CIRTL Network

Writing Your Diversity or Inclusion Statement for the Academic Job Market
2025-03-03 13:00 - 14:00 (America/Chicago)
This online event is designed to guide individuals on how to effectively write a diversity statement as part of an academic job application – a document outlining a commitment to promoting diversity, equity, and inclusion (DEI). We will focus on highlighting past experiences and future goals in creating an inclusive environment, particularly in academic settings. This is the fifth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Preston Cumming, Professional Development Lead, Center for Teaching & Learning, University of Colorado Boulder
Event Schedule
This online event meets on Monday, March 3 at 11pm-12am Gulf Time / 3-4pm Atlantic / 2-3pm Eastern / 1-2pm Central / 12-1pm Mountain / 11am-12pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Writing Your Research Statement for the Academic Job Market
2025-03-10 10:00 - 11:00
Job postings in higher education often require a research statement as part of the application process. This session will focus on assembling a research statement for academic jobs. We’ll consider the intended audience and analyze examples from recent applicants. This is the sixth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Dr. Kenneth Wright, Professor, Integrative Physiology, University of Colorado Boulder
Event Schedule
This online event meets on Monday, March 10 at 7-8pm Gulf Time / 12-1pm Atlantic / 11am-12pm Eastern / 10-11am Central / 9-10am Mountain / 8-9am Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Better Teaching Through Neurodiversity: Supporting Students’ Executive Functioning
2025-03-12 13:00 - 15:00
Learn how to apply the Universal Design for Learning framework to develop inclusive teaching practices that support executive functioning for all learners in this one-part workshop. Many times, instructors fear that designing a neuroinclusive classroom is too difficult and may even come at the expense of some of their other students’ needs. In fact, the opposite is often true: if we take the time to look carefully at their needs and reflect on our own teaching practices, accommodating students with autism, ADHD, and other neurodivergent conditions can actually improve outcomes for every student. Through case study exploration and brainstorming around specific teaching materials, participants will work with peers to add to their toolbox for neuroinclusive teaching. By the end of this workshop, participants will be prepared to:

Identify the principles of the neurodiversity paradigm and its application in learning
Explain executive functioning and its relationship to neurodiversity
Examine and resolve executive functioning pressure points in classroom situations
Revise teaching practices to reflect executive functioning best practices

Instructors
Teresa Hooper, University of Tennessee, Knoxville
Robert Jacobsen, University of Tennessee, Knoxville
Workshop Schedule
This one-session online workshop meets on Wednesday, March 12 at 10pm-12am Gulf / 3-5pm Atlantic / 2-4pm Eastern / 1-3pm Central / 12-2pm Mountain / 11am-1pm Pacific.
Audience
This workshop is designed for participants who either have some previous teaching/teaching development experience or are in the process of developing an upcoming course.
Registration and Enrollment
REGISTER NOW
This workshop has no cap. Registration opens on Monday, February 24.
Accessibility
If 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:

Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-based teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning through diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe the scope of diversity in learning environments, of both students and instructor.

Exploring Teaching Careers at Research Universities with CIRTL Alumni
2025-04-01 11:00 - 12:00
Faculty members who primarily teach, rather than do research, have become increasingly important for delivering courses to STEM undergraduates. Learn about the teaching faculty career path and ask questions of CIRTL alumni who are junior teaching faculty in this online panel event. Panelists will discuss the rewards and challenges of these positions, the opportunities for stability and advancement, and how non-tenure line faculty live in a research department. This is the first event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Speakers
Dr. Corrine Monks (Higley), Assistant Professor of Biological Sciences, Michigan State University
Dr. Thomas Dombrowsky, Clinical Associate Professor of Nursing, University of Texas at Arlington
Dr. Brittany Miller, Assistant Professor of Biology, Hofstra University
Event Schedule
This online event meets on Tuesday, April 1 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This 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.
Registration
No cap.
REGISTER NOW
Accessibility
If 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Careers Beyond Higher Education Panel 1: Government, Non-profits & Consulting
2025-04-02 11:00 - 12:00
Join panelists from various disciplines to discuss their career paths from graduate degrees to positions in government, the non-profit sector, and consulting. Panelists will address how they used their degrees and training to prepare them for their current positions and any advice they can give to current graduate students. Plenty of time will be given for questions. This is the seventh event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Lameese Akacem, Ph.D. (Integrative Physiology),Program Officer, Division of Training and Workforce Development, Division of Genetics and Molecular, Cellular, and Developmental Biology, National Institute of General Medical Sciences
Brian Buma, Ph.D. (Ecology and Evolutionary Biology), Senior Climate Scientist, Exploration, Innovation, Environmental Defense Fund
Jenny Ramirez, Ph.D. (Civil Engineering), Senior Geotechnical Engineer, Geosyntec Consultants
Vanderlei Vargas Jr., Ph.D. (Atmospheric Science), Research Associate IV, NOAA Global Systems Laboratory
Event Schedule
This online event meets on Wednesday, April 2 at 8-9pm Gulf Time / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Careers Beyond Higher Education Panel 2: Private Industry, Consulting & Non-profits
2025-04-07 11:30 - 12:30
Join panelists from various disciplines to discuss their career paths from graduate degrees to positions in private industry, consulting, and the non-profit sector. Panelists will address how they used their degrees and training to prepare them for their current positions and any advice they can give to current graduate students. Plenty of time will be given for questions. This is the final event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Danielle Lemmon, Ph.D. (Atmospheric and Oceanic Sciences), Energy Consultant at Ramboll
Ethan Peck, Ph.D. (Atmospheric and Oceanic Sciences), Director, Data Engineering at Zoominfo
Arneshia Williams, MFA (Dance), Program Director, MNProv
Adam Williams, Ph.D. (Geography), Principal UX Researcher, Esri
Event Schedule
This online event meets on Monday, April 7 at 8:30-9:30pm Gulf Time / 1:30-2:30pm Atlantic / 12:30-1:30pm Eastern / 11:30am-12:30pm Central / 10:30-11:30am Mountain / 9:30-10:30am Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Exploring Teaching Careers at Teaching Intensive Universities with CIRTL Alumni
2025-04-08 11:00 - 12:00
Nationally, more undergraduates are educated at community colleges, liberal arts colleges, and specialized BS and MS universities than at research universities. These faculty become leaders at their institutions, usually serve as advisers as well, and may engage in some research. Learn about what it’s like to teaching at a teaching-intensive university and ask questions of CIRTL alumni who are teaching at these institutions in this online panel event. Panelists will talk about how much teaching they do, opportunities for leadership and advancement, and more. This is the second event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Speakers
Dr. Caitlin Williams, Assistant Professor of Biology, Virginia Wesleyan University
Dr. Josh Brown, Assistant Professor of Psychology, Southern Utah University
Dr. Eunice Park, Assistant Professor of the Department of Public Health, Montclair State University
Event Schedule
This online event meets on Tuesday, April 8 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This 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.
Registration
No cap.
REGISTER NOW
Accessibility
If 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

