CIRTL Network Teaching-as-Research Presentations
2023-04-26 14:00 - 15:30 (America/Chicago)
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. TAR projects investigate questions about teaching and learning, including assessing the effectiveness of specific learning activities and tools, examining the learning process about a specific topic, or characterizing the student experience in the classroom.
Register to attend
Speakers at this year’s presentation session will share projects that touch on lab instruction, inclusive teaching practices, student belonging, comprehension and assessment, student attitudes towards STEM disciplines, and more. 2023 TAR presenters are:
Faqryza Ab Latif, University of Arizona
Gloria Ashaolu, Michigan State University
Ileana Callejas, University of California, Los Angeles
Samara Chamoun, Michigan State University
Joseph Choy, Johns Hopkins University
Sai Diwan, University of British Columbia
Natasha George, Michigan State University
Alexander Johnson, University of California, Los Angeles
Briley Lewis, University of California, Los Angeles
James Macnamara, Michigan State University
Allison Moreno, University of California, Los Angeles
Colette Nickodem, Texas A&M University
Nichole Nomura, Stanford University
Emily Pappo, University of Florida
Casey Patterson, Stanford University
Vinnie Rigoglioso, University of Wisconsin-Madison
Luke Rodewald, University of Florida
Cristina Schaurich, University of British Columbia
Christopher Stevens, University of Wisconsin-Madison
Rion Wendland, University of Iowa
Register to attend
Event Schedule
This online event takes place on Wednesday, April 26 at 4-5:30PM AT / 3-4:30PM ET / 2-3:30PM CT / 1-2:30PM MT / 12-1:30PM PT. During the presentation period of the event, each speaker will have 12 minutes to present and respond to audience questions. Panel moderators will work off of the schedule below so that attendees can easily move across different panels if they have specific speakers they’d like to hear; however, timing may vary slightly depending on how many questions arise for panelists. You can find speaker abstracts and plan ahead for which panel/speakers you’d like to hear in our detailed agenda.
Agenda
2:00-2:20pm Central Time: Introductory remarks
2:20-3:10pm Central Time: Panel presentations
3:10-3:30pm Central Time: Closing remarks

Time (in Central)
Panel 1: Belonging & student attitudes
Panel 2: Teaching lab & research skills
Panel 3: Student engagement
Panel 4: Inclusive practices
Panel 5: Assessment & competence

Location
Main Room
Breakout Room 1
Breakout Room 2
Breakout Room 3
Breakout Room 4

Moderator
John DiNardo, Drexel
Colleen McLinn, Cornell
Kelly Clark, Hopkins
Lisa Kelly, U of Iowa
Tiffany Shoop, Virginia Tech

2:20-2:32
Nichole Nomura, Stanford
Fostering Accurate Perceptions of the Teaching Profession in a Gateway Education Course
Christopher Stevens, UW-Madison
Career Oriented Problem-Based-Learning Lab for Improving Student Conceptual Understanding and Motivation
Gloria Ashaolu, MSU
The Efficacy of Podcasts as Complementary Learning Tools in a History Course for Improving Student Engagement and Comprehension
Rion Wendland, U of Iowa
Implementing Improv Activities in Engineering Classrooms
Alexander Johnson, UCLA
Ungrading for teaching the hidden curriculum in engineering

2:32-2:44
Briley Lewis, UCLA
Science Writing & Student Attitudes Towards STEM in an Astronomy GE Course
Cristina Schaurich, UBC
Validation of the educational impact of the 3D Pocket Pelvis App – A Tridimensional Experience
Joseph Choy, Hopkins
A Case Study for Active Learning in a First-Year Biomaterials Design Course
Samara Chamoun, MSU
The impact of a holistic Math student support program, based on compassionate and loving kindness pedagogy and practices, on students’ confidence and attitude towards Mathematics
Casey Patterson, Stanford
Metacognition and Collective Self-Assessment in Black Feminist Pedagogy

2:44-2:56
Allison Moreno, UCLA
Impacts of Study Guides in Chemical Oceanography
James Macnamara, MSU
Comparison of Live versus Virtual Lab Comprehension
Emily Pappo, Florida
Does local relevance improve case study effectiveness in Environmental Science?
Faqryza Ab Latif, U of Arizona
Do Course-Level DEI Statements Affect Sense of Belonging?
Sai Diwan, UBC
Metacognitive Research Skills Development among students in a First-year classroom

