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UID:10002825-1738071000-1738076400@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\nSarah Larsen\, University of Houston\nLauren Woods\, University of Illinois\, Chicago \nCourse Schedule\nThis intensive 5-week seminar meets online on Tuesdays from January 28 through February 25 at 11:30pm-1am Gulf / 3:30-5pm Atlantic / 2:30-4pm Eastern / 1:30-3pm Central / 12:30-2pm Mountain / 11:30am-1pm Pacific. \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**At capacity and closed for registration as of Monday January 13** \nThis short course has a cap of 20 students. Registration is open from Monday\, January 13 at 9pm Gulf / 1pm Atlantic / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific\, until capacity is reached. We expect this course to reach capacity within 1 week. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \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-3/2025-01-28/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250130T100000
DTEND;TZID=America/Chicago:20250130T113000
DTSTAMP:20260416T003609
CREATED:20241122T192524Z
LAST-MODIFIED:20250331T175926Z
UID:10002817-1738231200-1738236600@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. \nCourse Schedule\nThis 8-week course meets online on Thursdays from January 30 to March 20 at 8-9:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific. \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**At capacity and closed for registration as of Tuesday\, January 14** \nThis course has a cap of 25 students. Registration is open from Monday\, January 13 at 9pm Gulf / 1pm Atlantic / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific\, until capacity is reached. We expect this course to reach capacity within 1-2 days. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \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-2/2025-01-30/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250203T183000
DTEND;TZID=America/Chicago:20250203T193000
DTSTAMP:20260416T003609
CREATED:20250115T220729Z
LAST-MODIFIED:20250121T164430Z
UID:10002837-1738607400-1738611000@cirtl.net
SUMMARY:Early Career Faculty Panel
DESCRIPTION:Join early career faculty panelists\, from several institutions across the country to discuss their experiences on the academic job market\, how they prepared for their current position\, how their institution approaches community and mentoring for early career faculty and any general advice they would give to current graduate students and postdocs. Plenty of time will be given to questions.  This is the first event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nR. Kōnane Bay\, Assistant Professor\, Chemical and Biological Engineering\, University of Colorado Boulder\nWarren Cook\, Assistant Teaching Professor\, Environmental Studies\, University of Colorado Boulder\nDeanna Hirsch\, Assistant Professor of Journalism and Media Production\, Metropolitan State University Denver\nJed Forman\, Robert H. N. Ho Family Foundation Assistant Professor in Buddhist Studies\, Simpson College \nEvent Schedule\nThis online event meets on Monday\, February 3 at 8:30-9:30pm Atlantic / 7:30-8:30pm Eastern / 6:30-7:30pm Central / 5:30-6:30pm Mountain / 4:30-5:30pm Pacific (for our Khalifa University participants\, this event takes place on Tuesday\, February 4 at 4:30-5:30am Gulf Time). \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW\nNo cap. Registration opens Tuesday\, January 21. \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-2025/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250213T130000
DTEND;TZID=America/Chicago:20250213T140000
DTSTAMP:20260416T003609
CREATED:20250115T221247Z
LAST-MODIFIED:20250121T142311Z
UID:10002838-1739451600-1739455200@cirtl.net
SUMMARY:Writing Your Cover Letter for the Academic Job Market
DESCRIPTION:Get an introduction to the academic cover letter in this online event. Through this presentation you will learn the basic structure of an academic cover letter\, how to tailor it to your target institution\, and how to include the information that will make you a compelling candidate. This is the second event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nBrian Hand\, Graduate Student Program Manager\, Career Services\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Thursday\, February 13 at 11pm-12am Gulf Time / 3-4pm Atlantic / 2-3pm Eastern / 1-2pm Central / 12-1pm Mountain / 11am-12pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW\nNo cap. Registration opens Tuesday\, January 21. \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-2025/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250220T130000
DTEND;TZID=America/Chicago:20250220T140000
DTSTAMP:20260416T003609
CREATED:20250115T223657Z
LAST-MODIFIED:20250121T142332Z
UID:10002840-1740056400-1740060000@cirtl.net
SUMMARY:Introduction to Academic CVs
DESCRIPTION:Get an introduction to academic CVs in this online event. We’ll review common formatting and content tips\, explore ways to tailor a CV for individual academic job applications\, and discuss how and when to update your CV content.  This is the third event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nBrian Hand\, Graduate Student Program Manager\, Career Services\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Thursday\, February 20 at 11pm-12am Gulf Time / 3-4pm Atlantic / 2-3pm Eastern / 1-2pm Central / 12-1pm Mountain / 11am-12pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW\nNo cap. Registration opens Tuesday\, January 21. \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-2/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250227T130000
DTEND;TZID=America/Chicago:20250227T140000
DTSTAMP:20260416T003609
CREATED:20250115T224028Z
LAST-MODIFIED:20250121T142350Z
UID:10002841-1740661200-1740664800@cirtl.net
SUMMARY:Writing Your Teaching Statement for the Academic Job Market
DESCRIPTION:In this interactive event\, we will address best practices for writing a teaching statement/philosophy for the academic job market. This is the fourth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nPreston Cumming\, Professional Development Lead\, Center for Teaching & Learning\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Thursday\, February 27 at 11pm-12am Gulf Time / 3-4pm Atlantic / 2-3pm Eastern / 1-2pm Central / 12-1pm Mountain / 11am-12pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW\nNo cap. Registration opens Tuesday\, January 21. \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-2/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250303T130000
DTEND;TZID=America/Chicago:20250303T140000
DTSTAMP:20260416T003609
CREATED:20250115T224340Z