CIRTL Network Teaching-as-Research Presentations
2025-04-09 11:00 - 12:30
Hear graduate students and postdocs from across the CIRTL Network share the results of their Teaching-as-Research (TAR) projects in this online presentation session. In TAR projects, future faculty explore a specific question about teaching and learning, design and implement some sort of classroom-based intervention to test that question, and consider how they might adjust their teaching practices based on what the results show. TAR is a cornerstone of CIRTL’s work in developing reflective practitioners that support learning for all.
Schedule
This online event meets on Wednesday, April 9 at 8-9:30pm Gulf / 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific.
How to attend
REGISTER TO ATTEND
This online event is open to the public. Participant registration opens Monday, January 13 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific and closes Wednesday, April 9. Once you register, you will automatically receive Zoom information for the session.
Speakers
See speakers and their institutions below. See our detailed agenda for descriptions of each project.
Sarah Swiston, Washington University in St. Louis
Jacquelina DaSilva, University of British Columbia
Andrew Ramirez, University of California, Los Angeles
Daniel Pearce, University of Wisconsin-Madison
Joanna Joseph, University of Arizona
Madeline Pelgrim, Brown University
Haley Keglovits, Brown University
Patrick Duryea, University of Nebraska-Lincoln
Ivy Kwok, University of California, Los Angeles
Sona Chitchyan, Michigan State University
Sushma Anand Akoju, University of New Hampshire
Jessica Latimer, Dalhousie University
Zeenat Farooq, University of Illinois at Chicago
Annabelle Hicks, University of Connecticut
Josie Mazzone, University of Arizona
Oluchi Kanma-Okafor, University of Arizona
Faith Odele, Texas A&M University
Jia Yi Lee, Johns Hopkins University
Kimberlie Vera, University of Wisconsin-Madison
Rita Franco, University of Idaho
Nadeen Anabtawi, The Ohio State University
Christine Hustmyer, University of Wisconsin-Madison
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our participants:

Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This event is designed around the following learning outcomes.
Associate: Teaching-as-Research

Describe a “full-inquiry” cycle.
Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.

Exploring Academic Careers Beyond the Professoriate with CIRTL Alumni
2025-04-15 11:00 - 12:00
People who hold advanced degrees in STEM disciplines serve in many roles across academia – from administration and research support, to teaching centers and advising – where their preparation in teaching as well as their analytical and organizational skills are invaluable. Learn what some of these professions are like and ask questions of CIRTL alumni who work in these roles in this online panel event. Panelists will talk about their specific positions, their pathway to those positions, and the value of remaining connected to academia. This is the third event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Speakers
Dr. Joelyn deLima, Scientist and Pedagogical Advisor, Swiss Federal Technology Institute of Lausanne
Dr. Abby Letak, Writing Across the Curriculum Associate Director, University of Wisconsin-Madison
Dr. Stephen K. Kim, Assistant Director for Educational Innovation & Lecturer in the Center for Dialogue & Pluralism; School of Industrial and Labor Relations Lecturer, Cornell University
Event Schedule
This online event meets on Tuesday, April 15 at 8-9pm Gulf / 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This 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.
Registration
No cap.
REGISTER NOW
Accessibility
If 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:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Identify skills and resources that help you navigate different career pathways

Johns Hopkins University In Person Teaching Institute
2025-05-28 08:00 - 15:30
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:

Explore and test multiple teaching methods that engage and assess diverse students
Develop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods
​​​​​​​Identify strategies that improve student learning outcomes for all students
Create a peer-reviewed lesson plan
Present a lesson plan or facilitate micro-teaching exercise to their peer group

Schedule

This in-person institute meets daily from Wednesday, May 28 through Friday, May 30. Daily sessions run from 9AM to around 4PM Eastern Time, with scheduled breaks. Participants can see a detailed schedule upon registration.
Workload
Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.
Registration & Enrollment
**This institute is at capacity as of Monday, May 5**
This institute has a cap of 15 CIRTL participants. Registration will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience.

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning-through-Diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe several learning-through-diversity (LtD) techniques and strategies.
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe the scope of diversity in learning environments, of both students and instructor.