2:56-3:08
Colette Nickodem, TAMU
Impact of COVID-19 perceptions on public health students
Ileana Callejas, UCLA
Use of Google Earth Engine for teaching coding and monitoring of environmental change in a course-based undergraduate research experience (CURE)
Luke Rodewald, Florida
Everyday Hyperobject: Daily Encounters with Climate Change in Humanities Pedagogy

Natasha George, MSU
Becoming Writers: Confidence, Competence, and Identity in a Senior-Level Writing Course for Human Biology Majors

Registration
This event is open to the public. Registration opens January 10th. You must register in order to attend; you will receive Zoom information upon registration.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

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.

Johns Hopkins University Teaching Institute (In Person)
2023-05-31 09:00 - 15:00 (America/New_York) | Johns Hopkins University, Baltimore, MD
The Johns Hopkins Teaching Institute is a multi-day 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:

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;
Work in small groups to share ideas, build new skills, and cultivate partnerships in teaching and learning;
Create a peer-reviewed lesson plan;
Present their lesson plan or facilitate a micro-teaching exercise to their peer group.

Schedule

This in-person institute meets daily from Wednesday, May 31 through Friday, June 2. Daily sessions run from 9AM to 3PM, 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
**Registration is at capacity as of Monday, May 15**
This institute has a cap of 10 CIRTL participants. Registration opens on Monday, May 15, 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 a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), CIRTL’s cross-Network programming coordinator, to let us know how we can help you have a successful experience.

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.

Change Leadership for Inclusive Teaching and Learning
2023-06-01 12:00 - 13:30 (America/Chicago)
This 10-week synchronous online course aims to strengthen undergraduate STEM education by preparing graduate students, postdoctoral scholars, and early career-faculty to be change agents in their roles in higher education. Through participation in this course, participants will be equipped with the knowledge and skills to inspire and influence others, analyze their institution’s structure and become agents of change. By the end of this course, participants will:

Develop a professional identity as a Change Agent
Examine higher education institutions as complex organizations, as well as analyzing leadership approaches and change theories
Develop strategies, skills, and abilities appropriate for serving as a Change Agent while holding a position as an early-career faculty member

REGISTration is closed
Instructors
Kelly Clark, Johns Hopkins University
Rachel Kennison, University of California, Los Angeles
L.J. McElravy, University of Nebraska – Lincoln
Course Schedule
This 10-week synchronous course will run on Thursdays from June 1 through August 3, with synchronous sessions taking place at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT.
Workload
Students should plan to spend several hours working through asynchronous materials outside of sessions each week.
Registration & Enrollment
This course has a cap of 40 students.
Registration opens on Monday, May 15, and closes Monday, May 29. This course builds on a foundational understanding of evidence based teaching, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience.

Basics of Online Learning and Teaching
2023-06-05 11:00 - 12:30 (America/Chicago)
This online blended 10-week course walks students through online course development in a mix of synchronous and asynchronous activities. The course will begin with 4 weeks of synchronous online sessions providing an overview of the course and effective online pedagogy. This will be followed by a mix of synchronous and asynchronous sessions on building a course. Each week will involve approximately 4-6 hours of readings, videos, assignments, discussions, and peer feedback. During this time students will work on their final projects where they will develop materials for an online course (or unit) they plan to teach in the future. The course will end with students giving micro-teaching presentations to the group.
REGISTRATION IS CLOSED
Instructors
Douglas Habib, University of Idaho
Peggy Semingson, University of Texas at Arlington
Course Schedule
This blended synchronous-asynchronous course will run on Mondays from June 5 through August 7, with synchronous sessions taking place at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT.
Workload
Students should plan to spend approximately 4-6 hours per week on coursework, in addition to synchronous sessions on weeks when those occur.
Registration & Enrollment
*Note: This course is at capacity as of Wednesday, May 31*
This course has a cap of 30 students. Registration opens on Monday, May 15, and closes Friday, June 2. 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 a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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

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 communities

Describe and recognize the value of learning communities, and how they impact on student learning.
Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish 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 several learning-through-diversity (LtD) techniques and strategies.
Describe the scope of diversity in learning environments, of both students and instructor.

