BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//CIRTL Network - ECPv6.15.20//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-ORIGINAL-URL:https://cirtl.net
X-WR-CALDESC:Events for CIRTL Network
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/Chicago
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20240310T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20241103T070000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20250309T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20251102T070000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20260308T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20261101T070000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20270314T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20271107T070000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250618T100000
DTEND;TZID=America/Chicago:20250618T113000
DTSTAMP:20260415T215212
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:20260415T215212
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:20260415T215212
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:20260415T215212
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:20260415T215212
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:20260415T215212
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:20260415T215212
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:20260415T215212
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:20260415T215212
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:20260415T215212
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:20260415T215212
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:20260415T215212
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251015T110000
DTEND;TZID=America/Chicago:20251015T130000
DTSTAMP:20260415T215213
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251020T100000
DTEND;TZID=America/Chicago:20251020T120000
DTSTAMP:20260415T215213
CREATED:20250418T173937Z
LAST-MODIFIED:20251020T162908Z
UID:10002875-1760954400-1760961600@cirtl.net
SUMMARY:Scaffolding Students’ Success as Independent Learners: Developing Instructional Materials Using Self-Regulated Learning Principles
DESCRIPTION:Gain practical skills to scaffold students’ development as independent learners using principles from self-regulated learning. This framework is goal-directed\, and emphasizes the active role students can take in guiding their learning. Students’ implementation of these skills has been linked to many adaptive and positive academic outcomes. In this workshop\, participants will explore practical methods to embed the teaching of self-regulated learning skills into their regular instruction\, and learn how to feel more confident in their ability to design instructional materials that can help students take the initiative to plan\, direct\, and reflect on their own learning processes. By the end of this workshop\, participants will be able to: \n\nArticulate the value of self-regulated learning processes (i.e.\, planning\, monitoring/control\, and reflection) in promoting student success\nDesign instructional materials to support students in developing disciplinary-based self-regulated learning skills\n\nInstructors\nAugust Masonheimer\, Purdue University\nErin Mercurio\, The Ohio State University \nWorkshop Schedule\nThis two-part online workshop meets in Zoom on Monday\, October 20th at 7-9pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 8-10am Pacific/Arizona and Monday\, November 3rd at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific. \nAudience\nThis workshop is designed for participants with teaching experience who want to develop practical skills and instructional materials that help students reflect on their own learning processes. \nRegistration and Enrollment\n**At capacity and closed for registration as of Thursday\, October 16th** \nCap: 40. 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\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/scaffolding-students-success-as-independent-learners-developing-instructional-materials-using-self-regulated-learning-principles/2025-10-20/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251023T100000
DTEND;TZID=America/Chicago:20251023T120000
DTSTAMP:20260415T215213
CREATED:20250804T202234Z
LAST-MODIFIED:20250929T152748Z
UID:10002897-1761213600-1761220800@cirtl.net
SUMMARY:Fostering a Growth Mindset and Developing a Sense of Belonging in Your Students
DESCRIPTION:Learn from social and educational psychology in this one-part workshop on how instructors can foster growth mindsets in their students\, and how that in turn can foster greater student motivation\, achievement\, and belonging. What factors hold back or push students forward in learning and performing the best they can? How do students react to successes and challenges? By the end of this workshop\, participants will be prepared to: \n\nUnderstand the differences and relationship between growth mindset and sense of belonging\nConsider how students’ and instructors’ mindsets can impact student achievement and motivation\nIdentify concrete strategies to foster a growth mindset and sense of belonging in students\n\nInstructors\nEmily Potratz\, University of Illinois at Chicago\nLauren Woods\, University of Illinois at Chicago \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Thursday\, October 23rd at 7-9pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 8-10am Pacific/Arizona. \nAudience\nThis workshop is for any educator interested in learning more about how to foster a growth mindset and develop a sense of belonging in their students. \nRegistration and Enrollment\nNo cap; registration opens on Monday\, September 29th at 10am CT and closes 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 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/fostering-a-growth-mindset-and-developing-a-sense-of-belonging-in-your-students-2/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251103T110000
