perspectives in research\, teaching and learning
DESCRIPTION:Explore the creative potential of new ways of reading and analyzing text in this two-part workshop on arts-based research (ABR). Through the ABR approach of “poetic inquiry\,” participants will learn new methods for reading\, assessing\, and analyzing journal articles\, research\, and other written materials in a variety of scientific disciplines. The first session will introduce participants to ABR and teaching methods that support deeper meaning-making\, connection\, and accessibility. The second session will explore how poetic inquiry and other arts-based methods can be used as teaching tools to support engaging students creatively and imaginatively with course concepts and practices. Participants will design and facilitate an arts-based learning activity between sessions\, contributing to a collection of activities shared among participants. By the end of this workshop\, participants will be prepared to: \n\nExplore and engage with arts-based methods of teaching and research.\nDiscuss the value of poetic inquiry for synthesizing data\, interpretation\, meaning making\, and presentation.\nCreate found poems from research and/or teaching data using poetic transcription and reflect on the process.\nDesign learning activities for using poetic inquiry in diverse disciplines and contexts.\n\nInstructors\nTamryn McDermott\, Ohio State University \nWorkshop Schedule\nThis two-session online workshop meets on Mondays\, March 11 and March 25 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific. \nAudience\nThis workshop is designed first and foremost for graduate students in STEM/SBE disciplines\, but generally relevant to anyone interested in exploring new methods for reading and analyzing journal articles\, research\, and other written materials in a variety of scientific disciplines. \nRegistration and Enrollment\n*2/12 update: Registration is at capacity. Registrants will be notified of their enrollment status by Friday\, February 16* \nThis workshop has a cap of 40 students. Registration is open from Monday\, February 5\, until capacity is reached or until Thursday\, March 7\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf 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: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.
URL:https://cirtl.net/event/re-imagining-data-using-arts-based-methods-for-new-perspectives-in-research-teaching-and-learning/2024-03-11/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240315T150000
DTEND;TZID=America/Chicago:20240315T160000
DTSTAMP:20260414T025147
CREATED:20240105T201100Z
LAST-MODIFIED:20240125T163735Z
UID:10000722-1710514800-1710518400@cirtl.net
SUMMARY:Writing Your Diversity/Inclusion Statement for the Academic Job Market
DESCRIPTION:REGISTER NOW \nWhat is a diversity statement? Who reads it? How do I write it? Together we will define its function; explore its controversies; and learn from real examples. This is the fifth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nCorinna Rhose\, Director\, Student Academic Success Center\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Friday\, March 15 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Friday\, March 15.\nREGISTER NOW \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/writing-your-diversity-inclusion-statement-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240403T120000
DTEND;TZID=America/Chicago:20240403T130000
DTSTAMP:20260414T025147
CREATED:20231219T184023Z
LAST-MODIFIED:20240326T134030Z
UID:10000712-1712145600-1712149200@cirtl.net
SUMMARY:Exploring Teaching Careers at Research Universities with CIRTL Alumni
DESCRIPTION:REGISTER NOW\nFaculty 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 four-part series “Exploring Career Paths with CIRTL Alumni.” \nSpeakers\nLauren Genova\, Assistant Professor\, Chemistry and Biochemistry\, University of Delaware\nRoza Ghaemi\, Lecturer\, Biomedical Engineering\, University of British Columbia    \nNirav Patel\, Lecturer\, Environmental Studies\, Binghamton University \nEvent Schedule\nThis online event meets on Wednesday\, April 3 at 2-3pm Atlantic / 1-2pm Eastern / 12-1pm Central / 11am-12pm Mountain / 10-11am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nAudience\nThis event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths\, but generally relevant to anyone interested in understanding career trajectories within academia and beyond. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Wednesday\, April 3.\nREGISTER NOW \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/exploring-teaching-careers-at-research-universities-with-cirtl-alumni/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240403T150000
DTEND;TZID=America/Chicago:20240403T160000
DTSTAMP:20260414T025147
CREATED:20240105T201345Z
LAST-MODIFIED:20240125T163833Z
UID:10000723-1712156400-1712160000@cirtl.net
SUMMARY:Writing Your Research Statement for the Academic Job Market
DESCRIPTION:REGISTER NOW \nJob 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.” \nSpeakers\nDr. Kenneth Wright\, Professor and Graduate Chair\, Integrative Physiology\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Wednesday\, April 3 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Wednesday\, April 3.joyfu\nREGISTER NOW \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/writing-your-research-statement-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240405T150000
DTEND;TZID=America/Chicago:20240405T160000
DTSTAMP:20260414T025147
CREATED:20240105T201554Z
LAST-MODIFIED:20240125T164008Z
UID:10000724-1712329200-1712332800@cirtl.net
SUMMARY:Writing Your Teaching Statement for the Academic Job Market
DESCRIPTION:REGISTER NOW \nLearn best practices for writing a teaching statement (also called a teaching philosophy statement) for the academic job market. This is the seventh event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nPreston Cumming\, Professional Development Lead\, Center for Teaching & Learning\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Friday\, April 5 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Friday\, April 5.\nREGISTER NOW \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/writing-your-teaching-statement-for-the-academic-job-market/
CATEGORIES:Event
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