LAST-MODIFIED:20250122T212606Z
UID:10002842-1741006800-1741010400@cirtl.net
SUMMARY:Writing Your Diversity or Inclusion Statement for the Academic Job Market
DESCRIPTION:This online event is designed to guide individuals on how to effectively write a diversity statement as part of an academic job application – a document outlining a commitment to promoting diversity\, equity\, and inclusion (DEI). We will focus on highlighting past experiences and future goals in creating an inclusive environment\, particularly in academic settings. This is the fifth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nPreston Cumming\, Professional Development Lead\, Center for Teaching & Learning\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Monday\, March 3 at 11pm-12am Gulf Time / 3-4pm Atlantic / 2-3pm Eastern / 1-2pm Central / 12-1pm Mountain / 11am-12pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW\nNo cap. Registration opens Tuesday\, January 21. \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-or-inclusion-statement-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250310T100000
DTEND;TZID=America/Chicago:20250310T110000
DTSTAMP:20260416T003609
CREATED:20250117T191808Z
LAST-MODIFIED:20250121T142417Z
UID:10002843-1741600800-1741604400@cirtl.net
SUMMARY:Writing Your Research Statement for the Academic Job Market
DESCRIPTION:Job postings in higher education often require a research statement as part of the application process. This session will focus on assembling a research statement for academic jobs. We’ll consider the intended audience and analyze examples from recent applicants. This is the sixth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nDr. Kenneth Wright\, Professor\, Integrative Physiology\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Monday\, March 10 at 7-8pm Gulf Time / 12-1pm Atlantic / 11am-12pm Eastern / 10-11am Central / 9-10am Mountain / 8-9am Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW\nNo cap. Registration opens Tuesday\, January 21. \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-2/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250312T130000
DTEND;TZID=America/Chicago:20250312T150000
DTSTAMP:20260416T003609
CREATED:20241210T221150Z
LAST-MODIFIED:20250306T211205Z
UID:10002831-1741784400-1741791600@cirtl.net
SUMMARY:Better Teaching Through Neurodiversity: Supporting Students’ Executive Functioning
DESCRIPTION:Learn how to apply the Universal Design for Learning framework to develop inclusive teaching practices that support executive functioning for all learners in this one-part workshop. Many times\, instructors fear that designing a neuroinclusive classroom is too difficult and may even come at the expense of some of their other students’ needs. In fact\, the opposite is often true: if we take the time to look carefully at their needs and reflect on our own teaching practices\, accommodating students with autism\, ADHD\, and other neurodivergent conditions can actually improve outcomes for every student. Through case study exploration and brainstorming around specific teaching materials\, participants will work with peers to add to their toolbox for neuroinclusive teaching. By the end of this workshop\, participants will be prepared to: \n\nIdentify the principles of the neurodiversity paradigm and its application in learning\nExplain executive functioning and its relationship to neurodiversity\nExamine and resolve executive functioning pressure points in classroom situations\nRevise teaching practices to reflect executive functioning best practices\n\nInstructors\nTeresa Hooper\, University of Tennessee\, Knoxville\nRobert Jacobsen\, University of Tennessee\, Knoxville \nWorkshop Schedule\nThis one-session online workshop meets on Wednesday\, March 12 at 10pm-12am Gulf / 3-5pm Atlantic / 2-4pm Eastern / 1-3pm Central / 12-2pm Mountain / 11am-1pm Pacific. \nAudience\nThis workshop is designed for participants who either have some previous teaching/teaching development experience or are in the process of developing an upcoming course. \nRegistration and Enrollment\nREGISTER NOW \nThis workshop has no cap. Registration opens on Monday\, February 24. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\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.\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 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/better-teaching-through-neurodiversity-supporting-students-executive-functioning/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250401T110000
DTEND;TZID=America/Chicago:20250401T120000
DTSTAMP:20260416T003609
CREATED:20241211T162324Z
LAST-MODIFIED:20250303T144837Z
UID:10002832-1743505200-1743508800@cirtl.net
SUMMARY:Exploring Teaching Careers at Research Universities with CIRTL Alumni
DESCRIPTION:Faculty members who primarily teach\, rather than do research\, have become increasingly important for delivering courses to STEM undergraduates. Learn about the teaching faculty career path and ask questions of CIRTL alumni who are junior teaching faculty in this online panel event. Panelists will discuss the rewards and challenges of these positions\, the opportunities for stability and advancement\, and how non-tenure line faculty live in a research department. This is the first event in our three-part series “Exploring Career Paths with CIRTL Alumni.” \nSpeakers\nDr. Corrine Monks (Higley)\, Assistant Professor of Biological Sciences\, Michigan State University\nDr. Thomas Dombrowsky\, Clinical Associate Professor of Nursing\, University of Texas at Arlington\nDr. Brittany Miller\, Assistant Professor of Biology\, Hofstra University \nEvent Schedule\nThis online event meets on Tuesday\, April 1 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \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. \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-2/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250402T110000
DTEND;TZID=America/Chicago:20250402T120000
DTSTAMP:20260416T003609
CREATED:20250117T192809Z
LAST-MODIFIED:20250121T142528Z
UID:10002844-1743591600-1743595200@cirtl.net
SUMMARY:Careers Beyond Higher Education Panel 1: Government\, Non-profits & Consulting