DTEND;TZID=America/Chicago:20251103T120000
DTSTAMP:20260415T215213
CREATED:20250724T213436Z
LAST-MODIFIED:20250924T165841Z
UID:10002880-1762167600-1762171200@cirtl.net
SUMMARY:Exploring Teaching Careers at Research Universities with CIRTL Alumni
DESCRIPTION:In this online panel\, we’ll hear from 3 CIRTL alumni who now work as teaching professors at research universities around the United States. Faculty members who primarily teach\, rather than do research\, have become increasingly important for delivering courses at research universities. Alumni will share what their jobs are like\, how they became interested in teaching\, how they ended up at research institutions and how they fit within their departments\, and what growth and progression can look like in these types of career paths. These alumni teach in computer science and engineering\, chemistry and biochemistry\, and English\, at UC San Diego\, the University of Delaware\, and the University of Wyoming. \nThis is the first event in our three-part series “Exploring Career Paths with CIRTL Alumni.” \nEvent Schedule\nThis online event meets on Monday\, November 3rd at 9-10pm Gulf / 12-1pm Eastern / 11am-12pm Central / 10-11am Arizona / 9-10am Pacific. This is the first event in our three-part series “Exploring Career Paths with CIRTL Alumni.” \nAudience\nThis event is designed first and foremost for graduate students and postdoctoral researchers 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 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\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/exploring-teaching-careers-at-research-universities-with-cirtl-alumni-3/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251110T110000
DTEND;TZID=America/Chicago:20251110T120000
DTSTAMP:20260415T215213
CREATED:20250724T213433Z
LAST-MODIFIED:20250924T195821Z
UID:10002881-1762772400-1762776000@cirtl.net
SUMMARY:Exploring Teaching Careers at Teaching Intensive Universities with CIRTL Alumni
DESCRIPTION:In this online panel\, we’ll hear from 4 CIRTL alumni who now teach at liberal arts colleges. Most undergraduates in the United States are educated at liberal arts colleges and other non-research institutions like community colleges and specialized BS and MS universities\, and the faculty who teach them frequently balance teaching\, research\, and mentorship as dynamic pieces of a rewarding career. Alumni will share what their jobs are like\, how they became interested in teaching\, what it was like to transition from the research-intensive R1 institutions they studied at to the smaller colleges and universities where they now work\, and what growth and progression can look like in these types of career paths. These alumni teach in biology\, biochemistry\, biomedical sciences\, molecular biology\, environmental science and sustainability\, and chemistry at Cornell College\, Regis University\, Alleghany College\, and Beloit College. \nThis is the second event in our three-part series “Exploring Career Paths with CIRTL Alumni.” \nEvent Schedule\nThis online event meets on Monday\, November 10th at 9-10pm Gulf / 12-1pm Eastern / 11am-12pm Central / 10-11am Arizona / 9-10am Pacific. This is the second event in our three-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 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\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/exploring-teaching-careers-at-teaching-intensive-universities-with-cirtl-alumni-3/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251111T100000
DTEND;TZID=America/Chicago:20251111T120000
DTSTAMP:20260415T215213
CREATED:20250728T194818Z
LAST-MODIFIED:20251027T150224Z
UID:10002895-1762855200-1762862400@cirtl.net
SUMMARY:Examining and Analyzing Culturally Sustaining Pedagogy in Post-Secondary Contexts
DESCRIPTION:In the current U.S. political climate\, where diversity\, equity\, and inclusion (DEI) initiatives face increasing scrutiny and legislative challenges\, learning about culturally sustaining pedagogy (CSP) is more crucial than ever. Participants will learn the importance of using instructional strategies that affirm and sustain the cultural and linguistic identities of diverse students and how to foster a dynamic learning environment using CSP principles. Through collaboration and discussion\, participants will identify and apply these principles as well as reflect on their own cultural identities and biases\, challenge dominant narratives\, and promote critical thinking in their classrooms. By the end of this workshop\, participants will be prepared to: \n\nIdentify How CSP supports teaching and learning in higher education\nApply CSP principles to participant’s discipline or field of study\nDifferentiate Between CSP and Non-CSP practices in teaching and learning\nPlan one or more course-related materials or activities using CSP principles\n\nInstructors\nNakisha Whittington\, Stanford University \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Tuesday\, November 11th at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific. \nAudience\nThis workshop is designed for graduate students at any stage in their career who want to learn more about engaging and transformative ways to teach. \nRegistration and Enrollment\nREGISTER NOW \nCap: 25. 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.
