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DTSTART;TZID=America/Chicago:20231108T110000
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DTSTAMP:20260414T061147
CREATED:20230728T153359Z
LAST-MODIFIED:20231108T195715Z
UID:10000583-1699441200-1699448400@cirtl.net
SUMMARY:Supporting Neurodivergent Students
DESCRIPTION:Learn about common forms of neurodiversity\, the obstacles that neurodivergent students might encounter in academia\, and teaching strategies to overcome those obstacles in this two-part workshop. In part one\, participants will learn key basics about neurodiversity\, on topics including conditions such as dyslexia\, dyspraxia\, autism\, and ADHD\, common obstacles faced by neurodivergent students\, and strategies and resources for supporting neurodivergent students. In part two\, participants will brainstorm\, refine\, and detail an individualized and actionable teaching approach to create more inclusive learning experiences for all students based on strengths-based learning and Universal Design for Learning (UDL) principles. By the end of this workshop\, participants will be able to: \n\nDescribe what neurodiversity is and its common forms and experiences\nRecognize ways that neurodivergent students may experience difficulties with typical teaching methods\nExplain the difference between the medical and social models of disability\nBrainstorm new methods for creating inclusive and accessible classes for neurodivergent students\n\nThis workshop is part of CIRTL’s fall programming on accessibility. \nInstructors\nBailey Szustak\, University of Illinois Chicago\nHelen Rottier\, University of Illinois Chicago \nWorkshop Schedule\nAll participants will attend a first session on Wednesday\, November 8; then\, participants can choose from attending one of two follow-up sessions on either Monday\, November 20 or 27. Sessions take place in Zoom at 1-3PM AT / 12-2PM ET / 11AM-1PM CT / 10AM-12PM MT / 9-11AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, faculty\, and instructional staff  in STEM/SBE disciplines\, but is generally relevant to anyone looking for an introduction to neurodiversity in college-level teaching and learning environments. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Wednesday\, November 8. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals\n\nAssociate: Learning community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning\nDescribe several learning-through-diversity (LtD) techniques and strategies\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed\nDescribe the scope of diversity in learning environments\, of both students and instructor
URL:https://cirtl.net/event/supporting-neurodivergent-students-2/2023-11-08/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231117T110000
DTEND;TZID=America/Chicago:20231117T123000
DTSTAMP:20260414T061147
CREATED:20230728T193756Z
LAST-MODIFIED:20231117T143315Z
UID:10000614-1700218800-1700224200@cirtl.net
SUMMARY:Creating Accessible Teaching and Research Documents in STEM
DESCRIPTION:How can you make your teaching and research documents accessible to neurodiverse individuals and individuals with disabilities? Through this workshop\, participants will learn to recognize features that might make their teaching and research materials inaccessible\, to present content in a variety of formats\, and to use specific tools like LaTeX to improve accessibility of their materials. Special attention will be given to teaching and research materials with complex mathematical characters and equations\, which have historically presented unique challenges to accessibility. By the end of this workshop\, participants will be able to: \n\nUnderstand the diversity of abilities of learners and researchers and identify challenges to accessibility based on the content and format of technical documents\nEvaluate the accessibility level of teaching and research materials and apply tools and programs to increase their accessibility\n\nThis workshop is part of CIRTL’s fall programming on accessibility. \nInstructors\nMarissa Gee\, Cornell University\nAnna Malinovskaya\, Cornell University\nBreanne Kisselstein\, USDA Genetic Improvement for Fruits and Vegetables Lab \nWorkshop Schedule\nThis workshop meets in Zoom on Fridays\, November 17 and December 1 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking to learn about document accessibility broadly and LaTeX specifically. \nRegistration & Enrollment\nNo cap. Registration opens Monday\, August 14 and closes Thursday\, November 16 in order to accommodate some brief pre-work that participants are expected to complete prior to the first session on November 17. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with session information to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nPractitioner: Learning-through-diversity\n\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds
URL:https://cirtl.net/event/creating-accessible-teaching-and-research-documents-in-stem/2023-11-17/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231207T120000
DTEND;TZID=America/Chicago:20231207T133000
DTSTAMP:20260414T061147
CREATED:20230728T154839Z
LAST-MODIFIED:20231211T203929Z
UID:10000586-1701950400-1701955800@cirtl.net
SUMMARY:Getting Started with Universal Design for Learning
DESCRIPTION:We know the one-size-fits-all approach to learning design is not optimal. But how do we incorporate flexibility into teaching and learning while still maintaining rigorous learning? In this workshop\, participants will learn the three principles that underpin Universal Design for Learning (UDL)\, an evidence-based pedagogical framework that fosters motivated\, resourceful\, and strategic learners. They will have the opportunity to apply these principles to a teaching artifact of their choice\, be it a syllabus\, assignment\, and/or teaching practice. Participants will come away with an expanded understanding of learner variability\, how it can be leveraged as an asset in the classroom\, and how to make learning more accessible for their students. No previous experience with UDL is necessary. By the end of this workshop\, participants will be able to: \n\nIdentify the 3 main principles of Universal Design for Learning\nExplain why each principle is important to consider when designing inclusive learning opportunities\nCritique a proposed learning activity and identify potential barriers to equitable access\nPropose ways of re-designing a learning community to foster equity by following the principles of UDL\n\nThis workshop is part of CIRTL’s fall programming on accessibility. \nInstructors\nKatie Healey\, University of California\, Davis\nAmanda Modell\, Stanford University \nWorkshop Schedule\nThis workshop meets in Zoom on Thursdays\, December 7 and 14 at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking for an introduction to Universal Design for Learning (UDL) and accessible teaching practices at the college level. \nRegistration & Enrollment\nNo cap. Registration opens Monday\, August 14 and closes Thursday\, December 7. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with session information to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning\nDescribe how an instructor’s beliefs and biases can influence student learning\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed\nDescribe the scope of diversity in learning environments\, of both students and instructor
URL:https://cirtl.net/event/getting-started-with-universal-design-for-learning-2/2023-12-07/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231207T120000
DTEND;TZID=America/Chicago:20231207T140000
DTSTAMP:20260414T061147
CREATED:20230821T142359Z
LAST-MODIFIED:20240813T205357Z
UID:10000620-1701950400-1701957600@cirtl.net
SUMMARY:Postdoc Teaching Practicum