DESCRIPTION:Join panelists from various disciplines to discuss their career paths from graduate degrees to positions in government\, the non-profit sector\, and consulting. Panelists will address how they used their degrees and training to prepare them for their current positions and any advice they can give to current graduate students. Plenty of time will be given for questions. This is the seventh event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nLameese Akacem\, Ph.D. (Integrative Physiology)\,Program Officer\, Division of Training and Workforce Development\, Division of Genetics and Molecular\, Cellular\, and Developmental Biology\, National Institute of General Medical Sciences  \nBrian Buma\, Ph.D. (Ecology and Evolutionary Biology)\, Senior Climate Scientist\, Exploration\, Innovation\, Environmental Defense Fund \nJenny Ramirez\, Ph.D. (Civil Engineering)\, Senior Geotechnical Engineer\, Geosyntec Consultants \nVanderlei Vargas Jr.\, Ph.D. (Atmospheric Science)\, Research Associate IV\, NOAA Global Systems Laboratory \nEvent Schedule\nThis online event meets on Wednesday\, April 2 at 8-9pm Gulf Time / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW\nNo cap. Registration opens Tuesday\, January 21. \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/careers-beyond-higher-education-panel-1/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250407T113000
DTEND;TZID=America/Chicago:20250407T123000
DTSTAMP:20260416T003609
CREATED:20250117T194329Z
LAST-MODIFIED:20250121T142514Z
UID:10002845-1744025400-1744029000@cirtl.net
SUMMARY:Careers Beyond Higher Education Panel 2: Private Industry\, Consulting & Non-profits
DESCRIPTION:Join panelists from various disciplines to discuss their career paths from graduate degrees to positions in private industry\, consulting\, and the non-profit sector. Panelists will address how they used their degrees and training to prepare them for their current positions and any advice they can give to current graduate students. Plenty of time will be given for questions. This is the final event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nDanielle Lemmon\, Ph.D. (Atmospheric and Oceanic Sciences)\, Energy Consultant at Ramboll \nEthan Peck\, Ph.D. (Atmospheric and Oceanic Sciences)\, Director\, Data Engineering at Zoominfo \nArneshia Williams\, MFA (Dance)\, Program Director\, MNProv  \nAdam Williams\, Ph.D. (Geography)\, Principal UX Researcher\, Esri \nEvent Schedule\nThis online event meets on Monday\, April 7 at 8:30-9:30pm Gulf Time / 1:30-2:30pm Atlantic / 12:30-1:30pm Eastern / 11:30am-12:30pm Central / 10:30-11:30am Mountain / 9:30-10:30am Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW\nNo cap. Registration opens Tuesday\, January 21. \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/careers-beyond-higher-education-panel-2/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250408T110000
DTEND;TZID=America/Chicago:20250408T120000
DTSTAMP:20260416T003609
CREATED:20241211T162438Z
LAST-MODIFIED:20250207T175940Z
UID:10002833-1744110000-1744113600@cirtl.net
SUMMARY:Exploring Teaching Careers at Teaching Intensive Universities with CIRTL Alumni
DESCRIPTION:Nationally\, more undergraduates are educated at community colleges\, liberal arts colleges\, and specialized BS and MS universities than at research universities. These faculty become leaders at their institutions\, usually serve as advisers as well\, and may engage in some research. Learn about what it’s like to teaching at a teaching-intensive university and ask questions of CIRTL alumni who are teaching at these institutions in this online panel event. Panelists will talk about how much teaching they do\, opportunities for leadership and advancement\, and more. This is the second event in our three-part series “Exploring Career Paths with CIRTL Alumni.” \nSpeakers\nDr. Caitlin Williams\, Assistant Professor of Biology\, Virginia Wesleyan University\nDr. Josh Brown\, Assistant Professor of Psychology\, Southern Utah University\nDr. Eunice Park\, Assistant Professor of the Department of Public Health\, Montclair State University \nEvent Schedule\nThis online event meets on Tuesday\, April 8 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \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.\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-teaching-intensive-universities-with-cirtl-alumni-2/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250409T110000
DTEND;TZID=America/Chicago:20250409T123000
DTSTAMP:20260416T003609
CREATED:20241213T154115Z
LAST-MODIFIED:20250331T195705Z
UID:10002836-1744196400-1744201800@cirtl.net
SUMMARY:CIRTL Network Teaching-as-Research Presentations
DESCRIPTION:Hear graduate students and postdocs from across the CIRTL Network share the results of their Teaching-as-Research (TAR) projects in this online presentation session. In TAR projects\, future faculty explore a specific question about teaching and learning\, design and implement some sort of classroom-based intervention to test that question\, and consider how they might adjust their teaching practices based on what the results show. TAR is a cornerstone of CIRTL’s work in developing reflective practitioners that support learning for all. \nSchedule\nThis online event meets on Wednesday\, April 9 at 8-9:30pm Gulf / 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific. \nHow to attend\nREGISTER TO ATTEND \nThis online event is open to the public. Participant registration opens Monday\, January 13 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific and closes Wednesday\, April 9. Once you register\, you will automatically receive Zoom information for the session. \nSpeakers\nSee speakers and their institutions below. See our detailed agenda for descriptions of each project. \nSarah Swiston\, Washington University in St. Louis\nJacquelina DaSilva\, University of British Columbia\nAndrew Ramirez\, University of California\, Los Angeles\nDaniel Pearce\, University of Wisconsin-Madison\nJoanna Joseph\, University of Arizona\nMadeline Pelgrim\, Brown University\nHaley Keglovits\, Brown University\nPatrick Duryea\, University of Nebraska-Lincoln\nIvy Kwok\, University of California\, Los Angeles\nSona Chitchyan\, Michigan State University\nSushma Anand Akoju\, University of New Hampshire\nJessica Latimer\, Dalhousie University\nZeenat Farooq\, University of Illinois at Chicago\nAnnabelle Hicks\, University of Connecticut\nJosie Mazzone\, University of Arizona\nOluchi Kanma-Okafor\, University of Arizona\nFaith Odele\, Texas A&M University\nJia Yi Lee\, Johns Hopkins University\nKimberlie Vera\, University of Wisconsin-Madison\nRita Franco\, University of Idaho\nNadeen Anabtawi\, The Ohio State University\nChristine Hustmyer\, University of Wisconsin-Madison \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this event\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the event to support accessibility for all our participants: \n\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 event is designed around the following learning outcomes. \nAssociate: Teaching-as-Research\n\nDescribe a “full-inquiry” cycle.\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.