URL:https://cirtl.net/event/examining-and-analyzing-culturally-sustaining-pedagogy-in-post-secondary-contexts/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251113T110000
DTEND;TZID=America/Chicago:20251113T123000
DTSTAMP:20260415T215213
CREATED:20250808T191900Z
LAST-MODIFIED:20251028T195712Z
UID:10002913-1763031600-1763037000@cirtl.net
SUMMARY:Overcoming Learned Helplessness: Helping Students to Develop Strong Team Skills Through Emotional Intelligence
DESCRIPTION:Experience a “failed” team meeting that rehearses the experience that many students experience working on teams. Through a discussion of the theory of “learned helplessness”\, participants will learn how to empower our students to overcome and transform such experiences through the practice of emotional intelligence and the practice of effective team communication techniques. By the end of this workshop\, participants will be prepared to: \n\nUnderstand the most common team dysfunctions students experience when working together on teams.\nDemonstrate emotional intelligence and effective communication skills to overcome poor team dynamics.\n\nInstructors\nKevin Carr\, University of Texas at Arlington \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on on Thursday\, November 13 at 9-10:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Arizona / 9-10:30am Pacific. \nAudience\nThis workshop is designed for participants who want to understand the feelings that students experience working on teams\, and to learn how to teach students to overcome feelings of learned helplessness through stronger emotional intelligence and team communication skills. \nRegistration and Enrollment\nREGISTER NOW \nNo cap; registration opens on Monday\, October 27th at 10am CT and closes on the day of the workshop. \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\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 intermediate 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.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/overcoming-learned-helplessness-helping-students-to-develop-strong-team-skills-through-emotional-intelligence/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251117T110000
DTEND;TZID=America/Chicago:20251117T120000
DTSTAMP:20260415T215213
CREATED:20250724T213425Z
LAST-MODIFIED:20250924T201851Z
UID:10002882-1763377200-1763380800@cirtl.net
SUMMARY:Exploring Academic Careers Beyond the Professoriate with CIRTL Alumni in Centers for Teaching & Learning
DESCRIPTION:In this online panel\, we’ll hear from 3 CIRTL alumni who hold STEM PhDs and work in centers for teaching and learning at research universities. Centers for teaching and learning are an increasingly common office in universities – providing evidence-based support and guidance to faculty and others with instructional responsibilities – and are one of many ways people with PhDs work within higher ed\, but beyond the professoriate. Alumni will share what their jobs are like\, how they became interested in this unique type of work\, how their doctoral training prepared them for their roles\, and what growth and progression can look like in these types of career paths. These alumni work in centers for teaching and learning at the University of California\, Los Angeles\, the University of Michigan\, and Rice University\, and have disciplinary backgrounds in ecology and evolutionary biology\, chemistry\, and bioengineering. \nThis is the third event in our three-part series “Exploring Career Paths with CIRTL Alumni.” \nEvent Schedule\nThis online event meets on Monday\, November 17th at 9-10pm Gulf / 12-1pm Eastern / 11am-12pm Central / 10-11am Arizona / 9-10am Pacific. This is the third event in our three-part series “Exploring Career Paths with CIRTL Alumni.” \nAudience\nThis event is designed first and foremost for graduate students and postdoctoral researchers interested in learning more about working in a center for teaching and learning\, 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 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\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/exploring-academic-careers-beyond-the-professoriate-with-cirtl-alumni/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251120T130000
DTEND;TZID=America/Chicago:20251120T143000
DTSTAMP:20260415T215213
CREATED:20250804T202607Z
LAST-MODIFIED:20251120T144247Z
UID:10002896-1763643600-1763649000@cirtl.net
SUMMARY:Leveraging Strengths of Neurodiverse Students in the Classroom