Associate: Teaching as Research-TAR

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe a “full-inquiry” cycle
Describe 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
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

Johns Hopkins University Online Teaching Institute
2025-06-09 08:00 - 23:30
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:

Explore and test multiple teaching methods that engage and assess diverse students;
Develop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;
​​​​​​​Identify strategies that improve student learning outcomes for all students;
Create a peer-reviewed lesson plan;
Present a lesson plan or facilitate micro-teaching exercise to their peer group

Schedule

This institute meets online daily from Monday, June 9 through Friday, June 13 at 5-8:30pm Gulf / 10-1:30pm Atlantic / 9-12:30pm Eastern / 8am-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific/Arizona. Participants can see a detailed schedule upon registration.
Workload
Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.
Registration & Enrollment
**This institute is at capacity as of Tuesday, April 29**
This institute has a cap of 40 CIRTL participants. Registration will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience.

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning-through-Diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe several learning-through-diversity (LtD) techniques and strategies.
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe the scope of diversity in learning environments, of both students and instructor.

Associate: Teaching as Research-TAR

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe a “full-inquiry” cycle
Describe 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
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

Planning Your Teaching-as-Research Project
2025-06-18 10:00 - 11:30
Jumpstart your plans for a Teaching-as-Research (TAR) project in this 6-week flipped course designed to guide participants through developing a research question, identifying project methods and outcomes, and more. Each week, students will watch videos, read articles, and complete assignments on their own time; in weekly sessions, students will refine their work with peer review, work through sticking points with instructors, and build community to sustain their work. Throughout the course, students will also be expected to meet occasionally with a local TAR contact (typically the person at your CIRTL member institution who mentors TAR students and/or runs your institution’s TAR program) to refine key components of your TAR project plan. By the end of the course, students will present a TAR project plan and be well-positioned to implement their project in the coming academic year.
What is Teaching-as-Research?
Teaching-as-Research (TAR) takes a deliberate and systematic approach towards investigating, reflecting on, and improving one’s own teaching. The TAR process follows an inquiry cycle that consists of the following stages: identifying of a challenge within the context of teaching and learning, delving into the relevant scientific literature, designing a project to elucidate why the challenge occurs or designing a teaching intervention to address the challenge, implementing the project, collecting data, analyzing the data, drawing conclusions, and reflecting on the experience. TAR is a proactive and dynamic approach towards improving your teaching and document your teaching effectiveness. A TAR experience will provide a substantial example of your reflective, professional practice applicable to a range of career outcomes.
Instructors
Brian Rybarczyk, University of North Carolina at Chapel Hill
Joshua Abreu, Yale University
Course Schedule
This 6-week course has weekly online sessions on Wednesdays at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona from June 18 to July 23.
Workload
Your instructors estimate students will need to spend 6-8 hours per week on work outside of class sessions including: watching videos, reading articles, completing assignments, meeting with your local TAR contact, and reviewing peer group work so that you can provide in-session feedback.
Registration and Enrollment
This course is limited to 25 students. Registration is open now and will close on Monday, June 2. All applications will be reviewed after June 2, and enrollment will be based on eligibility. This course builds on a foundational understanding of teaching and learning, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority.
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) to let us know how we can help you have a successful experience.

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Learning-through-Diversity

Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and strategies.

Associate: Teaching-as-Research

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe a “full-inquiry” cycle.

Practitioner: Evidence-Based Teaching

Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.

Practitioner: Learning-through-Diversity

Examine and describe own beliefs and biases, including how they may influence their students’ learning.
Create a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.
Integrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.

Practitioner: Teaching-as-Research

Show the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity to accomplish learning goals.
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

Relating Poetic Inquiry as a Bridge between the Arts and Sciences
2025-06-24 10:00 - 11:30
In a rapidly changing world, it’s important to prepare students for possible future career paths. Using a “wicked science” training framework, participants will explore the creative potential of arts-based research (ABR), more specifically poetic inquiry, to view and understand research and teaching in a new way and from multiple perspectives. In the first session, participants will be introduced to ABR methods and how they can expand upon both qualitative and scientific methodologies. Then, they will apply these methods to their own research and teaching contexts through the process of poetic inquiry between sessions. By the end of this workshop series, participants will be able to:

Explain the benefit of utilizing a wicked science approach to applying poetic inquiry in teaching and research contexts
Summarize the benefits of arts-based methods and their value in teaching and research contexts
Create found poems using poetic transcription and reflect on the process

Instructors
Carmi Milagros Thompson, The Ohio State University
Tamryn McDermott, Old Dominion University
Workshop Schedule
This two-part online workshop meets in Zoom on Tuesdays, June 24th and July 8th at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona.
Audience
This workshop is designed for participants that are interested in exploring wicked science and poetic inquiry as a way to understand their research and teaching from a transdisciplinary perspective.
Registration and Enrollment
Cap: 40. Registration opens on Monday, June 9 at 11am CT and closes Friday, June 20 or once capacity is reached, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If 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:

Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate-level Evidence-based teaching

Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Associate-level Learning-through-diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.

Preparing a Teaching Demo for a Job Interview
2025-06-25 11:00 - 12:30
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:

Identify questions and decision points useful in preparing a teaching demo for a job interview.
Strategize ways to gather the information needed to effectively plan a teaching demo.
Generate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g., logistical, technological, or interpersonal).