URL:https://cirtl.net/event/cirtl-network-teaching-as-research-presentations-2025/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250415T110000
DTEND;TZID=America/Chicago:20250415T120000
DTSTAMP:20260416T003609
CREATED:20241211T162713Z
LAST-MODIFIED:20250303T145100Z
UID:10002834-1744714800-1744718400@cirtl.net
SUMMARY:Exploring Academic Careers Beyond the Professoriate with CIRTL Alumni
DESCRIPTION:People who hold advanced degrees in STEM disciplines serve in many roles across academia – from administration and research support\, to teaching centers and advising – where their preparation in teaching as well as their analytical and organizational skills are invaluable. Learn what some of these professions are like and ask questions of CIRTL alumni who work in these roles in this online panel event. Panelists will talk about their specific positions\, their pathway to those positions\, and the value of remaining connected to academia. This is the third event in our three-part series “Exploring Career Paths with CIRTL Alumni.” \nSpeakers\nDr. Joelyn deLima\, Scientist and Pedagogical Advisor\, Swiss Federal Technology Institute of Lausanne\nDr. Abby Letak\, Writing Across the Curriculum Associate Director\, University of Wisconsin-Madison\nDr. Stephen K. Kim\, Assistant Director for Educational Innovation & Lecturer in the Center for Dialogue & Pluralism; School of Industrial and Labor Relations Lecturer\, Cornell University \nEvent Schedule\nThis online event meets on Tuesday\, April 15 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \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.\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-academic-careers-beyond-the-professoriate/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250528T080000
DTEND;TZID=America/Chicago:20250528T153000
DTSTAMP:20260416T003609
CREATED:20250415T195409Z
LAST-MODIFIED:20250521T154743Z
UID:10002852-1748419200-1748446200@cirtl.net
SUMMARY:Johns Hopkins University In Person Teaching Institute
DESCRIPTION:The Johns Hopkins Teaching Institute is a multi-day in-person teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning\, ongoing assessment\, and fostering inclusive classrooms.  Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute\, participants will be able to: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods\n​​​​​​​Identify strategies that improve student learning outcomes for all students\nCreate a peer-reviewed lesson plan\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis in-person institute meets daily from Wednesday\, May 28 through Friday\, May 30. Daily sessions run from 9AM to around 4PM Eastern Time\, with scheduled breaks. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Monday\, May 5** \nThis institute has a cap of 15 CIRTL participants. Registration will be processed on a first-come\, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are.  Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle\nDescribe how the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/johns-hopkins-university-in-person-teaching-institute-2/2025-05-28/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250609T080000
DTEND;TZID=America/Chicago:20250609T233000
DTSTAMP:20260416T003609
CREATED:20250415T194013Z
LAST-MODIFIED:20250521T154817Z
UID:10002847-1749456000-1749511800@cirtl.net
SUMMARY:Johns Hopkins University Online Teaching Institute
DESCRIPTION:The Johns Hopkins Teaching Institute is a multi-day online teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning\, ongoing assessment\, and fostering inclusive classrooms.  Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute\, participants will be able to: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nCreate a peer-reviewed lesson plan;\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\n\n\nSchedule\n\n\nThis institute meets online daily from Monday\, June 9 through Friday\, June 13 at 5-8:30pm Gulf / 10-1:30pm Atlantic / 9-12:30pm Eastern / 8am-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific/Arizona. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Tuesday\, April 29** \nThis institute has a cap of 40 CIRTL participants. Registration will be processed on a first-come\, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle\nDescribe how the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/johns-hopkins-university-online-teaching-institute-2/2025-06-09/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250618T100000
DTEND;TZID=America/Chicago:20250618T113000
DTSTAMP:20260416T003609
CREATED:20250415T203148Z
LAST-MODIFIED:20250905T184241Z
UID:10002855-1750240800-1750246200@cirtl.net
SUMMARY:Planning Your Teaching-as-Research Project
DESCRIPTION:Jumpstart your plans for a Teaching-as-Research (TAR) project in this 6-week flipped course designed to guide participants through developing a research question\, identifying project methods and outcomes\, and more. Each week\, students will watch videos\, read articles\, and complete assignments on their own time; in weekly sessions\, students will refine their work with peer review\, work through sticking points with instructors\, and build community to sustain their work. Throughout the course\, students will also be expected to meet occasionally with a local TAR contact (typically the person at your CIRTL member institution who mentors TAR students and/or runs your institution’s TAR program) to refine key components of your TAR project plan. By the end of the course\, students will present a TAR project plan and be well-positioned to implement their project in the coming academic year. \nWhat is Teaching-as-Research?\nTeaching-as-Research (TAR) takes a deliberate and systematic approach towards investigating\, reflecting on\, and improving one’s own teaching. The TAR process follows an inquiry cycle that consists of the following stages: identifying of a challenge within the context of teaching and learning\, delving into the relevant scientific literature\, designing a project to elucidate why the challenge occurs or designing a teaching intervention to address the challenge\, implementing the project\, collecting data\, analyzing the data\, drawing conclusions\, and reflecting on the experience. TAR is a proactive and dynamic approach towards improving your teaching and document your teaching effectiveness. A TAR experience will provide a substantial example of your reflective\, professional practice applicable to a range of career outcomes. \nInstructors\nBrian Rybarczyk\, University of North Carolina at Chapel Hill\nJoshua Abreu\, Yale University \nCourse Schedule\nThis 6-week course has weekly online sessions on Wednesdays at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona from June 18 to July 23. \nWorkload\nYour instructors estimate students will need to spend 6-8 hours per week on work outside of class sessions including: watching videos\, reading articles\, completing assignments\, meeting with your local TAR contact\, and reviewing peer group work so that you can provide in-session feedback. \nRegistration and Enrollment\nThis course is limited to 25 students. Registration is open now and will close on Monday\, June 2. All applications will be reviewed after June 2\, and enrollment will be based on eligibility. This course builds on a foundational understanding of teaching and learning\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) to let us know how we can help you have a successful experience. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Learning-through-Diversity\n\nDescribe the scope of diversity in learning environments\, of both students and instructor. (*Including but not limited to backgrounds\, race\, gender\, ability\, socio-economic status\, ethnicity\, gender preference\, and cognitive skills)\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\n\nAssociate: Teaching-as-Research\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle.\n\nPractitioner: Evidence-Based Teaching\n\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.\n\nPractitioner: Learning-through-Diversity\n\nExamine and describe own beliefs and biases\, including how they may influence their students’ learning.\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.\nIntegrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.\n\nPractitioner: Teaching-as-Research\n\nShow the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity to accomplish learning goals.\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/planning-your-teaching-as-research-project-3/2025-06-18/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250624T100000