DESCRIPTION:REGISTER BY NOVEMBER 8\nWork with an experienced instructor in your discipline to enhance your understanding and experience of teaching a university course in this 5-month mentorship program. During the mentorship program\, you will observe a mentor in their teaching\, teach guest lectures and receive feedback on your teaching\, discuss approaches to teaching with your mentors\, and engage in group discussions of teaching with other participants. Throughout the program\, you will also attend a series of synchronous sessions on teaching development topics\, like lesson planning; teaching portfolios; equity\, diversity & inclusion; and teaching-as-research. By the end of this course\, participants will be able to: \n\nCreate a framework for how a typical university course operates\nArticulate how teaching and learning theories intersect with the practical requirements of a university course\nDesign university lessons which incorporate learner-centered lesson planning basics\, demonstrating the alignment of learning objectives\, learning activities and assessment techniques\nDevelop and refine a teaching portfolio using the evience of teaching effectiveness gathered throughout the internship\n\nThis course is part of CIRTL’s fall programming for postdocs. \nInstructor\nNatalie Westwood\, University of British Columbia \nCourse Schedule\nThis 5-part mentorship program has synchronous sessions on Thursday\, December 7\, January 11\, February 1\, March 7\, and April 4 at 2-4PM AT / 1-3PM ET / 12-2PM CT / 11AM-1PM MT / 10AM-12PM PT (note that the course spans the 2023-2024 winter). Participants will be expected to do extensive independent work and work with their teaching mentors outside of these monthly sessions. \nAudience\nThis short course is designed exclusively for postdoctoral researchers in STEM/SBE disciplines. \nRegistration and Enrollment\nRegistration is open Thursday\, August 24 and closes Wednesday\, November 8. Registrants will be directed to a short application to confirm their postdoc status\, confirm past experience with teaching and learning professional development\, and share their teaching experience. Before registering\, participants will need to set up a guest account on University of British Columbia’s website (see directions for this at the bottom of the registration page).\nREGISTER BY NOVEMBER 8 \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending regular reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students via a course website (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nPractitioner: Learning Community\n\nContribute to local professionally-focused learning communities associated with teaching and learning\nImplement one or more learning community strategies for students in a learning experience\nIntegrate one or more learning community strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity
URL:https://cirtl.net/event/postdoc-teaching-practicum-fall-2023/2023-12-07/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240118T110000
DTEND;TZID=America/Chicago:20240118T120000
DTSTAMP:20260414T061147
CREATED:20240105T194238Z
LAST-MODIFIED:20240125T164028Z
UID:10000718-1705575600-1705579200@cirtl.net
SUMMARY:Writing Your Cover Letter for the Academic Job Market
DESCRIPTION:REGISTER NOW\nGet an introduction to the academic cover letter in this online event. Through this presentation you will learn the basic structure of an academic cover letter\, how to tailor it to your target institution\, and how to include the information that will make you a compelling candidate. This is the first event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeaker\nCat Diebel-Wilson\, Graduate Student Program Manager\, Career Services\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Thursday\, January 18 at 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Thursday\, January 18.\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/writing-your-cover-letter-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240126T150000
DTEND;TZID=America/Chicago:20240126T160000
DTSTAMP:20260414T061147
CREATED:20240105T194845Z
LAST-MODIFIED:20240125T163503Z
UID:10000719-1706281200-1706284800@cirtl.net
SUMMARY:Learn about Hiring from Faculty Hiring Committee Members
DESCRIPTION:REGISTER NOW \nJoin faculty panelists from several institutions across the country to discuss their experiences as members of academic search committees. Panelists will discuss the process of the search\, how their campus/department approaches a search and any advice they may give to graduate students and postdocs looking for academic positions. Panelists will also answer audience questions. This is the second event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nCerian Gibbes\, Associate Professor/Graduate Chair\, Geography\, University of Colorado\, Colorado Springs\nNatalie Mendoza\, Assistant Professor\, Department of History\, University of Colorado Boulder\nWill Styler\, Associate Teaching Professor\, Linguistics and Director of the Computational Social Science Program\, University of California San Diego\nNoah Williams\, Assistant Professor\, Mathematical Sciences\, Appalachian State University \nEvent Schedule\nThis online event meets on Friday\, January 26 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Friday\, January 26.\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/learn-about-hiring-from-faculty-hiring-committee-members/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240129T110000
DTEND;TZID=America/Chicago:20240129T120000
DTSTAMP:20260414T061147
CREATED:20240105T195637Z
LAST-MODIFIED:20240125T163615Z
UID:10000720-1706526000-1706529600@cirtl.net
SUMMARY:Introduction to Academic CVs
DESCRIPTION:REGISTER NOW \nGet an introduction to academic CVs in this online event. We’ll review common formatting and content tips\, explore ways to tailor a CV for individual academic job applications\, and discuss how and when to update your CV content. This is the third event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeaker\nCat Diebel-Wilson\, Graduate Student Program Manager\, Career Services\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Monday\, January 29 at 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Monday\, January 29.\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/introduction-to-academic-cvs/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240131T120000
DTEND;TZID=America/Chicago:20240131T133000
DTSTAMP:20260414T061147
CREATED:20231211T194113Z
LAST-MODIFIED:20240131T191024Z
UID:10000638-1706702400-1706707800@cirtl.net
SUMMARY:Preparing Your Teaching Demo for a Job Interview
DESCRIPTION:As part of the interview process for a faculty position\, you may be asked to lead a teaching demonstration. In this interactive workshop\, we’ll discuss ways to go into your teaching demo with preparedness\, confidence\, and adaptability. Participants will explore considerations related to their audience\, factors affecting content\, logistics (including technology)\, and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop\, participants will be prepared to: \n\ngenerate questions related to planning their teaching demo and strategize ways to find answers before their interviews\npropose ideas to address challenging scenarios that might emerge during a teaching demo\n\nInstructors\nChas Brua\, Pennsylvania State University\nBeate Brunow\, Pennsylvania State University \nWorkshop Schedule\nThis one-session online workshop meets on Wednesday\, January 31 at 2-3:30PM Atlantic / 1-2:30PM Eastern / 12-1:30PM Central / 11AM-12:30PM Mountain / 10-11:30AM Pacific. \nAudience\nThis workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in an introduction to teaching demonstrations. \nRegistration and Enrollment\n**1/19/24 Update: This workshop is at capacity and registration is closed** \nCap: 100. Registration opens Monday\, January 8; once open\, registration will close when capacity is reached or on January 31\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nCreate materials that are commonplace in the academic job market (resumes\, CVs\, teaching portfolios\, teaching statements\, etc.)