Instructors
Chas Brua, Pennsylvania State University
Beate Brunow, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets in Zoom on Wednesday, June 25 at 8-9:30pm Gulf / 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific/Arizona.
Audience
This 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.
Registration and Enrollment
**At capacity and closed for registration as of Tuesday, June 10th**
Cap: 60. Registration opens on Monday, June 9 at 11am CT. Once open, it will remain open until capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Sending pre-session reminders to all students
Sharing resources from synchronous sessions with students
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional Development

Create materials that are commonplace in the academic job market (resumes, CVs, teaching portfolios, teaching statements, etc.)

Pathway Mapping for Professional Success in Higher Education
2025-07-17 10:00 - 11:30
Mentoring is critical to career success and persistence, and building and understanding mentoring networks will help students to both feel more confident and have tools to be successful in their career journeys. In this workshop, participants will reflect on their career journey and sources of support in that journey using a living document known as a mentor map. Students will also reflect on their own journeys and how that journey may impact their current mentor map. By the end of this workshop, participants will be able to:

Describe and identify the different roles that relationships play in their career journey
Create a pathway map, a living document that can be used to reflect and assess the role they and others play in their professional and personal development

Instructors
Carmi Milagros Thompson, The Ohio State University
Workshop Schedule
This two-part online workshop meets in Zoom on Thursdays, July 17 and July 31 at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific/Arizona.
Audience
This workshop is designed for graduate students at any stage in their career who want to reflect on their career journey and sources of support in that journey.
Registration and Enrollment
Cap: 30. Registration is now closed. Applications will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Professional development

Identify skills and resources that help you navigate different career paths
Identify skills and resources that help you navigate different career paths
Develop communication and interpersonal skills
Document and track methods of support throughout degree

Exploring Teaching Across Institutions: A Photographic Journey
2025-07-22 12:00 - 13:30
Explore selections from a comprehensive contemporary photographic project depicting higher education in the US during this interactive, single-session workshop. Using photographs from the project and an open-source photo collection, participants will observe and reflect on teaching and learning in action across a wide variety of institutions and disciplines, and will come away with insights about the roles of instructors and students, in-class learning, spaces and technologies that support (or hinder) teaching and learning, and more. They will also explore how visual representations of their work could contribute to professional materials. By the end of this workshop, participants will be prepared to:

Observe and reflect on teaching using photographs as a prompt and source of insight
Apply insights from observations to their own teaching

Instructors
Cassandra Horii, Stanford University
Martin Springborg, Dakota County Technical College
Workshop Schedule
This one-session online workshop meets on Tuesday, July 22 at 9-10:30pm Gulf / 2-3:30pm Atlantic / 1-2:30pm Eastern / 12-1:30pm Central / 11am-12:30pm Mountain / 10-11:30am Pacific/Arizona.
Audience
This workshop is first and foremost for participants that wish to apply reflective insights to their own teaching practices, but all interested in visual representations of teaching and learning across different institutions and disciplines are welcome.
Registration and Enrollment
This workshop has no cap, and registration is now open. It will remain open until the workshop begins on Tuesday, July 22.
REGISTER NOW
Accessibility
If 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:

Sending pre-session reminders
Sharing materials (slides, activity instructions, etc.)
Enabling live captioning during the session

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-based teaching

Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Professional development

Identify skills and resources that help you navigate different career pathways
Practice reflection that can apply to evidence-based teaching and other aspects of professional development

Self-Paced Teaching & Learning Courses
2025-08-01 - 2027-08-01
Develop your teaching & learning knowledge and skills in one of CIRTL’s 9 self-paced, asynchronous courses designed for graduate students and postdocs. You can read detailed descriptions of this programming below. At the bottom of this page you can view a matrix showing how each self-paced course addresses CIRTL’s learning goals:

Goal 1: Develop evidence-based teaching knowledge
Goal 2: Connect with community to enhance teaching
Goal 3: Cultivate teaching skills through reflective improvement
Goal 4: Prepare for an impactful career

Questions? Contact CIRTL’s help desk at registration@cirtl.net.

Self-paced programming open to all
An Introduction to Evidence-Based Undergraduate STEM Teaching
Get an overview of effective college teaching strategies and the research that supports them in this 8-part self-paced online course designed for graduate students and postdocs in STEM disciplines (science, technology, engineering, and math).

CIRTL learning goals: 1, 2
Learning level: introductory
Read more and register now

Advancing Learning Through Evidence-Based STEM Teaching
Learn effective college-level teaching strategies that engage learners through active learning, as well as the research that supports them, in this 8-part self-paced online course designed for future faculty in STEM disciplines (science, technology, engineering, and math). This course builds on “An Introduction to Evidence-Based Undergraduate STEM Teaching”; the intro course is recommended, but not required, as a prerequisite for participating in this course.

CIRTL learning goals: 1, 2, 3
Learning level: intermediate
Read more and register now

Self-paced programming open to members and alumni
Writing an Effective Teaching Philosophy Statement (Self-paced)
Learn what a teaching philosophy statement is, brainstorm what you might write about in yours, and draft your own statement in this self-paced workshop. Participants who complete this workshop will be invited to attend a synchronous session where you can refine your draft with a writing group of peers from your discipline. Coming soon.

CIRTL learning goals: 4
Registration coming late August

Creating a Transgender Inclusive STEM Environment: A Course for Educators
Understand the climate for trans students in STEM disciplines, and learn specific ways to make your class environment more trans inclusive in this 4-part, self-paced online short course. Participants will begin with a snapshot of the cultural context for trans students and colleagues in STEM disciplines, get an introduction to a framework for trans inclusivity, and explore specific ways to apply that framework to your own practice.