DTEND;TZID=America/Chicago:20250624T113000
DTSTAMP:20260416T003609
CREATED:20250430T210914Z
LAST-MODIFIED:20250905T184231Z
UID:10002869-1750759200-1750764600@cirtl.net
SUMMARY:Relating Poetic Inquiry as a Bridge between the Arts and Sciences
DESCRIPTION:In a rapidly changing world\, it’s important to prepare students for possible future career paths. Using a “wicked science” training framework\, participants will explore the creative potential of arts-based research (ABR)\, more specifically poetic inquiry\, to view and understand research and teaching in a new way and from multiple perspectives. In the first session\, participants will be introduced to ABR methods and how they can expand upon both qualitative and scientific methodologies. Then\, they will apply these methods to their own research and teaching contexts through the process of poetic inquiry between sessions. By the end of this workshop series\, participants will be able to: \n\nExplain the benefit of utilizing a wicked science approach to applying poetic inquiry in teaching and research contexts\nSummarize the benefits of arts-based methods and their value in teaching and research contexts\nCreate found poems using poetic transcription and reflect on the process\n\nInstructors\nCarmi Milagros Thompson\, The Ohio State University\nTamryn McDermott\, Old Dominion University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Tuesdays\, June 24th and July 8th at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona. \nAudience\nThis workshop is designed for participants that are interested in exploring wicked science and poetic inquiry as a way to understand their research and teaching from a transdisciplinary perspective.  \nRegistration and Enrollment\nCap: 40. Registration opens on Monday\, June 9 at 11am CT and closes Friday\, June 20 or once capacity is reached\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\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-level Evidence-based teaching\n\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\n\nAssociate-level 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/relating-poetic-inquiry-as-a-bridge-between-the-arts-and-sciences/2025-06-24/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250625T110000
DTEND;TZID=America/Chicago:20250625T123000
DTSTAMP:20260416T003609
CREATED:20250415T205204Z
LAST-MODIFIED:20250905T184219Z
UID:10002861-1750849200-1750854600@cirtl.net
SUMMARY:Preparing a 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\nIdentify questions and decision points useful in preparing a teaching demo for a job interview.\nStrategize ways to gather the information needed to effectively plan a teaching demo.\nGenerate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g.\, logistical\, technological\, or interpersonal).\n\nInstructors\nChas Brua\, Pennsylvania State University\nBeate Brunow\, Pennsylvania State University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Wednesday\, June 25 at 8-9:30pm Gulf / 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific/Arizona. \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**At capacity and closed for registration as of Tuesday\, June 10th** \nCap: 60. Registration opens on Monday\, June 9 at 11am CT. Once open\, it will remain open until capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders to all students\nSharing resources from synchronous sessions with students\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-a-teaching-demo-for-a-job-interview-3/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250717T100000
DTEND;TZID=America/Chicago:20250717T113000
DTSTAMP:20260416T003609
CREATED:20250629T150049Z
LAST-MODIFIED:20250714T132659Z
UID:10002866-1752746400-1752751800@cirtl.net
SUMMARY:Pathway Mapping for Professional Success in Higher Education
DESCRIPTION:Mentoring is critical to career success and persistence\, and building and understanding mentoring networks will help students to both feel more confident and have tools to be successful in their career journeys. In this workshop\, participants will reflect on their career journey and sources of support in that journey using a living document known as a mentor map. Students will also reflect on their own journeys and how that journey may impact their current mentor map. By the end of this workshop\, participants will be able to: \n\nDescribe and identify the different roles that relationships play in their career journey\nCreate a pathway map\, a living document that can be used to reflect and assess the role they and others play in their professional and personal development\n\nInstructors\nCarmi Milagros Thompson\, The Ohio State University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Thursdays\, July 17 and July 31 at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona. \nAudience\nThis workshop is designed for graduate students at any stage in their career who want to reflect on their career journey and sources of support in that journey. \nRegistration and Enrollment\nCap: 30. Registration is now closed. Applications will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\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 paths\nIdentify skills and resources that help you navigate different career paths\nDevelop communication and interpersonal skills\nDocument and track methods of support throughout degree
URL:https://cirtl.net/event/pathway-mapping-for-professional-success-in-higher-education/2025-07-17/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250722T120000
DTEND;TZID=America/Chicago:20250722T133000
DTSTAMP:20260416T003609
CREATED:20250422T140254Z
LAST-MODIFIED:20250630T150041Z
UID:10002862-1753185600-1753191000@cirtl.net
SUMMARY:Exploring Teaching Across Institutions: A Photographic Journey