URL:https://cirtl.net/event/preparing-your-teaching-demo-for-a-job-interview-3/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240201T150000
DTEND;TZID=America/Chicago:20240201T160000
DTSTAMP:20260414T061147
CREATED:20240105T200718Z
LAST-MODIFIED:20240313T154556Z
UID:10000721-1706799600-1706803200@cirtl.net
SUMMARY:Early Career Faculty Panel
DESCRIPTION:REGISTER NOW \nJoin early career faculty panelists\, from several institutions across the country to discuss their experiences on the academic job market\, how they prepared for their current position\, how their institution approaches community and mentoring for early career faculty and any general advice they would give to current graduate students and postdocs. Plenty of time will be given to questions. This is the fourth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nLee Frankel-Goldwater\, Teaching Assistant Professor\, Environmental Studies\, CU Boulder\nAndrea Glaws\, School of Education\, Colorado State University\nAllison Formanack\, Assistant Professor\, Applied Anthropology\, University of Southern Mississippi\nOwen Fite\, Instructor\, Political Science\, University of Nevada\, Reno \nEvent Schedule\nThis online event meets on Thursday\, February 1 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Wednesday\, February 1.\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/early-career-faculty-panel/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240208T100000
DTEND;TZID=America/Chicago:20240208T113000
DTSTAMP:20260414T061147
CREATED:20231213T154320Z
LAST-MODIFIED:20240208T173741Z
UID:10000703-1707386400-1707391800@cirtl.net
SUMMARY:Caring for Yourself as an Instructor: Applying Rest in the Classroom
DESCRIPTION:This workshop is designed to cultivate a safe and brave space for participants by covering topics related to self-care\, rest\, navigating the politics of higher education\, academic trauma\, microaggressions\, and healing. Working off of Tricia Hersey’s (2022) Rest is Resistance framework\, we will explore Hersey’s “Rest” component to identify tools for self-care\, rest\, and protection as an instructor existing and working in academic spaces. By the end of this workshop\, participants will be prepared to: \n\nApply the Rest is Resistance framework to self-care and rest practices in and out of the classroom\nRecognize the importance of cultivating healthy well-being for personal and professional success\nCreate a self-care plan for how they intend on investing in their well-being both personally and professionally. Participants are encouraged to continue and commit to this plan outside of the workshop\n\nInstructor\nDa’Ja’Nay Askew\, Indiana University \nWorkshop Schedule\nThis one-session online workshop meets on Thursday\, February 8 at 12-1:30PM Atlantic / 11AM-12:30PM Eastern / 10-11:30AM Central / 9-10:30AM Mountain / 8-9:30AM Pacific. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, and instructional staff in STEM/SBE disciplines who are interesting in development specific practices to foster rest and wellbeing. \nRegistration and Enrollment\n**1/17 update: Registration is at capacity. Registrants will be notified of enrollment status by 1/19** \nThis workshop has a cap of 15 students. Registration opens Tuesday\, January 16; once open\, registration will close when capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Learning community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/caring-for-yourself-as-an-instructor-applying-rest-in-the-classroom/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240215T110000
DTEND;TZID=America/Chicago:20240215T123000
DTSTAMP:20260414T061147
CREATED:20231211T202955Z
LAST-MODIFIED:20240308T165815Z
UID:10000696-1707994800-1708000200@cirtl.net
SUMMARY:Building Neuroinclusive Learning Environments: Best Practices to Support and Empower Neurodiverse Learners in STEM
DESCRIPTION:*This course is at capacity and closed for registration as of Thursday\, January 11* \nLearn neurodiversity basics including the strengths and challenges people with differently wired brains have in the classroom and how these differences intersect with other aspects of peoples’ identities. Participants will also learn about both low and high input changes to their classrooms that will help them harness the strengths of their students. Participants will also have the opportunity to explore the stigma associated with neurodiversity as well as their personal experiences. By the end of this short course\, participants will be able to: \n\nIdentify different functions of the neurodivergent individuals including their strengths and challenges they might navigate in the higher education context\nRecognize and apply strength based and avoid deficit approach in teaching\, communication\, and advising\nApply a variety of techniques to enhance the students’ engagement in the field of STEM using Strength-Based approach\nDesign or revise a course component to support the success of neurodiverse learners in undergraduate or graduate programs\n\nInstructors\nRachel Prunier\, University of Connecticut\nSarira Motaref\, University of Connecticut\nConnie Syharat\, University of Connecticut \nCourse Schedule\nThis 4-week course meets online on Thursdays from February 15 to March 7 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific. \nWorkload\nParticipants will need to do some work outside of sessions\, including work on their redesigned course component. \nAudience\nThis seminar is designed first and foremost for graduate students\, postdoctoral researchers\, instructional staff\, and faculty in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support neurodiverse learners. \nRegistration and Enrollment\nUpdate: This course is at capacity and closed for registration as of Thursday\, January 11. Registrants will be notified of their enrollment status by Thursday\, January 18. \nThis short course has a cap of 25 students. Registration is open from Monday\, January 8\, until capacity is reached or until Thursday\, February 8\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning community\n\nDescribe several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/building-neuroinclusive-learning-environments-best-practices-to-support-and-empower-neurodiverse-learners-in-stem/2024-02-15/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240221T130000
DTEND;TZID=America/Chicago:20240221T143000
DTSTAMP:20260414T061147
CREATED:20231211T200852Z
LAST-MODIFIED:20240321T184437Z