DESCRIPTION:Many times the discussion around learning and neurodiversity is deficit based. While it is important to consider the very real learning challenges that many neurodiverse students face in higher education\, it is equally critical to highlight the numerous strengths associated with different neurotypes such as ADHD\, learning disabilities\, autism\, mental health challenges and consider ways to help students leverage strengths for learning. This workshop will provide participants with an overview of neurodiversity and explore what a strength based and neuroaffirming perspective entails. Participants will consider how learning environments can interact with neurodiversity to mobilize strengths or heighten challenges\, and explore neuro-affirming instructional strategies to lower unintentional barriers to learning. By the end of this workshop\, participants will be prepared to: \n\nDescribe the tenets of a neurodiversity affirming paradigm and some neurodiversity related strengths and challenges\nIdentify some neuro-affirming instructional strategies that can help to mobilize neurodiversity-related strengths and lower learning barriers\nAnalyze your current instructional approach for neuro-affirming strategies that you currently utilizing or could integrate into your teaching\n\nInstructors\nMelissa Tamas\, Stanford University\nSavannah Pham\, Stanford University \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Thursday\, November 20th at 11pm-12:30am Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Arizona / 11am-12:30pm Pacific. \nAudience\nThis workshop is designed for graduate students and postdoctoral instructors who want to shine a light on the strengths of neurodiversity and consider ways to mobilize it for learning. No previous experience with neurodiversity is required. \nRegistration and Enrollment\n**Registration closed on Thursday\, November 20th** \nRegistration 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.
URL:https://cirtl.net/event/leveraging-strengths-of-neurodiverse-students-in-the-classroom/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260115T120000
DTEND;TZID=America/Chicago:20260115T133000
DTSTAMP:20260415T215213
CREATED:20251126T183706Z
LAST-MODIFIED:20260112T212233Z
UID:10002934-1768478400-1768483800@cirtl.net
SUMMARY:Preparing Your Teaching Demo for a Job Interview
DESCRIPTION:As part of the interview process for a faculty position\, you may be asked to lead a teaching demonstration. In this interactive workshop\, we’ll discuss ways to go into your teaching demo with preparedness\, confidence\, and adaptability. Participants will explore considerations related to their audience\, factors affecting content\, logistics (including technology)\, and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop\, participants will be prepared to: \n\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 Thursday\, January 15th at 10-11:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 11am-12:30pm Arizona / 10-11:30am Pacific. \nAudience\nThis workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in an introduction to teaching demonstrations. \nRegistration and Enrollment\n**At capacity and closed for registration as of Thursday\, January 1st** \nThis course/workshop is at capacity and registration is closed. CIRTL’s self-paced teaching and learning courses are open for learning at any time\, on your own schedule. And CIRTL’s professional development event series\, taking place online on Thursdays starting January 22\, is uncapped and open for registration. \nRegistration 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\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 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/preparing-your-teaching-demo-for-a-job-interview-4/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260121T100000
DTEND;TZID=America/Chicago:20260121T120000
DTSTAMP:20260415T215213
CREATED:20251201T201511Z
LAST-MODIFIED:20260112T212245Z
UID:10002945-1768989600-1768996800@cirtl.net
SUMMARY:Pedagogies of Care: Accessible Teaching\, Systemic Barriers\, & Care in Your Discipline
DESCRIPTION:How can educators sustain care for themselves and their students amid growing institutional pressures\, shifting technologies\, and increasing demands on their time and attention? In this workshop\, participants will reflect on what care looks like in their classrooms\, what gets in the way of practicing it\, and how their disciplines shape (or neglect) its meaning. Through open discussion and reflective activities\, participants will examine tensions between institutional expectations and inclusive teaching values\, explore systemic barriers that reproduce harm or hinder access\, trace the ethical and cultural lineages that inform their pedagogical approaches\, and imagine practices of care that foster more just\, accessible\, and sustainable teaching and learning environments. By the end of this workshop\, participants will be prepared to: \n\nReflect on how care\, identity\, access\, and classroom climate shape their teaching and learning environments\nIdentify institutional and systemic factors that support or constrain care-centered and inclusive pedagogical practices\nAnalyze how disciplinary traditions and cultural lineages inform approaches to care in teaching