DESCRIPTION:Explore selections from a comprehensive contemporary photographic project depicting higher education in the US during this interactive\, single-session workshop. Using photographs from the project and an open-source photo collection\, participants will observe and reflect on teaching and learning in action across a wide variety of institutions and disciplines\, and will come away with insights about the roles of instructors and students\, in-class learning\, spaces and technologies that support (or hinder) teaching and learning\, and more. They will also explore how visual representations of their work could contribute to professional materials. By the end of this workshop\, participants will be prepared to: \n\nObserve and reflect on teaching using photographs as a prompt and source of insight\nApply insights from observations to their own teaching\n\nInstructors\nCassandra Horii\, Stanford University\nMartin Springborg\, Dakota County Technical College \nWorkshop Schedule\nThis one-session online workshop meets on Tuesday\, July 22 at 9-10:30pm Gulf / 2-3:30pm Atlantic / 1-2:30pm Eastern / 12-1:30pm Central / 11am-12:30pm Mountain / 10-11:30am Pacific/Arizona. \nAudience\nThis workshop is first and foremost for participants that wish to apply reflective insights to their own teaching practices\, but all interested in visual representations of teaching and learning across different institutions and disciplines are welcome. \nRegistration and Enrollment\nThis workshop has no cap\, and registration is now open. It will remain open until the workshop begins on Tuesday\, July 22. \nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders\nSharing materials (slides\, activity instructions\, etc.)\nEnabling live captioning during the session\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 known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nProfessional development\n\nIdentify skills and resources that help you navigate different career pathways\nPractice reflection that can apply to evidence-based teaching and other aspects of professional development
URL:https://cirtl.net/event/exploring-teaching-across-institutions-a-photographic-journey/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20250801
DTEND;VALUE=DATE:20260802
DTSTAMP:20260416T003609
CREATED:20250707T142133Z
LAST-MODIFIED:20251210T210527Z
UID:10002872-1754006400-1785628799@cirtl.net
SUMMARY:Self-Paced Teaching & Learning Courses (2025-2026 Academic Year)
DESCRIPTION:Develop your teaching & learning knowledge and skills in one of CIRTL’s 9 self-paced\, asynchronous courses designed for graduate students and postdocs. These courses will launch and open for registration in the fall 2025 term. You can read detailed descriptions of this programming below. At the bottom of this page you can view a matrix showing how each self-paced course addresses CIRTL’s learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge\nGoal 2: Connect with community to enhance teaching\nGoal 3: Cultivate teaching skills through reflective improvement\nGoal 4: Prepare for an impactful career\n\nQuestions? Contact CIRTL’s help desk at registration@cirtl.net. \n\nSelf-paced full courses open for registration\nAn Introduction to Evidence-Based Undergraduate STEM Teaching\nGet an overview of effective college teaching strategies and the research that supports them in this 8-part self-paced online course designed for graduate students and postdocs in STEM disciplines (science\, technology\, engineering\, and math). \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nNo registration restrictions\nRead more and register now\n\nAdvancing Learning Through Evidence-Based STEM Teaching\nLearn effective college-level teaching strategies that engage learners through active learning\, as well as the research that supports them\, in this 8-part self-paced online course designed for future faculty in STEM disciplines (science\, technology\, engineering\, and math). This course builds on “An Introduction to Evidence-Based Undergraduate STEM Teaching”; the intro course is recommended\, but not required\, as a prerequisite for participating in this course. \n\nCIRTL learning goals: 1\, 2\, 3\nLearning level: intermediate\nNo registration restrictions\nRead more and register now\n\n\nSelf-paced short courses open for registration\nCreating a Transgender Inclusive STEM Environment: A Course for Educators\nUnderstand the climate for trans students in STEM disciplines\, and learn specific ways to make your class environment more trans inclusive in this 4-part\, self-paced online short course. Participants will begin with a snapshot of the cultural context for trans students and colleagues in STEM disciplines\, get an introduction to a framework for trans inclusivity\, and explore specific ways to apply that framework to your own practice. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nEffective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies\nPost-graduate STEM education presents unique opportunities and challenges in shaping professionals who can address complex scientific\, technological\, and societal issues. This 4-part\, self-paced online short course is designed to equip educators with innovative teaching strategies and pedagogies that inspire transformative learning\, deepen engagement\, and foster meaningful connections between theoretical knowledge and professional practice. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nIncorporating Active Learning\nActive learning is a commonly-used phrase that many have different conceptions of or attribute different characteristics to. In this 4-part\, self-paced online short course\, learn the basic components along with the benefits and limitations of active learning. Participants will use this knowledge to determine when active learning would be a benefit to the learning process and how they can apply new active learning strategies in the classroom. \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nMaking Large Classes Feel Smaller\nReflect on the challenges of teaching in large classes and your own pedagogical values as an instructor in order to find creative ways to support student learning and engagement. This 4-part\, self-paced online short course explores common logistical challenges in large classes\, considers how to apply evidence-based teaching practices in these environments\, and invites participants to develop their own ideas for improved student engagement and participation. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nResearch as a High Impact Practice in STEM Education\nTo broaden participation in research and make STEM disciplines more inclusive\, instructors can demystify research early and often. One promising way to do this is to bring research practices into the classroom. This 4-part\, self-paced online short course introduces strategies that instructors can use to connect students with meaningful\, research-aligned learning experiences\, no matter their starting point. \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nWhen a Student Falls Behind\nGiven the rapid pace and large volume of technical content in STEM courses\, instructors often see students fall behind the cadence of content in the course for a variety of reasons in a variety of ways. Once a student falls behind\, this can impede learning significantly. This 5-part\, self-paced online short course introduces how can instructors create policies and support for students that are not on the “same timeline” of learning as the intended pace of the course. \n\nCIRTL learning goals: 1\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\n\nSelf-paced courses coming soon\nGoing Public: Strategies for Disseminating Your TAR Project\n\n\nThis course is focused on sharing the findings from your teaching-as-research (TAR) project with a broader audience in the form of published scholarship. This 5-part\, self-paced online short course guides participants through pitching your work\, finding academic journals and other outlets to publish in\, knowing your audience\, and how publication can support your academic career goals. \n\n\n\nCIRTL learning goals: 3\, 4\nLearning level: advanced\nRegistration restrictions: participants from member institutions and alumni only\nRegistration opening Fall 2025\n\nTA Principles and Strategies\n\n\nParticipants will gain a deeper understanding of their responsibilities as TAs and are empowered to contribute meaningfully to student success and the overall academic environment. This 7-part\, self-paced online short course designed to support teaching assistants in developing essential skills across key areas of teaching and learning covers pedagogical principles\, course design\, effective