UID:10000641-1708520400-1708525800@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy\, learn how to articulate that philosophy across a variety of disciplines\, and refine strategies for dealing with mentoring challenges. \nThe content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring\, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. \nThis course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER\, the research base of mentorship\, or to request a CIMER training for your institution\, visit https://cimerproject.org/. \nInstructors\nJennifer Aumiller\, University of Maryland\, Baltimore\nBrian Rybarczyk\, University of North Carolina at Chapel Hill \nCourse Schedule\nThis intensive 5-week seminar meets online on Wednesdays from February 21 to March 20 at 3-4:30PM Atlantic / 2-3:30PM Eastern / 1-2:30PM Central / 12-1:30PM Mountain / 11AM-12:30PM Pacific. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading\, reflection\, and some writing. \nAudience\nThis seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support undergraduate mentees. \nRegistration and Enrollment\n** 1/19 Update: This course is at capacity and registration is closed.** \nThis short course has a cap of 20 students. Registration is open from Monday\, January 8\, until capacity is reached or until Wednesday\, February 14\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training-2/2024-02-21/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240305T120000
DTEND;TZID=America/Chicago:20240305T133000
DTSTAMP:20260414T061147
CREATED:20231213T161427Z
LAST-MODIFIED:20240429T133834Z
UID:10000704-1709640000-1709645400@cirtl.net
SUMMARY:Mindset to Mastery: The Inclusive Teaching Course
DESCRIPTION:Across higher education\, there is recognition of the growing need for fostering more inclusive classrooms and learning environments. As educators across diverse disciplines\, how can we prioritize diversity\, equity\, and justice in our pedagogical approaches? What behaviors will help to translate this commitment into action? \nThis course employs experiential learning methods to explore foundational frameworks and the social and historical contexts that underpin this critical work. Participants will engage in an introspective journey\, examining their own identities\, values\, and experiences to cultivate an inclusive mindset that informs their teaching practices. Rather than presenting prescriptive strategies\, this course aims to provide perspectives for navigating the complexities of oppression\, equity\, and justice within academic settings. \nSessions will feature brief didactic introductions to key concepts\, complemented by reflective exercises\, practical applications\, and communication activities. The course culminates with a panel discussion led by practitioners in inclusive teaching practices within higher education\, followed by a written final reflection and peer discussion on how participants plan to integrate their newfound knowledge into their professional journeys. \nBy the course’s end\, participants will possess a clearer understanding of how to communicate their values of diversity\, equity\, and justice\, along with practical resources for implementing DEIJ frameworks and teaching strategies within their academic communities. \nInstructors\nApril Dukes\, University of Pittsburgh\nMartina Rosenberg\, University of Connecticut\nJordan Vinikoor\, University of Connecticut \nCourse Schedule\nThis 8-week course meets online on Tuesdays from March 5 to April 23 at 2-3:30PM Atlantic / 1-2:30PM Eastern / 12-1:30PM Central / 11AM-12:30PM Mountain / 10-11:30AM Pacific. \nAudience\nThis seminar is designed first and foremost for graduate students and  postdoctoral researchers interested in an intensive introduction to inclusive teaching\, but generally relevant to anyone interested in learning more about this topic. \nRegistration and Enrollment\n* 1/31 Update: This course is at capacity and closed for registration. * \nThis course has a cap of 25 students. Registration is open from Monday\, January 29 at 1pm Atlantic Time / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific\, until capacity is reached. We expect this course to reach capacity within 1-2 days. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/mindset-to-mastery-the-inclusive-teaching-course/2024-03-05/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240311T110000
DTEND;TZID=America/Chicago:20240311T123000
DTSTAMP:20260414T061147
CREATED:20231211T205146Z
LAST-MODIFIED:20240327T175142Z
UID:10000700-1710154800-1710160200@cirtl.net
SUMMARY:Re-imagining data: Using arts-based methods for new perspectives in research\, teaching and learning
DESCRIPTION:Explore the creative potential of new ways of reading and analyzing text in this two-part workshop on arts-based research (ABR). Through the ABR approach of “poetic inquiry\,” participants will learn new methods for reading\, assessing\, and analyzing journal articles\, research\, and other written materials in a variety of scientific disciplines. The first session will introduce participants to ABR and teaching methods that support deeper meaning-making\, connection\, and accessibility. The second session will explore how poetic inquiry and other arts-based methods can be used as teaching tools to support engaging students creatively and imaginatively with course concepts and practices. Participants will design and facilitate an arts-based learning activity between sessions\, contributing to a collection of activities shared among participants. By the end of this workshop\, participants will be prepared to: \n\nExplore and engage with arts-based methods of teaching and research.\nDiscuss the value of poetic inquiry for synthesizing data\, interpretation\, meaning making\, and presentation.\nCreate found poems from research and/or teaching data using poetic transcription and reflect on the process.\nDesign learning activities for using poetic inquiry in diverse disciplines and contexts.\n\nInstructors\nTamryn McDermott\, Ohio State University \nWorkshop Schedule\nThis two-session online workshop meets on Mondays\, March 11 and March 25 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific. \nAudience\nThis workshop is designed first and foremost for graduate students in STEM/SBE disciplines\, but generally relevant to anyone interested in exploring new methods for reading and analyzing journal articles\, research\, and other written materials in a variety of scientific disciplines. \nRegistration and Enrollment\n*2/12 update: Registration is at capacity. Registrants will be notified of their enrollment status by Friday\, February 16* \nThis workshop has a cap of 40 students. Registration is open from Monday\, February 5\, until capacity is reached or until Thursday\, March 7\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.