Associate: Teaching as research

Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

Practitioner: Evidence-based teaching

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

Practitioner: Learning communities

Access the literature and existing knowledge to develop a deeper understanding of the knowledge concerning LCs and their impact on student learning.
Integrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through- diversity.

Practitioner: Learning through diversity

Access the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.
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

Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

Johns Hopkins University Teaching Institute (Online)
2023-06-06 09:00 - 15:00 (America/New_York)
The Johns Hopkins Teaching Institute is a multi-day 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:

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;
Work in small groups to share ideas, build new skills, and cultivate partnerships in teaching and learning;
Create a peer-reviewed lesson plan;
Present their lesson plan or facilitate a micro-teaching exercise to their peer group.

Schedule

This online institute meets daily from Tuesday, June 6 through Friday, June 9. Synchronous sessions run from 9AM to 3PM 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 15**
This institute has a cap of 25 CIRTL participants. Registration opens on Monday, May 15, 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 a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), CIRTL’s cross-Network programming coordinator, to let us know how we can help you have a successful experience.

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 how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

First Year Faculty Teaching Academy
2023-06-06 13:30 - 15:30 (America/Chicago)
This online, intensive course is designed for future faculty and early career faculty in their first years of teaching. Over the course of 3 weeks, participants will meet twice weekly to learn how to create a great learning experience for your students while developing a solid foundation of best teaching practices and strategies. Explore the works of teaching greats such as Ken Bain, Jim Lang, and Wilbert McKeachie among others. We invite you to adapt and use the strategies modeled in the course. By the end of this course, participants will learn about:

Fostering student motivation and interaction
Designing active learning experiences
Providing effective feedback
Identifying effective assessment techniques
Creating an accessible learning environment for all students
Transparent and online teaching practices

REGISTRATION IS CLOSED
Instructors
Alexandra Bitton-Bailey, University of Florida
Kimberly Heal, University of Florida
Michael Barber, University of Florida
Course Schedule
This condensed synchronous course will run on Tuesdays and Thursdays from June 6 through June 22, with synchronous sessions taking place at 3:30-5:30PM AT / 2:30-4:30PM ET / 1:30-3:30PM CT / 12:30-2:30PM MT / 11:30AM – 1:30PM PT.
Workload
Students should plan to spend several hours working through asynchronous materials outside of sessions each week.
Registration & Enrollment
This course has a cap of 60 students. Registration opens on Monday, May 15, and closes Friday, June 2. 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 a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience.

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 community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques for creating a learning community within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.

Planning Your Teaching-as-Research Project
2023-06-13 13:00 - 14:30 (America/Chicago)
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.
REGISTration is closed
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.
Course Schedule
This 6-week course has weekly online sessions on Tuesdays at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT from June 13 through July 25 (skipping the week of July 4).
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 Monday, May 15 and closes Thursday, June 1. 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. Instructors will review applications on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

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.

An Introduction to Evidence-Based Undergraduate STEM Teaching
2023-06-19 00:00 - 23:30 (America/Chicago)
An Introduction to Evidence-Based Undergraduate STEM Teaching is a massive open, online course (MOOC) designed to provide graduate students, postdoctoral scholars, and other aspiring faculty in STEM disciplines with an overview of effective college teaching strategies and the research that supports them. This course is also suitable for other interested university staff, faculty, and administrators. The goal of the eight-week course is to equip the next generation of faculty to be effective teachers, thus improving the learning experience for the thousands of students they will teach. Past participants are overwhelmingly satisfied with the course (nearly 90% of Summer 2019 students were satisfied or extremely satisfied).
The course draws on the expertise of a variety of STEM faculty, educational researchers, and staff from university teaching centers, many of them affiliated with the CIRTL Network. Topics include key learning principles, such as the role of mental models in learning and the importance of practice and feedback; fundamental elements of course design, including the development of learning objectives and assessments of learning aligned with those objectives; and teaching strategies for fostering active learning and inclusive classroom environments. Formats include video content and transcripts, readings, discussion forums, quizzes, and peer-graded assignments where participants will plan teaching and learning activities relevant to their disciplines.
REGISTER
Course Schedule
This 8-week course is entirely asynchronous, meaning there are no regularly scheduled weekly meetings. Each week instructors will release new materials for students to access via the EdX platform.
MOOC Centered Learning Communities (MCLCs)
Students enrolled in the MOOC have the option of taking part in an MCLC on their local campus. These MCLCs provide students with a face-to-face learning community designed to deepen their understanding of MOOC course materials. See which campuses are offering MCLCs, and who to contact to take part in your local MCLC, at http://stemteachingcourse.org/mooc-centered-learning-communities-mclc/.
Workload
Your instructors estimate participants will need to spend 4 hours per week on coursework.
Registration and Enrollment
This course has no cap on enrollment. Registration will open on Monday, May 15 and stay open through the duration of the MOOC; however, participants are strongly encouraged to register before the MOOC starts on Monday, June 19 in order to fully benefit from this programming.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