teaching practices\, assessment and feedback strategies\, classroom management\, time management\, and professional communication. \n\n\n\nCIRTL learning goals: 1\, 2\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRegistration opening Spring 2026\n\nTeaching Transferable Skills and Work-Integrated Learning in the College Classroom\n\n\nLearn techniques for teaching transferable skills and work-integrated learning through re-imagining the nature of human competency\, how people best learn complex skills\, and how to re-design teaching activities accordingly. This 3-part\, self-paced online short course will help learners practice how to articulate and then teach key skills relevant to your courses that are embedded in disciplinary content and cultural contexts. \n\n\n\nCIRTL learning goals: 1\, 2\, 3\, 4\nLearning level: intermediate\nRegistration restrictions: participants from member institutions and alumni only\nRegistration opening Spring 2026\n\n\nSelf-paced courses & CIRTL learning goals\nAll programming aligns with CIRTL’s 4 learning goals at introductory\, intermediate\, or advanced levels. Here\, you can see how our self-paced programming provides different learning experiences for each learning goal. \n  \n\n\n\n\n\n\n \n\n\nCourse\nGoal 1: Develop evidence-based teaching knowledge\nGoal 2: Connect with community to enhance teaching\nGoal 3: Cultivate teaching skills through reflective improvement\nGoal 4: Prepare for an impactful career\n\n\n\n\nWhen a Student Falls Behind\nIntroductory\n\n\n\n\n\nAn Introduction to Evidence-Based Undergraduate STEM Teaching\nIntroductory\nIntroductory\n\n\n\n\nResearch as a High Impact Practice in STEM Education\nIntroductory\nIntroductory\n\n\n\n\nIncorporating Active Learning\nIntroductory\nIntroductory\n\n\n\n\nCreating a Transgender Inclusive STEM Environment: A Course for Educators\nIntroductory\n\nIntroductory\n\n\n\nMaking Large Classes Feel Smaller\nIntroductory\n\nIntroductory\n\n\n\nEffective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies\nIntroductory\n\nIntroductory\n\n\n\nAdvancing Learning Through Evidence-Based STEM Teaching\nIntermediate\nIntermediate\nIntermediate\n\n\n\nGoing Public: Strategies for Disseminating Your TAR Project\n\n\nAdvanced\nAdvanced\n\n\nTA Principles and Strategies\nIntroductory\nIntroductory\nIntroductory\n\n\n\nTeaching Transferable Skills and Work-Integrated Learning in the College Classroom\nIntermediate\nIntermediate\nIntermediate\nIntermediate
URL:https://cirtl.net/event/2025-2026-self-paced-courses/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250916T100000
DTEND;TZID=America/Chicago:20250916T111500
DTSTAMP:20260416T003609
CREATED:20250804T202410Z
LAST-MODIFIED:20250909T194456Z
UID:10002898-1758016800-1758021300@cirtl.net
SUMMARY:The Metacognitive Feedback Loop
DESCRIPTION:Student success tends to be measured through assessment and grades\, but this workshop will focus on how to promote student success by providing students with metacognitive feedback. Metacognition plays a key part for learning and growth\, urging instructors to consider how their feedback can help both themselves and their students think about their learning process and success. Participants will learn about the value of encouraging metacognitive reflection for students\, explore strategies and strengths of various feedback practices\, and reflect on how their feedback impacts student learning. They will also practice composing metacognitive feedback and discuss practical ways of implementing it in the classroom. By the end of this workshop\, participants will be prepared to: \n\nDiscuss the benefits of metacognitive reflection in courses\nIdentify multiple strategies for giving metacognitive feedback\nReflect on your own metacognitive process to aid in designing feedback\n\nInstructors\nJennifer Torres\, University of Illinois at Chicago \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Tuesday\, September 16th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona. \nAudience\nThis workshop is for any educator interested in learning more about metacognitive feedback and how to implement it in the classroom. \nRegistration and Enrollment\n**Closed for registration as of Wednesday\, September 3rd** \nCap 40; registration opens on Tuesday\, September 2nd at 10am CT and closes once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/the-metacognitive-feedback-loop/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250917T110000
DTEND;TZID=America/Chicago:20250917T123000
DTSTAMP:20260416T003609
CREATED:20250817T160056Z
LAST-MODIFIED:20250909T193931Z
UID:10002873-1758106800-1758112200@cirtl.net
SUMMARY:Quick Take: How to Plan a Single Class Session
DESCRIPTION:Explore and apply key lesson-planning topics – like backwards design\, learning objectives\, assessment\, and more – in this one-part online workshop designed for grad students and postdocs who have had some teaching or TAing experience. Participants will discuss concepts from Universal Design for Learning and emphasize the use of frequent formative feedback as an equitable way to promote learning. An explicit goal of this workshop is to help future faculty feel more empowered and confident in their own pedagogical decision-making. By the end of this workshop\, participants will be prepared to: \n\nIdentify several “big ideas” in their disciplines (core concepts/skills).\nAlign learning objectives\, assessments\, and learning activities for a single class session based on the big idea they selected.\n\nInstructors\nChas Brua\, Pennsylvania State University\nJohn Elia\, Pennsylvania State University \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Wednesday\, September 17 at 8-9:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 9-10:30am Pacific/Arizona. \nAudience\nThis workshop is designed for grad students and postdocs who have had some teaching or TAing experience. \nRegistration and Enrollment\n**Closed for registration as of Wednesday\, September 3rd** \nCap: 25. Registration opens on Tuesday\, September 2nd at 10am CT and closes once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\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\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
URL:https://cirtl.net/event/quick-take-how-to-plan-a-single-class-session-2/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250923T120000
DTEND;TZID=America/Chicago:20250923T133000
DTSTAMP:20260416T003609
CREATED:20250724T212846Z
LAST-MODIFIED:20251209T214110Z
UID:10002899-1758628800-1758634200@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\nInstructors\nBeth Fleener\, University of Texas at Arlington\nAmanda Nolen\, Georgia Tech\nTiffany Shoop\, Virginia Tech \nCourse Schedule\nThis course meets in Zoom on Tuesdays\, September 23 through December 9\, at 9–10:30pm Gulf / 1–2:30pm Eastern / 12–1:30pm Central / 10–11:30am Pacific/Arizona. \n**After November 2nd\, course meets at 10-11:30om Gulf / 11am-12:30pm Arizona** \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\n**Closed for registration as of Friday\, September 19th** \nCap: 100. Registration is now open and will close once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@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\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/the-college-classroom-4/2025-09-23/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251006T110000
DTEND;TZID=America/Chicago:20251006T123000
DTSTAMP:20260416T003609
CREATED:20250724T212853Z
LAST-MODIFIED:20250922T224335Z
UID:10002874-1759748400-1759753800@cirtl.net