URL:https://cirtl.net/event/re-imagining-data-using-arts-based-methods-for-new-perspectives-in-research-teaching-and-learning/2024-03-11/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240315T150000
DTEND;TZID=America/Chicago:20240315T160000
DTSTAMP:20260414T061147
CREATED:20240105T201100Z
LAST-MODIFIED:20240125T163735Z
UID:10000722-1710514800-1710518400@cirtl.net
SUMMARY:Writing Your Diversity/Inclusion Statement for the Academic Job Market
DESCRIPTION:REGISTER NOW \nWhat is a diversity statement? Who reads it? How do I write it? Together we will define its function; explore its controversies; and learn from real examples. This is the fifth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nCorinna Rhose\, Director\, Student Academic Success Center\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Friday\, March 15 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Friday\, March 15.\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/writing-your-diversity-inclusion-statement-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240403T120000
DTEND;TZID=America/Chicago:20240403T130000
DTSTAMP:20260414T061147
CREATED:20231219T184023Z
LAST-MODIFIED:20240326T134030Z
UID:10000712-1712145600-1712149200@cirtl.net
SUMMARY:Exploring Teaching Careers at Research Universities with CIRTL Alumni
DESCRIPTION:REGISTER NOW\nFaculty members who primarily teach\, rather than do research\, have become increasingly important for delivering courses to STEM undergraduates. Learn about the teaching faculty career path and ask questions of CIRTL alumni who are junior teaching faculty in this online panel event. Panelists will discuss the rewards and challenges of these positions\, the opportunities for stability and advancement\, and how non-tenure line faculty live in a research department. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nSpeakers\nLauren Genova\, Assistant Professor\, Chemistry and Biochemistry\, University of Delaware\nRoza Ghaemi\, Lecturer\, Biomedical Engineering\, University of British Columbia    \nNirav Patel\, Lecturer\, Environmental Studies\, Binghamton University \nEvent Schedule\nThis online event meets on Wednesday\, April 3 at 2-3pm Atlantic / 1-2pm Eastern / 12-1pm Central / 11am-12pm Mountain / 10-11am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nAudience\nThis event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths\, but generally relevant to anyone interested in understanding career trajectories within academia and beyond. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Wednesday\, April 3.\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/exploring-teaching-careers-at-research-universities-with-cirtl-alumni/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240403T150000
DTEND;TZID=America/Chicago:20240403T160000
DTSTAMP:20260414T061147
CREATED:20240105T201345Z
LAST-MODIFIED:20240125T163833Z
UID:10000723-1712156400-1712160000@cirtl.net
SUMMARY:Writing Your Research Statement for the Academic Job Market
DESCRIPTION:REGISTER NOW \nJob postings in higher education often require a research statement as part of the application process. This session will focus on assembling a research statement for academic jobs. We’ll consider the intended audience and analyze examples from recent applicants. This is the sixth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nDr. Kenneth Wright\, Professor and Graduate Chair\, Integrative Physiology\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Wednesday\, April 3 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Wednesday\, April 3.joyfu\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/writing-your-research-statement-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240405T150000
DTEND;TZID=America/Chicago:20240405T160000
DTSTAMP:20260414T061147
CREATED:20240105T201554Z
LAST-MODIFIED:20240125T164008Z
UID:10000724-1712329200-1712332800@cirtl.net
SUMMARY:Writing Your Teaching Statement for the Academic Job Market
DESCRIPTION:REGISTER NOW \nLearn best practices for writing a teaching statement (also called a teaching philosophy statement) for the academic job market. This is the seventh event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nPreston Cumming\, Professional Development Lead\, Center for Teaching & Learning\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Friday\, April 5 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Friday\, April 5.\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/writing-your-teaching-statement-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240410T120000
DTEND;TZID=America/Chicago:20240410T130000
DTSTAMP:20260414T061147
CREATED:20231219T185301Z
LAST-MODIFIED:20240326T134326Z
UID:10000713-1712750400-1712754000@cirtl.net
SUMMARY:Exploring Teaching Careers at Teaching Intensive Universities with CIRTL Alumni
DESCRIPTION:REGISTER NOW\nNationally\, more undergraduates are educated at community colleges\, liberal arts colleges\, and specialized BS and MS universities than at research universities. These faculty become leaders at their institutions\, usually serve as advisers as well\, and may engage in some research. Learn about what it’s like to teaching at a teaching-intensive university and ask questions of CIRTL alumni who are teaching at these institutions in this online panel event. Panelists will talk about how much teaching they do\, opportunities for leadership and advancement\, and more. This is the second event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nSpeakers\nSam Krerowicz\, Lecturer\, Chemistry\, Indiana University East\nKelly Gorres\, Associate Professor\, Chemistry\, University of Wisconsin-La Crosse\nBethany Sump\, Instructor of Biology\, Drury University \nEvent Schedule\nThis online event meets on Wednesday\, April 10 at 2-3pm Atlantic / 1-2pm Eastern / 12-1pm Central / 11am-12pm Mountain / 10-11am Pacific. This is the second event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nAudience\nThis event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths\, but generally relevant to anyone interested in understanding career trajectories within academia and beyond. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Wednesday\, April 10.\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/exploring-teaching-careers-at-teaching-intensive-universities-with-cirtl-alumni/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240411T130000
DTEND;TZID=America/Chicago:20240411T143000
DTSTAMP:20260414T061147
CREATED:20231211T214431Z
LAST-MODIFIED:20240410T192828Z
UID:10000702-1712840400-1712845800@cirtl.net
SUMMARY:CIRTL Network Teaching-as-Research Presentations