and learning\nArticulate a preliminary “Pedagogy of Care” commitment or set of guiding practices to inform future course design and classroom engagement\n\nInstructors\nKelsey Reeder\, Columbia University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Wednesday\, January 21st at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific. \nAudience\nThis session is designed for educators with some teaching experience who have already begun reflecting on their teaching practice. Participants will get the most out of the sessions if they have prior exposure to concepts such as inclusive teaching\, course design\, or classroom climate\, whether through formal workshops or their own pedagogical reflection and experimentation. \nRegistration and Enrollment\n**At capacity and closed for registration as of Monday\, January 5th** \nThis course/workshop is at capacity and registration is closed. CIRTL’s self-paced teaching and learning courses are open for learning at any time\, on your own schedule. And CIRTL’s professional development event series\, taking place online on Thursdays starting January 22\, is uncapped and open for registration. \nCap: 25. 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\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 intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/pedagogies-of-care-accessible-teaching-systemic-barriers-care-in-your-discipline/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260122T150000
DTEND;TZID=America/Chicago:20260122T160000
DTSTAMP:20260415T215213
CREATED:20251201T174504Z
LAST-MODIFIED:20251222T154825Z
UID:10002937-1769094000-1769097600@cirtl.net
SUMMARY:Finishing your Diss/Thesis
DESCRIPTION:In this event\, we will discuss practical strategies for completing your dissertation/thesis. These strategies emphasize ways to effectively discover when you write best\, thus making writing a more consistent practice and helping you to become a more productive writer. This is the first event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nScott Holman\, Ph. D.\, Graduate Writing Services Coordinator and Lecturer in the Program for Writing and Rhetoric\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Thursday\, January 22nd at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific. \n**Gulf: Friday\, January 23rd at 1-2am** \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW \nThis online event is open to the public. Once you register\, you will automatically receive Zoom information for the session. \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 students: \n\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/finishing-your-diss-thesis/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260126T110000
DTEND;TZID=America/Chicago:20260126T123000
DTSTAMP:20260415T215213
CREATED:20251216T192928Z
LAST-MODIFIED:20260113T141304Z
UID:10002953-1769425200-1769430600@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\nSean Nicholson-Crotty\, Indiana University\nJennifer Aumiller\, The University of Maryland\, Baltimore \nCourse Schedule\nThis intensive 6-week seminar meets online on Mondays from January 26th through March 2nd at 9-10:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Arizona / 9-10:30am 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\nCap: 25. Registration is closed. 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 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/research-mentor-training-4/2026-01-26/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260129T150000
DTEND;TZID=America/Chicago:20260129T160000
DTSTAMP:20260415T215213
CREATED:20251201T175044Z
LAST-MODIFIED:20260115T154855Z
UID:10002938-1769698800-1769702400@cirtl.net
SUMMARY:Panel(s) of Early Career Faculty
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 second event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nDaniel Usera: University of Texas at Arlington – College of Business\, Marketing\nDr. Daniel Usera is a professional speaker and Clinical Associate Professor in the College of Business – Marketing at UT Arlington. He earned his doctorate from the University of Iowa in Communication Studies. His research focuses on persuasion\, public speaking\, and presence. He has worked in retail\, hospitality\, state politics\, and in the nonprofit sector. He loves his field and finding ways to share it with as many people as possible\, whether that’s through corporate training\, Toastmasters\, or lecturing. He is constantly learning and aims to build a world-class business communication courses at UT Arlington. \nLakshmi Raju: Georgia Tech – School of Electrical and Computer Engineering\nLakshmi Raju is the ECE Director of Student Engagement and Well-Being\, and a faculty member in the School of Electrical and Computer Engineering at the Georgia Institute of Technology. She received her B.S.\, M.S.