CIRTL learning goals: 1, 3
Learning level: introductory
Read more and register now

Effective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies
Post-graduate STEM education presents unique opportunities and challenges in shaping professionals who can address complex scientific, technological, and societal issues. This 4-part, self-paced online short course is designed to equip educators with innovative teaching strategies and pedagogies that inspire transformative learning, deepen engagement, and foster meaningful connections between theoretical knowledge and professional practice.

CIRTL learning goals: 1, 3
Learning level: introductory
Read more and register now

Incorporating Active Learning
Active learning is a commonly-used phrase that many have different conceptions of or attribute different characteristics to. In this 4-part, self-paced online short course, learn the basic components along with the benefits and limitations of active learning. Participants will use this knowledge to determine when active learning would be a benefit to the learning process and how they can apply new active learning strategies in the classroom.

CIRTL learning goals: 1, 2
Learning level: introductory
Read more and register now

Making Large Classes Feel Smaller
Reflect on the challenges of teaching in large classes and your own pedagogical values as an instructor in order to find creative ways to support student learning and engagement. This 4-part, self-paced online short course explores common logistical challenges in large classes, considers how to apply evidence-based teaching practices in these environments, and invites participants to develop their own ideas for improved student engagement and participation.

CIRTL learning goals: 1, 3
Learning level: introductory
Read more and register now

Research as a High Impact Practice in STEM Education
To broaden participation in research and make STEM disciplines more inclusive, instructors can demystify research early and often. One promising way to do this is to bring research practices into the classroom. This 4-part, self-paced online short course introduces strategies that instructors can use to connect students with meaningful, research-aligned learning experiences, no matter their starting point.

CIRTL learning goals: 1, 2
Learning level: introductory
Read more and register now

When a Student Falls Behind
Given the rapid pace and large volume of technical content in STEM courses, instructors often see students fall behind the cadence of content in the course for a variety of reasons in a variety of ways. Once a student falls behind, this can impede learning significantly. This 5-part, self-paced online short course introduces how can instructors create policies and support for students that are not on the “same timeline” of learning as the intended pace of the course.

CIRTL learning goals: 1
Learning level: introductory
Read more and register now

TA Principles and Strategies

Participants will gain a deeper understanding of their responsibilities as TAs and are empowered to contribute meaningfully to student success and the overall academic environment. This 7-part, self-paced online short course designed to support teaching assistants in developing essential skills across key areas of teaching and learning covers pedagogical principles, course design, effective teaching practices, assessment and feedback strategies, classroom management, time management, and professional communication.

CIRTL learning goals: 1, 2, 3
Learning level: introductory
Read more and register now

Teaching Transferable Skills and Work-Integrated Learning in the College Classroom

Learn techniques for teaching transferable skills and work-integrated learning through re-imagining the nature of human competency, how people best learn complex skills, and how to re-design teaching activities accordingly. This 4-part, self-paced online short course will help learners practice how to articulate and then teach key skills relevant to your courses that are embedded in disciplinary content and cultural contexts.

CIRTL learning goals: 1, 2, 3, 4
Learning level: intermediate
Read more and register now

Self-paced courses & CIRTL learning goals
All programming aligns with CIRTL’s 4 learning goals at introductory, intermediate, or advanced levels. Here, you can see how our self-paced programming provides different learning experiences for each learning goal.

Course
Goal 1: Develop evidence-based teaching knowledge
Goal 2: Connect with community to enhance teaching
Goal 3: Cultivate teaching skills through reflective improvement
Goal 4: Prepare for an impactful career

When a Student Falls Behind
Introductory

An Introduction to Evidence-Based Undergraduate STEM Teaching
Introductory
Introductory

Research as a High Impact Practice in STEM Education
Introductory
Introductory

Incorporating Active Learning
Introductory
Introductory

Creating a Transgender Inclusive STEM Environment: A Course for Educators
Introductory

Introductory

Making Large Classes Feel Smaller
Introductory

Introductory

Effective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies
Introductory

Introductory

Advancing Learning Through Evidence-Based STEM Teaching
Intermediate
Intermediate
Intermediate

TA Principles and Strategies
Introductory
Introductory
Introductory

Teaching Transferable Skills and Work-Integrated Learning in the College Classroom
Intermediate
Intermediate
Intermediate
Intermediate

The Metacognitive Feedback Loop
2025-09-16 10:00 - 11:15
Student success tends to be measured through assessment and grades, but this workshop will focus on how to promote student success by providing students with metacognitive feedback. Metacognition plays a key part for learning and growth, urging instructors to consider how their feedback can help both themselves and their students think about their learning process and success. Participants will learn about the value of encouraging metacognitive reflection for students, explore strategies and strengths of various feedback practices, and reflect on how their feedback impacts student learning. They will also practice composing metacognitive feedback and discuss practical ways of implementing it in the classroom. By the end of this workshop, participants will be prepared to:

Discuss the benefits of metacognitive reflection in courses
Identify multiple strategies for giving metacognitive feedback
Reflect on your own metacognitive process to aid in designing feedback

Instructors
Jennifer Torres, University of Illinois at Chicago
Workshop Schedule
This one-session workshop meets online in Zoom on Tuesday, September 16th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona.
Audience
This workshop is for any educator interested in learning more about metacognitive feedback and how to implement it in the classroom.
Registration and Enrollment
**Closed for registration as of Wednesday, September 3rd**
Cap 40; registration opens on Tuesday, September 2nd at 10am CT and closes once capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If 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:

Using alt-text on images in reading materials
Sending pre-session reminders to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory level:

Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.
Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.