DESCRIPTION:REGISTER TO ATTEND \nHear graduate students and postdocs from across the CIRTL Network share the results of their Teaching-as-Research (TAR) projects in this online presentation session. TAR projects investigate questions about teaching and learning\, including assessing the effectiveness of specific learning activities and tools\, examining the learning process about a specific topic\, or characterizing the student experience in the classroom. \nSchedule\nThis event meets on Thursday\, April 11 at 3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. \nHow to attend\nThis online event is open to the public. Participant registration opens Monday\, January 8 and closes Thursday\, April 11. Once you register\, you will automatically receive Zoom information for the session.\nREGISTER TO ATTEND \nSpeakers\nSee speakers\, their institutions\, and project titles below. See our detailed agenda for .descriptions of each project. \n  \n\n\n\nPanel 1: Social Science and Humanities\nPanel 2: Chemistry\nPanel 3: Engineering & Public Health\nPanel 4: Life Sciences\n\n\nHannah Bowling\, TAMU \nConstructing the Scholarly Self: A Critical Evaluation of Student Reflections in Non-Major English Courses as Insight into Students’ Perceptions of Student Agency Within Institutional Requirements\nRiley Eisert-Sasse\, Penn State \nSocial Dynamics in the Undergraduate General Chemistry Laboratory\nHanwei Wang\, UW-Madison \nEffects of Gender Composition in Small Group on Individual Performance: Collaborative Learning in College Engineering Classroom\nKeila Espinoza\, U of Arizona \nOnline Exams in Immunology: Do They Help or Hurt?\n\n\nDaniel Hiterer and Dr. Jack McGourty\, Columbia  \nTo Guide or Stand Aside? Instructor Guidance and Student Use of Conversational AI in a Pre-College Entrepreneurship Course\nCeline Ruscher\, UBC \nCan we ensure that every student thrive in team work?\nNicole Strombom\, WUSTL \nEquity Versus Equality: International Students in Public Health Courses with Writing Assignments\nGeoffrey Finch\, U of Arizona \nMedically Relevant Activities in Evolution Education\n\n\nKatie Silaj\, UCLA \nTeaching Assistant Preparation and Self-Efficacy in Teaching Research Methods in Psychology\nKay Xia\, Cal Tech \nIntegrating diversity\, equity\, and inclusion into the graduate chemistry curriculum\nKiran Kumar Challa\, Iowa State  \nEE 303 Energy Systems and Power Electronics\nJasmine Hopkins\, U of Illinois at Chicago \nUse of templates and guides to help bridge the gap between novice and expert: improving scientific literacy in an upper-level Biology course\n\n\n\nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@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\nUsing alt-text on images in reading materials\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This event is designed around the following learning outcomes. \nAssociate: Teaching-as-Research\n\nDescribe a “full-inquiry” cycle.\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.
URL:https://cirtl.net/event/cirtl-network-teaching-as-research-presentations-2/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240417T120000
DTEND;TZID=America/Chicago:20240417T130000
DTSTAMP:20260414T061147
CREATED:20231219T190058Z
LAST-MODIFIED:20240326T134513Z
UID:10000714-1713355200-1713358800@cirtl.net
SUMMARY:Exploring Non-faculty Careers in Academia with CIRTL Alumni
DESCRIPTION:REGISTER NOW \nPeople who hold advanced degrees in STEM disciplines serve in many roles across academia – from administration and research support\, to teaching centers and advising – where their preparation in teaching as well as their analytical and organizational skills are invaluable. Learn what some of these professions are like and ask questions of CIRTL alumni who work in these roles in this online panel event. Panelists will talk about their specific positions\, their pathway to those positions\, and the value of remaining connected to academia. This is the third event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nSpeakers\nLenny Ramsey\, Director of Faculty Affairs\, Alice L. Walton School of Medicine\nValeria Barra\, Research Software Engineer\, California Institute of Technology\nLoriann Garcia\, Associate Director of STEM Student Success\, University of Virginia \nEvent Schedule\nThis online event meets on Wednesday\, April 17 at 2-3pm Atlantic / 1-2pm Eastern / 12-1pm Central / 11am-12pm Mountain / 10-11am Pacific. This is the third event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nAudience\nThis event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths\, but generally relevant to anyone interested in understanding career trajectories within academia and beyond. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Wednesday\, April 17.\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/exploring-non-faculty-careers-in-academia-with-cirtl-alumni/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240419T150000
DTEND;TZID=America/Chicago:20240419T160000
DTSTAMP:20260414T061147
CREATED:20240105T201940Z
LAST-MODIFIED:20240418T213207Z
UID:10000725-1713538800-1713542400@cirtl.net
SUMMARY:Careers Outside of Higher Education
DESCRIPTION:REGISTER NOW \nJoin panelists from various disciplines to discuss their career paths from graduate degree to professional. Panelists will address how they used their degrees and training to prepare them for their current positions and any advice they can give to current graduate students. This is the final event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nAlaina Beaver\, PhD\, Education\, Senior Principal Product Manager\, ServiceNow\nTeresa Chapman\, PhD\, Geography\, Conservation Impact Scientist\, The Nature Conservancy\nShen Lu\, PhD\, Mathematics\, Finance Director\, Global Services Group at American Express (NY)\nJenny Ramirez\, PhD\, Civil Engineering\, Geotechnical Engineer\, Geosyntec Consultants (DC) \nEvent Schedule\nThis online event meets on Friday\, April 19 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific. \nAudience\nThis event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Friday\, April 19.\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/careers-outside-of-higher-education/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240424T120000
DTEND;TZID=America/Chicago:20240424T130000
DTSTAMP:20260414T061147
CREATED:20231219T190759Z
LAST-MODIFIED:20240326T134735Z
UID:10000715-1713960000-1713963600@cirtl.net
SUMMARY:Exploring Careers Outside of Academia with CIRTL Alumni