\, and Ph.D. degrees from the School of ECE at Georgia Tech. In her current role\, she teaches introductory courses in the School of ECE and leads initiatives and programs that promote a welcoming\, inclusive student community while supporting their academic and professional growth. \nRounaq Basu: Georgia Tech – School of City & Regional Planning\nRounaq Basu is an Assistant Professor in the School of City and Regional Planning at Georgia Tech\, with an affiliation to the Center for Urban Resilience and Analytics. He holds a Ph.D. in Urban Science and Planning from MIT\, as well as dual master’s degrees in Transportation and City Planning\, and a Bachelor’s in Civil Engineering from IIT Bombay with a focus on transportation engineering. Basu’s research centers on sustainable urban mobility\, with a particular focus on reducing auto-dependence in metropolitan areas. His work integrates urban analytics\, econometrics\, and agent-based microsimulations to inform policies that promote transportation equity\, sustainable growth\, and better urban systems. He is passionate about using these diverse tools to create more resilient and equitable cities that support the well-being of all residents. Before joining Georgia Tech\, Basu worked at the Boston Region Metropolitan Planning Organization\, where he led multimodal planning efforts to improve transportation modes and services across the region. He currently serves on the Board of Directors of WalkMassachusetts\, the first pedestrian advocacy organization in the U.S. He has also worked internationally with organizations like the World Bank\, contributing to urban planning projects in cities across Latin America\, India\, Lebanon\, and Singapore. Basu brings a global perspective to his work\, combining technical expertise with a deep commitment to addressing the real-world challenges of urban growth\, equity\, and sustainability. \nErica Caasi: University of Boston – Clinical Assistant Professor\, Wheelock College of Education and Human Development\nDr. Erica Caasi is a clinical assistant professor in the Language & Literacy Education Department at Boston University Wheelock College of Education & Human Development. She prepares future educators and partners alongside practicing teachers and schools to support culturally responsive and community-engaged literacy practices. Her scholarly work explores representation in literature for youth and investigates how narrative can function as a medium for both connection and disruption. Through partnerships with teachers and school leaders\, she fosters critical engagement in literacy teaching and learning. \nEvent Schedule\nThis online event meets on Thursday\, January 29th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific. \n**Gulf: Friday\, January 30th at 1-2am** \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW \nThis online event is open to the public. Once you register\, you will automatically receive Zoom information for the session. \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 students: \n\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/panels-of-early-career-faculty/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260205T150000
DTEND;TZID=America/Chicago:20260205T160000
DTSTAMP:20260415T215213
CREATED:20251201T175547Z
LAST-MODIFIED:20251222T154830Z
UID:10002939-1770303600-1770307200@cirtl.net
SUMMARY:CVs for the Academic Job Market
DESCRIPTION:Join Dr. Brian Hand of Career Services at CU Boulder for a 60 minute presentation on drafting your academic CV. We’ll go over formatting\, content\, and tailoring of the CV for academic job applications\, including discussion of the basic eight CV sections\, additional sections you might want to include\, and how to structure the information you include in those sections\, as well as some advice around CV mindset and 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\nDr. Brian Hand\, Graduate Student Program Manager\, Career Services\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Thursday\, February 5th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific. \n**Gulf: Friday\, February 6th at 1-2am** \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW \nThis online event is open to the public. Once you register\, you will automatically receive Zoom information for the session. \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 students: \n\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/cvs-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260212T150000
DTEND;TZID=America/Chicago:20260212T160000
DTSTAMP:20260415T215213
CREATED:20251201T192909Z
LAST-MODIFIED:20251222T154835Z
UID:10002940-1770908400-1770912000@cirtl.net
SUMMARY:Cover Letters for the Academic Job Market