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

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.

Associate: Learning-through-Diversity

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

Using Teaching-as-Research to Advance Equitable Educational Experiences
2023-06-21 11:00 - 12:30 (America/Chicago)
Join us for a two-part workshop that explores how CIRTL’s “teaching-as-research” framework can help you identify, assess, and improve upon equitable teaching approaches. Teaching-as-Research (or TAR) transforms curiosity about learning into a research question and helps connect and enrich teaching and learning. Learning-through-Diversity, one of CIRTL’s core ideas, explicitly values the dynamic array of identities and experiences among undergraduate students, graduate students, post-docs, and faculty. If we imagine and overlap these core concepts as Venn Diagram circles, we see the union of the two and an exciting opportunity to advance equitable and inclusive teaching practices through reflective and iterative teaching. In this workshop, we will explore this union and develop a blueprint for designing and furthering inclusive and equitable educational experiences through a TAR prism. Participants will learn about:

Conceptualization and application of Learning-through-Diversity as pedagogical prism for designing, developing, and delivering inclusive, equitable, and accessible learning experiences.
Applying TAR strategies to develop, integrate, and assess inclusive, equitable, and accessible teaching practices.
Developing a blueprint for different participants to support and engage in DEIA-based scholarly teaching.
Developing a framework for evolving two CIRTL Core Ideas through the intersections of them.

REGISTER
Instructor
Brian Smentkowski, University of Idaho
Workshop Schedule
This 2-session synchronous workshop will meet on Wednesday, June 21 and June 28 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT.
Registration & Enrollment
This workshop is open to the public (no cap). Registration opens Monday, May 15. You must register in order to attend; you will receive Zoom information upon registration.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience.

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.

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 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.
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.

Practitioner: Evidence-Based Teaching

Implement one or more evidence-based teaching strategies for students in a learning experience.

Practitioner: Learning-through-Diversity

Implement one or more Learning-through-Diversity strategies in a teaching experience.

Practitioner: Teaching-as-Research

Show the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity to accomplish learning goals.

Preparing Your Teaching Demo for a Job Interview
2023-07-13 12:30 - 13:45 (America/Chicago)
As part of the interview process for a faculty position in the U.S., you may be asked to lead a teaching demonstration. In this interactive workshop, we’ll discuss ways to go into your teaching demo with preparedness, confidence, and adaptability. By the end of this workshop, participants will be prepared to:

identify questions and decision points useful in preparing a teaching demo for a job interview in the U.S.
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).

REGISTER
Instructors
Chas Brua & Beate Brunow – Pennsylvania State University
Workshop Schedule
This one-session online workshop meets on Thursday, July 13 at 2:30-3:45 PM AT / 1:30-2:45PM ET / 12:30-1:45PM CT / 11:30AM-12:45PM MT / 10:30-11:45AM PT.
Registration and Enrollment
This workshop has a cap of 150 students. Registration is open from Monday, May 15 until capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Professional Development