DESCRIPTION:REGISTER NOW \nMore PhDs are employed by the government and companies than universities. Is it just research skills that got them these jobs? Many non-academic organizations rely on a staff that supports education in house\, personnel development\, or outreach\, but teaching preparation may assist with many types of jobs in government and industry. Learn what some of these professions are like and ask questions of CIRTL alumni in the public and private sectors in this online panel event. Panelists will talk about their specific careers\, how they got where they’re at\, and how these careers build on their interests in STEM and teaching. This is the fourth and final event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nSpeakers\nWalter Yerk\, Director of Education and Outreach\, Center for Urban Watershed Education\nJames Schwabacher\, Senior Consultant\, Beghou Consulting\nDeb Rook\, Deputy Director\, Bioquest Curriculum Consortium \nEvent Schedule\nThis online event meets on Wednesday\, April 24 at 2-3pm Atlantic / 1-2pm Eastern / 12-1pm Central / 11am-12pm Mountain / 10-11am Pacific. This is the fourth and final event in our four-part series “Exploring Career Paths with CIRTL Alumni.” \nAudience\nThis event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths\, but generally relevant to anyone interested in understanding career trajectories within academia and beyond. \nRegistration\nNo cap. Registration opens Monday\, January 8 and closes Wednesday\, April 24.\nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nProfessional Development\n\nIdentify skills and resources that help you navigate different career pathways
URL:https://cirtl.net/event/exploring-careers-outside-of-academia-with-cirtl-alumni/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240529T071500
DTEND;TZID=America/Chicago:20240529T153000
DTSTAMP:20260414T061147
CREATED:20240418T204029Z
LAST-MODIFIED:20240520T135631Z
UID:10000747-1716966900-1716996600@cirtl.net
SUMMARY:Johns Hopkins University In Person Teaching Institute
DESCRIPTION:The Johns Hopkins Teaching Institute is a multi-day in-person teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning\, ongoing assessment\, and fostering inclusive classrooms.  Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute\, participants will be able to: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods\n​​​​​​​Identify strategies that improve student learning outcomes for all students\nCreate a peer-reviewed lesson plan\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis in-person institute meets daily from Wednesday\, May 29 through Friday\, May 31. Daily sessions run from 8:15AM to around 4PM Eastern Time\, with scheduled breaks. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\nThis institute has a cap of 10 CIRTL participants. Registration opens on Monday\, April 22 and will be processed on a first-come\, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, CIRTL’s cross-Network programming coordinator\, to let us know how we can help you have a successful experience. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle\nDescribe how the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/johns-hopkins-university-in-person-teaching-institute/2024-05-29/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240604T080000
DTEND;TZID=America/Chicago:20240604T100000
DTSTAMP:20260414T061147
CREATED:20240419T163438Z
LAST-MODIFIED:20240702T183714Z
UID:10000726-1717488000-1717495200@cirtl.net
SUMMARY:First Year Faculty Teaching Academy
DESCRIPTION:This intensive\, 3-week online course is designed for future faculty and early career faculty in their first years of teaching interested in learning how to create a great learning experience for your students while developing a solid foundation of best teaching practices and strategies. By the end of this course\, participants will be able to: \n\nPlan engaging learning activities that meet your course outcomes and the needs of your students\nCreate an inclusive learning environment for all students\nProvide timely\, action-oriented\, and effective feedback to your students\nEvaluate the usefulness of your assessments to measure learning outcomes\n\nInstructors\nLupita Eyde-Tucker\, University of Florida\nJennifer Parker\, University of Florida\nMichael Barber\, University of Florida \nCourse Schedule\nThis 6-session\, 3-week course meets online in Zoom on Tuesdays and Thursdays from June 4 through June 20 at 10am-12pm Atlantic / 9-11am Eastern / 8-10am Central / 7-9am Mountain / 6-8am Pacific. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\n** At capacity and closed for registration as of Monday\, May 20. ** \nThis course has a cap of 65 students. Registration opens on Monday\, May 13 at 1pm Atlantic Time / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific and closes when capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this 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\nSending reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students via Canvas (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
URL:https://cirtl.net/event/first-year-faculty-teaching-academy-2/2024-06-04/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240610T080000
DTEND;TZID=America/Chicago:20240610T113000
DTSTAMP:20260414T061147
CREATED:20240418T204003Z
LAST-MODIFIED:20240621T142050Z
UID:10000742-1718006400-1718019000@cirtl.net
SUMMARY:Johns Hopkins University Online Teaching Institute
DESCRIPTION:The Johns Hopkins Teaching Institute is a multi-day online teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning\, ongoing assessment\, and fostering inclusive classrooms.  Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute\, participants will be able to: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nCreate a peer-reviewed lesson plan;\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis institute meets online daily from Monday\, June 10 through Friday\, June 14 at 10am-1:30pm Atlantic / 9am-12:30pm Eastern / 8-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific. Participants can see a detailed schedule upon registration. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Friday\, May 3** \nThis institute has a cap of 25 CIRTL participants. Registration opens on Monday\, April 22 and will be processed on a first-come\, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. \nOnce registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, CIRTL’s cross-Network programming coordinator\, to let us know how we can help you have a successful experience. \n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle\nDescribe how the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/johns-hopkins-university-online-teaching-institute/2024-06-10/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240611T110000
DTEND;TZID=America/Chicago:20240611T150000
DTSTAMP:20260414T061147
CREATED:20240419T181746Z
LAST-MODIFIED:20240520T135517Z
UID:10000751-1718103600-1718118000@cirtl.net
SUMMARY:Moving Forward Together: The Interdependence of Instructor and Student Motivation