Quick Take: How to Plan a Single Class Session
2025-09-17 11:00 - 12:30
Explore and apply key lesson-planning topics – like backwards design, learning objectives, assessment, and more – in this one-part online workshop designed for grad students and postdocs who have had some teaching or TAing experience. Participants will discuss concepts from Universal Design for Learning and emphasize the use of frequent formative feedback as an equitable way to promote learning. An explicit goal of this workshop is to help future faculty feel more empowered and confident in their own pedagogical decision-making. By the end of this workshop, participants will be prepared to:

Identify several “big ideas” in their disciplines (core concepts/skills).
Align learning objectives, assessments, and learning activities for a single class session based on the big idea they selected.

Instructors
Chas Brua, Pennsylvania State University
John Elia, Pennsylvania State University
Workshop Schedule
This one-session workshop meets online in Zoom on Wednesday, September 17 at 8-9:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 9-10:30am Pacific/Arizona.
Audience
This workshop is designed for grad students and postdocs who have had some teaching or TAing experience.
Registration and Enrollment
**Closed for registration as of Wednesday, September 3rd**
Cap: 25. Registration opens on Tuesday, September 2nd at 10am CT and closes once capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If 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:

Using alt-text on images in reading materials
Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory level:

Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.

The College Classroom
2025-09-23 12:00 - 13:30
Get an introduction to key learning principles and the basics of effective, evidence-based teaching practices in this 12-week course about teaching in the college classroom. This course will focus on developing inclusive, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives, assessment, and learning activities through both discussion of course materials and developing and practicing their own lesson plan. In this course, participants will

Explore inclusive, learner-centered teaching theories and practices
Read and discuss literature on effective teaching and learning
Apply evidence-based strategies to your teaching practice
Create connections between learning objectives, assessments, and learning activities in order to build and teach a lesson plan
Reflect on personal teaching values and decision making

Instructors
Beth Fleener, University of Texas at Arlington
Amanda Nolen, Georgia Tech
Tiffany Shoop, Virginia Tech
Course Schedule
This course meets in Zoom on Tuesdays, September 23 through December 9, at 9–10:30pm Gulf / 1–2:30pm Eastern / 12–1:30pm Central / 10–11:30am Pacific/Arizona.
**After November 2nd, course meets at 10-11:30om Gulf / 11am-12:30pm Arizona**
Audience
This course is designed first and foremost for graduate students, postdoctoral researchers, and early career faculty in STEM/SBE disciplines, but generally relevant to anyone looking to improve their foundational college-level teaching and learning skills and knowledge.
Registration & Enrollment
**Closed for registration as of Friday, September 19th**
Cap: 100. Registration is now open and will close once capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

Using alt-text on images in reading materials
Sending weekly reminders with upcoming assignments to all students
Sending weekly reminders with missing assignments to students who have late work
Sharing materials for synchronous sessions with students via Moodle (slides, breakout group activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions
Sharing recordings from synchronous sessions
Allowing students to make up absences and submit work late with no penalty

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory level:

Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.

Preparing a Teaching Demo for a Job Interview
2025-10-06 11:00 - 12:30
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:

Identify questions and decision points useful in preparing a teaching demo for a job interview.
Strategize ways to gather the information needed to effectively plan a teaching demo.
Generate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g., logistical, technological, or interpersonal).

Instructors
Chas Brua, Pennsylvania State University
Beate Brunow, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets in Zoom on Monday, October 6th at 8-9:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 9-10:30am Pacific/Arizona.
Audience
This 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.
Registration and Enrollment
***Registration is closed as of 9/22***
Cap: 60. Registration is now open and will close once capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Sending pre-session reminders to all students
Sharing resources from synchronous sessions with students
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory level:

Goal 4: Prepare for an impactful career. See more Goal 4 programming.

Writing an Effective Teaching Philosophy Statement (October)
2025-10-07 11:00 - 12:30
Learn what a teaching philosophy statement is and how they are used in the academic job hunt, and explore your own teaching philosophy in a writing group of peers in this interactive, two-part online workshop. We will discuss elements of teaching statements, evidence of effective teaching tailored for different academic jobs, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s small group writing and feedback process. By the end of this workshop, participants will be able to:

Understand common components of a teaching philosophy statement
Identify their own teaching accomplishments, beliefs, and goals
Draft a teaching philosophy statement
Refine their work through peer review feedback

Instructors
Kristin Winet, University of Arizona
Erin Galyen, University of Arizona
Workshop Schedule
This workshop meets in Zoom on Tuesday, October 7 and 14 at 8-9:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 9-10:30am Pacific/Arizona.
Audience
This workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone looking to develop or refine their teaching statement.
Registration & Enrollment
**At capacity and closed for registration as of Wednesday, September 24th**
Cap: 50. Enrollment will be processed on a first-come, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority.
Accessibility
If 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:

Using alt-text on images in reading materials
Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory level:

Goal 4: Prepare for an impactful career. See more Goal 4 programming.