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

Writing an Effective Teaching Philosophy Statement Section 1
2023-09-11 13:00 - 14:30 (America/Chicago)
REGISTRATION CLOSED; AT CAPACITY AS OF 8/21
Draft a peer-reviewed statement that reflects your teaching beliefs and experiences in this interactive, two-part online workshop. Participants will work to draft and edit a teaching statement, which is often required for US academic job applications. We will discuss elements of teaching statements, evidence of effective teaching tailored for different academic jobs, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s collaborative, peer-review process. By the end of this workshop, participants will be able to:

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

This workshop is part of CIRTL’s fall programming on academic professional development.
Instructors
Denise Leonard, Washington University in St. Louis
Karen Menzel, Iowa State University
Workshop Schedule
This workshop meets in Zoom on Mondays, September 11 and 25 at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT.
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 registration is closed as of Monday, August 21 *
Cap: 50. Registration opens Monday, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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.

Associate: Learning Community

Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

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 several learning-through-diversity (LtD) techniques and strategies.

TAR Express: A Teaching-as-Research Very Short Course
2023-09-13 11:00 - 12:30 (America/Chicago)
Explore how you can create, test out, and assess a new approach to your teaching in this short course designed to walk participants through the basics of CIRTL’s “Teaching-as-Research” concept. Through Teaching-as-Research (TAR), future faculty can apply their scientific research knowledge to ask and answer a question about teaching and learning. In this three-part short course, participants will learn about and workshop different components of a TAR project, and in between sessions they will have the opportunity to receive one-on-one coaching from course instructors. By the end of this course, participants will be able to:

Identify a viable research question for a TAR project
Identify appropriate sources of evidence and a plan for data collection and analysis for your TAR project
Identify a platform or outlet for presentation or publication of your TAR project

This course is part of CIRTL’s fall programming on teaching-as-research.
Instructors
Laura Cruz, Pennsylvania State University
Chas Brua, Pennsylvania State University
Course Schedule
This 3-part short course has synchronous sessions on Wednesday, September 13, September 20, and November 1 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. Participants will use the time between the September 20 and November 1 sessions to schedule one-on-one coaching sessions with the course instructors.
Audience
This short course is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone looking to use CIRTL’s teaching-as-research framework to develop their teaching skills through reflective, iterative, evidence-based practice.
Registration and Enrollment
This course is limited to 12 participants. Registration is open Monday, August 14 and closes Sunday, August 27. Registrants must fill out a brief application, which instructors will review to determine eligibility for this course (some foundational knowledge of teaching and learning and specific ideas for a teaching-as-research question are preferred). Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

Using alt-text on images in reading materials
Sending regular reminders with upcoming assignments to all students
Sending regular reminders with missing assignments to students who have late work
Sharing materials for synchronous sessions with students via Google Drive (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

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

Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.
Develop and execute a Teaching-as-Research plan for a limited teaching and learning project.

Writing an Effective Teaching Philosophy Statement Section 2
2023-09-13 13:00 - 14:30 (America/Chicago)
REGISTRATION CLOSED; AT CAPACITY AS OF 9/7
Draft a peer-reviewed statement that reflects your teaching beliefs and experiences in this interactive, two-part online workshop. Participants will work to draft and edit a teaching statement, which is often required for US academic job applications. We will discuss elements of teaching statements, evidence of effective teaching tailored for different academic jobs, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s collaborative, peer-review process. By the end of this workshop, participants will be able to:

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

This workshop is part of CIRTL’s fall programming on academic professional development.
Instructors
Rique Campa, Michigan State University
Kate Williams, Georgia Institute of Technology
Workshop Schedule
This workshop meets in Zoom on Wednesdays, September 13 and 27 at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT.
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 registration is closed as of Thursday, September 7 *
Cap: 50. Registration opens Monday, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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.

Associate: Learning Community

Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

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 several learning-through-diversity (LtD) techniques and strategies.