DESCRIPTION:Explore trauma-informed strategies that motivate learning and teaching\, and reflect on the interdependence of student and teacher well-being in this online workshop. It can be challenging for instructors to remain connected to the intrinsic motivation to teach or to support their students in connecting to their intrinsic motivation to learn. Part of building motivation in the classroom is prioritizing this collective connection and learning. Participants will leave this workshop with a clearly articulated teaching philosophy reflecting the interdependence of student and teacher well-being that will serve to guide our future mentorship and pedagogical approaches. By the end of this workshop\, participants will also be prepared to: \n\nDescribe the intimate link between instructor and student motivation using the frameworks of parallel processes and trauma-informed teaching\nExplain the difference between intrinsic and extrinsic motivation and develop strategies for cultivating the former in themselves and their students\nEmploy evidence-based approaches to attune and attend to their needs as instructors and to the needs of their students\nDistill their personal values as a teacher into a concrete teaching philosophy statement\n\nInstructors\nAbby Schroering\, Columbia University\nKelsey Reeder\, Columbia University\nRyan Golant\, Columbia University \nWorkshop Schedule\nThis online workshop meets online in Zoom on Tuesday\, June 11 at 1-5pm Atlantic / 12-4pm Eastern / 11am-3pm Central / 10am-2pm Mountain / 9am-1pm Pacific. The workshop will include breaks for participants. \nAudience\nThis workshop is designed first and foremost for grad students and postdocs in STEM/SBE disciplines with some type of prior teaching or TAing experience\, but broadly relevant to anyone interested in exploring and learning about trauma-informed pedagogy. \nRegistration\nThis workshop has a no cap. Registration opens on Monday\, May 20 and will remain open until the day of the workshop on Tuesday\, June 11. \nREGISTER NOW \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning communities\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/moving-forward-together-the-interdependence-of-instructor-and-student-motivation/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240611T130000
DTEND;TZID=America/Chicago:20240611T143000
DTSTAMP:20260414T061147
CREATED:20240418T203902Z
LAST-MODIFIED:20240724T180856Z
UID:10000732-1718110800-1718116200@cirtl.net
SUMMARY:Change Leadership for Inclusive Teaching and Learning
DESCRIPTION:This intensive\, 5-week online course aims to strengthen undergraduate STEM education by preparing graduate students\, postdoctoral scholars\, and early career-faculty to be change agents in their roles in higher education. Through participation in this course\, participants will be equipped with the knowledge and skills to inspire and influence others\, analyze their institution’s structure and become agents of change. By the end of this course\, participants will: \n\nDevelop a professional identity as a Change Agent\nExamine higher education institutions as complex organizations\, as well as analyzing leadership approaches and change theories\nDevelop strategies\, skills\, and abilities appropriate for serving as a Change Agent while holding a position as an early-career faculty member\n\nInstructors\nKelly Clark\, Johns Hopkins University\nRachel Kennison\, University of California\, Los Angeles\nL.J. McElravy\, University of Nebraska – Lincoln \nCourse Schedule\nThis 10-session\, 5-week course meets online on Tuesdays and Thursdays from June 11 through July 18 at  3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. There is no class the week of July 1. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\nThis course has a cap of 40 students. \nRegistration is opens on Monday\, April 22\, and closes Monday\, May 20. This course builds on a foundational understanding of evidence based teaching\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nSending weekly reminders with upcoming assignments to all students\nSending reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Canvas (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\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\nThis course will form the initial engagement pathway for participants to achieve the foundational learning outcomes of the CIRTL Change Leadership Development Program. This course requires participants to have achieved at least the CIRTL Associate level. In terms of Bloom’s Taxonomy the course is analogous to a CIRTL Associate level of learning. Participants who complete this course will be able to describe evidence-based leadership practices\nThose who complete this course will be able to describe evidence-based leadership practices for change. This course supports developing a leadership identity\, examining organizational features that are characteristic of higher education institutions\, and exploring theories of change and leadership that will support participants’ ability to engage in systemic change focused on inclusive teaching and learning. These aims are based on conversations with the CIRTL  network over the past several years.
URL:https://cirtl.net/event/change-leadership-for-inclusive-teaching-and-learning-2/2024-06-11/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240627T110000
DTEND;TZID=America/Chicago:20240627T123000
DTSTAMP:20260414T061147
CREATED:20240419T184959Z
LAST-MODIFIED:20240626T141847Z
UID:10000754-1719486000-1719491400@cirtl.net
SUMMARY:Quick Take: How to Plan a Single Class Session
DESCRIPTION:Get an overview of 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\nShannon McClellan Brooks\, Pennsylvania State University \nWorkshop Schedule\nThis one-session online workshop meets online in Zoom on Thursday\, June 27 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific. \nAudience\nThis workshop is designed for grad students and postdocs who have had some teaching or TAing experience. \nRegistration and Enrollment\n** At capacity and closed for registration as of Thursday\, June 6. ** \nCap: 50. Registration opens on Monday\, June 3 at at 1pm Atlantic Time / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific\, and will close when capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact 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\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
URL:https://cirtl.net/event/quick-take-how-to-plan-a-single-class-session/
CATEGORIES:Workshop
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240710T110000
DTEND;TZID=America/Chicago:20240710T121500
DTSTAMP:20260414T061147
CREATED:20240419T161836Z
LAST-MODIFIED:20240626T142250Z
UID:10000752-1720609200-1720613700@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\, July 10 at 1-2:15pm Atlantic / 12-1:15pm Eastern / 11am-12:15pm Central / 10-11:15am Mountain / 9-10:15am 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* Registration is closed and at capacity as of Tuesday\, June 18 * \nCap: 50. Registration is open from Monday\, June 17; at 1pm Atlantic Time / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific\, 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)\, 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 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/
CATEGORIES:Workshop
END:VEVENT
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