Effective Assessment Strategies for Large Undergraduate Courses
2025-10-10 13:00 - 14:30
Learn more about scalable, innovative assessment strategies tailored for large undergraduate courses where instructors face time and workload challenges in this workshop. Participants will explore diverse methods, including self-grading, peer assessment, rubrics for actionable feedback, and technology-enhanced tools like e-assessments and interactive eBooks. Through case studies, practical examples, and collaborative activities, attendees will develop a mini action plan to implement effective assessments in their own teaching contexts. By the end of this workshop, participants will be prepared to:

Identify common challenges in assessing large undergraduate courses
Explore rubrics in examples to streamline grading and feedback via different assessment methods
Develop a mini action plan for implementing scalable assessments in participants’ own contexts

Instructors
Xiaoxia Zhang, Indiana University
Workshop Schedule
This one-session workshop meets online in Zoom on Friday, October 10th at 10-11:30pm Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 11am-12:30pm Pacific/Arizona.
Audience
This workshop is designed for participants who would like to learn more about assessment strategies for large undergraduate courses.
Registration and Enrollment
No cap, registration opens on Monday, September 15th at 10am CT and closes on the day of the workshop.
REGISTER NOW
Accessibility
If 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:

Using alt-text on images in reading materials
Sending pre-session reminders to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory and intermediate level:

Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.

Shared Voices, Shared Decisions: Sociocracy for Educators and Leaders in Higher Ed
2025-10-15 11:00 - 13:00
University structure/governance varies little across the world and has changed little in basic form across time. It is, at its essence, deeply colonial and Western, characterized by a hierarchical distribution of power. However, as the world changes rapidly around us, there is a growing need to authentically include the diverse voices of stakeholders (i.e., staff and students) in the decisions that affect their work, learning, and wellbeing. This course presents a shared governance model, “Sociocracy”, that stresses inclusion and deliberate attention to power dynamics. Based on consent and not consensus, sociocracy operates at scales from small groups to entire organizations. Participants will explore connections among governance/decision-making, power structures, and participatory equity in higher education. They will explore sociocracy as a model for fostering shared decision-making in classrooms, committees, departments, and other academic spaces, and generate actionable plans to improve power dynamics and advance equity and inclusion in their own contexts. By the end of this course, participants will be able to:

Identify relationships, power structures, and/or gaps in participatory equity in governance at their home institution.
Define, explain, and justify the use of Sociocracy as a viable governance model at multiple levels or scales.
Explain the significance of sociocratic structures and processes.
Design sociocratic structures at levels or scales relevant to their local contexts.

The course will also prepare participants to apply practical strategies that foster more equitable, inclusive, and participatory forms of leadership. These approaches are adaptable to a wide range of settings and contexts. Participants will learn how to:

Structure and facilitate meetings effectively.
Engage students as active partners in course design and learning.
Incorporate regular feedback loops to improve processes, strengthen decision-making, and enhance collaborative projects.

Instructors
Teri Balser, University of Calgary
Kelly Clark, Johns Hopkins University
Course Schedule
This course meets online in Zoom on Wednesdays, October 15 through November 19 at 8-10pm Gulf / 12-2pm Eastern / 11am-1pm Central / 9-11am Pacific/Arizona.
**After November 2nd, course meets at 9-11pm Gulf / 10am-12pm Arizona**
Audience
This course is intended for a broad range of participants at all career stages, including faculty and staff, CIRTL leadership, postdocs, or senior level graduate students that are interested in applying the Sociocracy model in classrooms, committees, departments, and higher.
Registration and Enrollment
**Registration closed as of Tuesday, October 14th**
Cap: 50. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

Using alt-text on images in reading materials
Sending weekly reminders with upcoming assignments to all students
Sending weekly reminders with missing assignments to students who have late work
Sharing materials for synchronous sessions with students via Moodle (slides, breakout group activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions
Sharing recordings from synchronous sessions
Allowing students to make up absences and submit work late with no penalty

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory/intermediate level:

Goal 4: Prepare for an impactful career. See more Goal 4 programming.

Scaffolding Students’ Success as Independent Learners: Developing Instructional Materials Using Self-Regulated Learning Principles
2025-10-20 10:00 - 12:00
Gain practical skills to scaffold students’ development as independent learners using principles from self-regulated learning. This framework is goal-directed, and emphasizes the active role students can take in guiding their learning. Students’ implementation of these skills has been linked to many adaptive and positive academic outcomes. In this workshop, participants will explore practical methods to embed the teaching of self-regulated learning skills into their regular instruction, and learn how to feel more confident in their ability to design instructional materials that can help students take the initiative to plan, direct, and reflect on their own learning processes. By the end of this workshop, participants will be able to:

Articulate the value of self-regulated learning processes (i.e., planning, monitoring/control, and reflection) in promoting student success
Design instructional materials to support students in developing disciplinary-based self-regulated learning skills

Instructors
August Masonheimer, Purdue University
Erin Mercurio, The Ohio State University
Workshop Schedule
This two-part online workshop meets in Zoom on Monday, October 20th at 7-9pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 8-10am Pacific/Arizona and Monday, November 3rd at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific.
Audience
This workshop is designed for participants with teaching experience who want to develop practical skills and instructional materials that help students reflect on their own learning processes.
Registration and Enrollment
**At capacity and closed for registration as of Thursday, October 16th**
Cap: 40. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If 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:

Sending pre-session reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory level:

Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.

Fostering a Growth Mindset and Developing a Sense of Belonging in Your Students
2025-10-23 10:00 - 12:00
Learn from social and educational psychology in this one-part workshop on how instructors can foster growth mindsets in their students, and how that in turn can foster greater student motivation, achievement, and belonging. What factors hold back or push students forward in learning and performing the best they can? How do students react to successes and challenges? By the end of this workshop, participants will be prepared to:

Understand the differences and relationship between growth mindset and sense of belonging
Consider how students’ and instructors’ mindsets can impact student achievement and motivation
Identify concrete strategies to foster a growth mindset and sense of belonging in students

Instructors
Emily Potratz, University of Illinois at Chicago
Lauren Woods, University of Illinois at Chicago
Workshop Schedule
This one-session workshop meets online in Zoom on Thursday, October 23rd at 7-9pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 8-10am Pacific/Arizona.
Audience
This workshop is for any educator interested in learning more about how to foster a growth mindset and develop a sense of belonging in their students.
Registration and Enrollment
No cap; registration opens on Monday, September 29th at 10am CT and closes the day of the workshop.
REGISTER NOW
Accessibility
If 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:

Using alt-text on images in reading materials
Sending pre-session reminders to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory level:

Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.