Teaching Discomfort: Facilitating Challenging Discussions in the Classroom
2023-09-21 13:30 - 15:00 (America/Chicago)
REGISTER BY SEPTEMBER 21
Learn best practices on navigating challenging classroom discussions in this two-part workshop. In STEM disciplines, where knowledge is considered to be “objective,” instructors can be caught off-guard when challenging topics – especially ones that relate to social or cultural trauma – arise. In this workshop, participants will learn best practices for “difficult knowledge”—content that causes students to analyze social trauma (Britzman 1998)—in diverse disciplinary contexts, and apply those practices to design a pedagogical tool applicable in their own classrooms. In doing so, participants will gain a better understanding of how to address pressing ideological issues in their discipline and incorporate them in their teaching. By the end of this workshop, participants will be able to:

Define “difficult knowledge,” explain its impact on students, and identify examples from their own field
Describe and apply best practices for addressing difficult knowledge topics in their classrooms
Create a pedagogical tool that addresses a difficult knowledge topic in their field

This workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals.
Instructors
Valerie Hsieh, Columbia University
Valeria Spacciante, Columbia University
Abby Schroering, Columbia University
Workshop Schedule
This workshop meets in Zoom on Thursdays, September 21 and 28 at 3:30-5PM AT / 2:30-4PM ET / 1:30-3PM CT / 12:30-2PM MT / 11:30AM-1PM PT.
Audience
This workshop is designed first and foremost for graduate students, faculty, and instructional staff in STEM/SBE disciplines, but generally relevant to anyone looking to learn approaches to facilitating challenging classroom discussions at the college level.
Registration & Enrollment
No cap. Registration opens on Monday, August 14, and closes Thursday, September 21.
REGISTER BY SEPTEMBER 21
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

The College Classroom
2023-09-26 13:00 - 14:30 (America/Chicago)
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

This course is part of CIRTL’s fall programming on evidence-based teaching fundamentals.
Instructors
Lisa Rohde, University of Nebraska – Lincoln
Peggy Semingson, University of Texas at Arlington
Tiffany Shoop, Virginia Tech
Course Schedule
This course meets in Zoom on Tuesdays, September 26 through December 12, at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT.
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
No cap. Registration opens on Monday, August 14, and closes Tuesday, September 18.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course 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 Community

Describe and recognize the value of learning communities, and how they impact on student learning.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.
Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.

Associate: Learning-through-Diversity

Describe how an instructor’s beliefs and biases can influence student 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.

Associate: Teaching as Research

Describe a “full-inquiry” cycle.

Practitioner: Evidence-Based Teaching

Access the literature and existing knowledge to develop a deeper understanding of existing evidence- based knowledge concerning high- impact, evidence-based teaching practices.

Practitioner: Learning-through-Diversity

Access the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.

Beyond participation: Inclusive Perspectives on Student Engagement and Feedback
2023-09-28 12:00 - 13:15 (America/Chicago)
Explore inclusive teaching and active learning frameworks in order to develop practices and class policies that support student engagement in this two-part workshop. Student participation is undeniably desirable in any classroom, and yet it remains challenging to define its scope: how can we address the value of participation effectively and through an inclusive lens? In this workshop, participants will explore both the student perspective and the instructor perspective of “participation” and consider the intersections between these practices and those of inclusive teaching. In session 1, we will work on defining and setting expectations for student engagement, and on building strategies within the framework of active learning in order to provide a practical approach to creating significant learning experiences. In session 2, we will look at how instructors can harness the language of growth in the classroom when providing feedback on student engagement to center equity in the learning space. Participants will leave with a cache of inclusive participation strategies and a draft participation policy for a syllabus. By the end of this workshop, participants will be able to:

Explain how participation policies contribute to inclusive teaching and active learning
Describe evidence-based practices for increasing student engagement
Apply inclusive participation strategies in their own teaching contexts
Craft an inclusive participation policy for a syllabus in their discipline

This workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals.
Instructors
Laura DiNardo, Columbia University
Tamara Hache, Columbia University
Abby Schroering, Columbia University

Workshop Schedule
This workshop meets in Zoom on Thursdays, September 28 and October 5, at 2-3:15PM AT / 1-2:15PM ET / 12-1:15PM CT / 11AM-12:15PM MT / 10-11:15AM PT.
Audience
This workshop is designed first and foremost for graduate students, faculty, and instructional staff in STEM/SBE disciplines, but generally relevant to anyone looking to learn new approaches to fostering inclusive student participation in the classroom at the college level.
Registration & Enrollment
No cap. Registration opens on Monday, August 14, and closes Thursday, September 28.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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.