DESCRIPTION:Join Dr. Tammy M. McCoy from the Center for Teaching and Learning at Georgia Tech for a 60-minute presentation on crafting effective cover letters for the academic job market. We will discuss the purpose and structure of the academic cover letter\, how to tailor your letter for different institution types\, and what search committees look for in a strong application narrative. Participants will learn how to align their experiences with position requirements\, highlight their scholarly and teaching identities\, and avoid common cover letter pitfalls\, including guidance on tone\, length\, and strategic framing. This is the fourth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nDr. Tammy M. McCoy\, Center for Teaching and Learning\, Georgia Tech \nEvent Schedule\nThis online event meets on Thursday\, February 12th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific. \n**Gulf: Friday\, February 13th at 1-2am** \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW \nThis online event is open to the public. Once you register\, you will automatically receive Zoom information for the session. \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 students: \n\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/cover-letters-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260217T110000
DTEND;TZID=America/Chicago:20260217T130000
DTSTAMP:20260415T215213
CREATED:20251126T182815Z
LAST-MODIFIED:20260216T144214Z
UID:10002933-1771326000-1771333200@cirtl.net
SUMMARY:Maximizing Learning Outcomes from Instructional Demonstration: Balancing Instructor- and Student-Led Experiential Learning
DESCRIPTION:Are you looking to enhance your teaching methods and boost student engagement in your classroom? Join us for a workshop designed for educators who use demonstrations to reinforce learning objectives. In this interactive workshop\, participants will explore the overlap between instructor-led demonstrations and student-led experiential learning\, while considering instructional choices that help shape the execution of in-class demonstrations. They will engage in collaborative discussions with fellow educators and leave the workshop with practical strategies. By the end of this workshop\, participants will be prepared to: \n\nDescribe a relevant instructor-led demonstration in your discipline and how it helps to support student learning\nSelect between instructor-led demonstration and student-executed activity/laboratory for supporting student learning\nOrganize a class session that includes an instructor-led demonstration (e.g. decide where in a lesson plan a demonstration is most valuable)\n\nInstructors\nJesse Streicher\, Stanford University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Tuesday\, February 17th at 9-11pm Gulf / 12-2pm Eastern / 11am-1pm Central / 10am-12pm Arizona / 9-11am Pacific. \nAudience\nThis workshop is ideal for educators\, faculty members\, postdocs\, and instructional designers looking to enhance their teaching toolkit and create dynamic learning experiences in their classrooms. \nRegistration and Enrollment\n**At capacity and closed for registration as of Monday\, February 16th** \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) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an introductory or intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/maximizing-learning-outcomes-from-instructional-demonstration-balancing-instructor-and-student-led-experiential-learning/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260219T150000
DTEND;TZID=America/Chicago:20260219T160000
DTSTAMP:20260415T215213
CREATED:20251201T193540Z
LAST-MODIFIED:20251222T154838Z
UID:10002941-1771513200-1771516800@cirtl.net
SUMMARY:Teaching Statements for the Academic Job Market
DESCRIPTION:Join Dr. Tammy M. McCoy from the Center for Teaching and Learning at Georgia Tech for a 60-minute presentation on developing a compelling teaching statement for the academic job market. We will explore the purpose\, structure\, and key components of an effective teaching statement\, including articulating your beliefs and values\, instructional goals\, inclusive teaching practices\, and assessment strategies. Participants will also learn how to tailor their teaching statement to different institutional contexts\, align them with job postings\, and communicate their teaching identity with clarity and intention. This is the fifth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nDr. Tammy M. McCoy\, Center for Teaching and Learning\, Georgia Tech \nEvent Schedule\nThis online event meets on Thursday\, February 19th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific. \n**Gulf: Friday\, February 20th at 1-2am** \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW \nThis online event is open to the public. Once you register\, you will automatically receive Zoom information for the session. \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 students: \n\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/teaching-statements-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
END:VCALENDAR