SUMMARY:Preparing a 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\nIdentify questions and decision points useful in preparing a teaching demo for a job interview.\nStrategize ways to gather the information needed to effectively plan a teaching demo.\nGenerate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g.\, logistical\, technological\, or interpersonal).\n\nInstructors\nChas Brua\, Pennsylvania State University\nBeate Brunow\, Pennsylvania State University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Monday\, October 6th at 8-9:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 9-10:30am Pacific/Arizona. \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***Registration is closed as of 9/22*** \nCap: 60. Registration is now open and will close once capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders to all students\nSharing resources from synchronous sessions with students\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/preparing-a-teaching-demo-for-a-job-interview-4/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251007T110000
DTEND;TZID=America/Chicago:20251007T123000
DTSTAMP:20260416T003609
CREATED:20250812T144110Z
LAST-MODIFIED:20250924T133449Z
UID:10002920-1759834800-1759840200@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement (October)
DESCRIPTION:Learn what a teaching philosophy statement is and how they are used in the academic job hunt\, and explore your own teaching philosophy in a writing group of peers in this interactive\, two-part online workshop. 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 small group writing and feedback 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\nInstructors\nKristin Winet\, University of Arizona\nErin Galyen\, University of Arizona \nWorkshop Schedule\nThis workshop meets in Zoom on Tuesday\, October 7 and 14 at 8-9:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 9-10:30am Pacific/Arizona. \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 closed for registration as of Wednesday\, September 24th** \nCap: 50. 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 access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\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\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/writing-an-effective-teaching-philosophy-statement-october/2025-10-07/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251010T130000
DTEND;TZID=America/Chicago:20251010T143000
DTSTAMP:20260416T003609
CREATED:20250828T181621Z
LAST-MODIFIED:20250915T145939Z
UID:10002926-1760101200-1760106600@cirtl.net
SUMMARY:Effective Assessment Strategies for Large Undergraduate Courses
DESCRIPTION:Learn more about scalable\, innovative assessment strategies tailored for large undergraduate courses where instructors face time and workload challenges in this workshop. Participants will explore diverse methods\, including self-grading\, peer assessment\, rubrics for actionable feedback\, and technology-enhanced tools like e-assessments and interactive eBooks. Through case studies\, practical examples\, and collaborative activities\, attendees will develop a mini action plan to implement effective assessments in their own teaching contexts. By the end of this workshop\, participants will be prepared to: \n\nIdentify common challenges in assessing large undergraduate courses\nExplore rubrics in examples to streamline grading and feedback via different assessment methods\nDevelop a mini action plan for implementing scalable assessments in participants’ own contexts\n\nInstructors\nXiaoxia Zhang\, Indiana University \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Friday\, October 10th at 10-11:30pm Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 11am-12:30pm Pacific/Arizona. \nAudience\nThis workshop is designed for participants who would like to learn more about assessment strategies for large undergraduate courses. \nRegistration and Enrollment\nNo cap\, registration opens on Monday\, September 15th at 10am CT and closes on the day of the workshop. \nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an introductory and intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.
URL:https://cirtl.net/event/effective-assessment-strategies-for-large-undergraduate-courses/
CATEGORIES:Workshop
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251015T110000
DTEND;TZID=America/Chicago:20251015T130000
DTSTAMP:20260416T003609
CREATED:20250812T133432Z
LAST-MODIFIED:20251014T143140Z
UID:10002914-1760526000-1760533200@cirtl.net
SUMMARY:Shared Voices\, Shared Decisions: Sociocracy for Educators and Leaders in Higher Ed
DESCRIPTION:University structure/governance varies little across the world and has changed little in basic form across time. It is\, at its essence\, deeply colonial and Western\, characterized by a hierarchical distribution of power. However\, as the world changes rapidly around us\, there is a growing need to authentically include the diverse voices of stakeholders (i.e.\, staff and students) in the decisions that affect their work\, learning\, and wellbeing. This course presents a shared governance model\, “Sociocracy”\, that stresses inclusion and deliberate attention to power dynamics. Based on consent and not consensus\, sociocracy operates at scales from small groups to entire organizations. Participants will explore connections among governance/decision-making\, power structures\, and participatory equity in higher education. They will explore sociocracy as a model for fostering shared decision-making in classrooms\, committees\, departments\, and other academic spaces\, and generate actionable plans to improve power dynamics and advance equity and inclusion in their own contexts. By the end of this course\, participants will be able to: \n\nIdentify relationships\, power structures\, and/or gaps in participatory equity in governance at their home institution.\nDefine\, explain\, and justify the use of Sociocracy as a viable governance model at multiple levels or scales.\nExplain the significance of sociocratic structures and processes.\nDesign sociocratic structures at levels or scales relevant to their local contexts.\n\nThe course will also prepare participants to apply practical strategies that foster more equitable\, inclusive\, and participatory forms of leadership. These approaches are adaptable to a wide range of settings and contexts. Participants will learn how to: \n\nStructure and facilitate meetings effectively.\nEngage students as active partners in course design and learning.\nIncorporate regular feedback loops to improve processes\, strengthen decision-making\, and enhance collaborative projects.\n\nInstructors\nTeri Balser\, University of Calgary\nKelly Clark\, Johns Hopkins University \nCourse Schedule\nThis course meets online in Zoom on Wednesdays\, October 15 through November 19 at 8-10pm Gulf / 12-2pm Eastern / 11am-1pm Central / 9-11am Pacific/Arizona. \n**After November 2nd\, course meets at 9-11pm Gulf / 10am-12pm Arizona** \nAudience\nThis course is intended for a broad range of participants at all career stages\, including faculty and staff\, CIRTL leadership\, postdocs\, or senior level graduate students that are interested in applying the Sociocracy model in classrooms\, committees\, departments\, and higher. \nRegistration and Enrollment\n**Registration closed as of Tuesday\, October 14th** \nCap: 50. 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 Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the 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\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an introductory/intermediate level: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/shared-voices-shared-decisions-sociocracy-for-educators-and-leaders-in-higher-ed/2025-10-15/
CATEGORIES:Course
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