Exploring Teaching Careers at Research Universities with CIRTL Alumni
2025-11-03 11:00 - 12:00
In this online panel, we’ll hear from 3 CIRTL alumni who now work as teaching professors at research universities around the United States. Faculty members who primarily teach, rather than do research, have become increasingly important for delivering courses at research universities. Alumni will share what their jobs are like, how they became interested in teaching, how they ended up at research institutions and how they fit within their departments, and what growth and progression can look like in these types of career paths. These alumni teach in computer science and engineering, chemistry and biochemistry, and English, at UC San Diego, the University of Delaware, and the University of Wyoming.
This is the first event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Event Schedule
This online event meets on Monday, November 3rd at 9-10pm Gulf / 12-1pm Eastern / 11am-12pm Central / 10-11am Arizona / 9-10am Pacific. This is the first event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This event is designed first and foremost for graduate students and postdoctoral researchers exploring potential career paths, but generally relevant to anyone interested in understanding career trajectories within academia and beyond.
Registration
No cap.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory level:

Goal 4: Prepare for an impactful career. See more Goal 4 programming.

Exploring Teaching Careers at Teaching Intensive Universities with CIRTL Alumni
2025-11-10 11:00 - 12:00
In this online panel, we’ll hear from 4 CIRTL alumni who now teach at liberal arts colleges. Most undergraduates in the United States are educated at liberal arts colleges and other non-research institutions like community colleges and specialized BS and MS universities, and the faculty who teach them frequently balance teaching, research, and mentorship as dynamic pieces of a rewarding career. Alumni will share what their jobs are like, how they became interested in teaching, what it was like to transition from the research-intensive R1 institutions they studied at to the smaller colleges and universities where they now work, and what growth and progression can look like in these types of career paths. These alumni teach in biology, biochemistry, biomedical sciences, molecular biology, environmental science and sustainability, and chemistry at Cornell College, Regis University, Alleghany College, and Beloit College.
This is the second event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Event Schedule
This online event meets on Monday, November 10th at 9-10pm Gulf / 12-1pm Eastern / 11am-12pm Central / 10-11am Arizona / 9-10am Pacific. This is the second event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This 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.
Registration
No cap.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory level:

Goal 4: Prepare for an impactful career. See more Goal 4 programming.

Examining and Analyzing Culturally Sustaining Pedagogy in Post-Secondary Contexts
2025-11-11 10:00 - 12:00
In the current U.S. political climate, where diversity, equity, and inclusion (DEI) initiatives face increasing scrutiny and legislative challenges, learning about culturally sustaining pedagogy (CSP) is more crucial than ever. Participants will learn the importance of using instructional strategies that affirm and sustain the cultural and linguistic identities of diverse students and how to foster a dynamic learning environment using CSP principles. Through collaboration and discussion, participants will identify and apply these principles as well as reflect on their own cultural identities and biases, challenge dominant narratives, and promote critical thinking in their classrooms. By the end of this workshop, participants will be prepared to:

Identify How CSP supports teaching and learning in higher education
Apply CSP principles to participant’s discipline or field of study
Differentiate Between CSP and Non-CSP practices in teaching and learning
Plan one or more course-related materials or activities using CSP principles

Instructors
Nakisha Whittington, Stanford University
Workshop Schedule
This one-session workshop meets online in Zoom on Tuesday, November 11th at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific.
Audience
This workshop is designed for graduate students at any stage in their career who want to learn more about engaging and transformative ways to teach.
Registration and Enrollment
REGISTER NOW
Cap: 25. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If 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:

Using alt-text on images in reading materials
Sending pre-session reminders to all students
Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory level:

Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.

Overcoming Learned Helplessness: Helping Students to Develop Strong Team Skills Through Emotional Intelligence
2025-11-13 11:00 - 12:30
Experience a “failed” team meeting that rehearses the experience that many students experience working on teams. Through a discussion of the theory of “learned helplessness”, participants will learn how to empower our students to overcome and transform such experiences through the practice of emotional intelligence and the practice of effective team communication techniques. By the end of this workshop, participants will be prepared to:

Understand the most common team dysfunctions students experience when working together on teams.
Demonstrate emotional intelligence and effective communication skills to overcome poor team dynamics.

Instructors
Kevin Carr, University of Texas at Arlington
Workshop Schedule
This one-session online workshop meets in Zoom on on Thursday, November 13 at 9-10:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Arizona / 9-10:30am Pacific.
Audience
This workshop is designed for participants who want to understand the feelings that students experience working on teams, and to learn how to teach students to overcome feelings of learned helplessness through stronger emotional intelligence and team communication skills.
Registration and Enrollment
REGISTER NOW
No cap; registration opens on Monday, October 27th at 10am CT and closes on the day of the workshop.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Sending pre-session reminders to all students
Sharing resources from synchronous sessions with students
Enabling live captioning in synchronous sessions
Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an intermediate level:

Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
Goal 4: Prepare for an impactful career. See more Goal 4 programming.