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 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

Practitioner: Evidence-Based Teaching

Access the literature and existing knowledge to develop a deeper understanding of existing evidence- based knowledge concerning high- impact, evidence-based teaching practices.
Implement one or more evidence-based teaching strategies for students in a learning experience.
Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.

Practitioner: Learning-through-Diversity

Access the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.
Create a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.
Implement one or more LtD strategies in a teaching experience.
Integrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.

Lab Reports, Grants, & Infographics: How Our Disciplines Shape the Writing We Assign
2023-10-04 13:00 - 15:00 (America/Chicago)
What do lab reports, grants, and infographics have in common? For one thing, they are all genres of writing that our students frequently come across in the STEM classroom! But how do we teach students to become more familiar with these genres? In this 2-hour workshop, we will explore how developing a critical genre awareness can improve the writing assignments we design and the writing that students produce by examining how writing is bound by social, cultural, historical, and linguistic contexts. At the end of the workshop, participants will create a map of a genre in their discipline they would like to teach, including its unique features and how they would assess their students’ learning. By the end of this workshop, participants will be able to:

Identify the role that communities and genres play in the types of writing we assign
Compare and contrast features of writing in similar genres across disciplines
Recognize how your prior experiences and biases shape your understanding of genre
Create a map of a genre in your discipline and its features

This workshop is part of CIRTL’s fall programming on science communication.
Instructors
Kristin Winet, University of Arizona
Emily Jo Schwaller, University of Arizona
Workshop Schedule
This workshop meets in Zoom on Wednesday, October 4 at 3-5PM AT / 2-4PM ET / 1-3PM CT / 12-2PM MT / 11AM-1PM PT.
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 get an introduction into different types of scientific writing assignments at the college level.
Registration & Enrollment
Cap: 35. Registration opens Monday, August 14 and closes when capacity is reached (note: registration is closed as of Monday, August 28). Enrollment is processed on a first-come, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni receive priority.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Associate: Learning-through-diversity

Describe how an instructor’s beliefs and biases can influence student learning

Fostering Student Belonging through Inclusive Language
2023-10-11 11:00 - 12:30 (America/Chicago)
Understand how language shapes student belonging, and explore resources and identify practices that center inclusive language in your teaching practice in this two-part workshop. Participants will engage in discussions, co-creation of a vocabulary related to DEIJ, a case study, and activities that highlight the impact of both inclusive and non-inclusive language on students. The workshop will cover topics such as avoiding microaggressive language, using person-centered language, promoting gender and cultural sensitivity, and fostering a sense of belonging for students from diverse backgrounds. By the end of this workshop, participants will be able to:

List examples of commonly used words and expressions language that can be improved to be more inclusive and make suggestions.
Explain how language can drive behaviors and perceptions (in teaching and learning environments).
Reflect on what prior experiences are creating/affirming your sense of belonging. Connect how language, identity, and bias impact belonging.
Propose actions for using your power, privilege and agency to support inclusive language.

This workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals.
Instructors
April Dukes, University of Pittsburgh
Martina Rosenberg, University of Connecticut
Jordan Vinikoor, University of Connecticut
Workshop Schedule
This workshop meets in Zoom on Wednesday, October 11 and 25 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT.
Audience
This workshop is designed first and foremost for graduate students, postdoctoral researchers, faculty, instructional staff, and other staff in STEM/SBE disciplines, and is generally relevant to anyone looking to explore how language can shape an inclusive learning environment at the college level.
Registration & Enrollment
* At capacity and registration is closed as of Wednesday, October 4 *
Cap: 40. Registration opens Monday, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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.

Teaching with Transparency: Evidence-Based Approaches to Foster Student Motivation and Engagement
2023-11-02 11:00 - 12:30 (America/Chicago)
REGISTER BY NOVEMBER 2
Learn how adding transparency into your teaching can strengthen active learning, assignments, and assessment in this one-part workshop. Participants will be encouraged to apply new ideas and information related to transparency to your own instruction or to an imagined course and will be provided opportunities to share and receive feedback from peers. By the end of this workshop, participants will be able to:

Describe transparency in teaching as it relates to active learning implementation strategies, assignment design, and use of assessment in the teaching and learning process.
Plan new, transparent approaches to instruction designed to foster student motivation and engagement.

This workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals.
Instructors
Dave Sovic, The Ohio State University
Workshop Schedule
This workshop meets in Zoom on Thursday, November 2 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT.
Audience
This workshop is designed first and foremost for graduate students, postdoctoral researchers, faculty, instructional staff, and staff in STEM/SBE disciplines, but generally relevant to anyone looking to get an introduction to active learning, assessment, and student engagement.
Registration & Enrollment
No cap. Registration opens Monday, August 14 and closes Thursday, November 2.
REGISTER BY NOVEMBER 2
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Associate: Learning-through-diversity

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

Supporting Neurodivergent Students
2023-11-08 11:00 - 13:00 (America/Chicago)
Learn about common forms of neurodiversity, the obstacles that neurodivergent students might encounter in academia, and teaching strategies to overcome those obstacles in this two-part workshop. In part one, participants will learn key basics about neurodiversity, on topics including conditions such as dyslexia, dyspraxia, autism, and ADHD, common obstacles faced by neurodivergent students, and strategies and resources for supporting neurodivergent students. In part two, participants will brainstorm, refine, and detail an individualized and actionable teaching approach to create more inclusive learning experiences for all students based on strengths-based learning and Universal Design for Learning (UDL) principles. By the end of this workshop, participants will be able to:

Describe what neurodiversity is and its common forms and experiences
Recognize ways that neurodivergent students may experience difficulties with typical teaching methods
Explain the difference between the medical and social models of disability
Brainstorm new methods for creating inclusive and accessible classes for neurodivergent students

This workshop is part of CIRTL’s fall programming on accessibility.
Instructors
Bailey Szustak, University of Illinois Chicago
Helen Rottier, University of Illinois Chicago
Workshop Schedule
All participants will attend a first session on Wednesday, November 8; then, participants can choose from attending one of two follow-up sessions on either Monday, November 20 or 27. Sessions take place in Zoom at 1-3PM AT / 12-2PM ET / 11AM-1PM CT / 10AM-12PM MT / 9-11AM PT.
Audience
This workshop is designed first and foremost for graduate students, postdoctoral researchers, faculty, and instructional staff in STEM/SBE disciplines, but is generally relevant to anyone looking for an introduction to neurodiversity in college-level teaching and learning environments.
Registration & Enrollment
No cap. Registration opens on Monday, August 14, and closes Wednesday, November 8.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Associate: Learning community

Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning

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 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

Creating Accessible Teaching and Research Documents in STEM
2023-11-17 11:00 - 12:30 (America/Chicago)
How can you make your teaching and research documents accessible to neurodiverse individuals and individuals with disabilities? Through this workshop, participants will learn to recognize features that might make their teaching and research materials inaccessible, to present content in a variety of formats, and to use specific tools like LaTeX to improve accessibility of their materials. Special attention will be given to teaching and research materials with complex mathematical characters and equations, which have historically presented unique challenges to accessibility. By the end of this workshop, participants will be able to:

Understand the diversity of abilities of learners and researchers and identify challenges to accessibility based on the content and format of technical documents
Evaluate the accessibility level of teaching and research materials and apply tools and programs to increase their accessibility

This workshop is part of CIRTL’s fall programming on accessibility.
Instructors
Marissa Gee, Cornell University
Anna Malinovskaya, Cornell University
Breanne Kisselstein, USDA Genetic Improvement for Fruits and Vegetables Lab
Workshop Schedule
This workshop meets in Zoom on Fridays, November 17 and December 1 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT.
Audience
This workshop is designed first and foremost for graduate students, postdoctoral researchers, faculty, and instructional staff in STEM/SBE disciplines, but generally relevant to anyone looking to learn about document accessibility broadly and LaTeX specifically.
Registration & Enrollment
No cap. Registration opens Monday, August 14 and closes Thursday, November 16 in order to accommodate some brief pre-work that participants are expected to complete prior to the first session on November 17.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Using alt-text on images in reading materials
Sending pre-session reminders with session information 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.
Practitioner: Learning-through-diversity

Create a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds

Getting Started with Universal Design for Learning
2023-12-07 12:00 - 13:30 (America/Chicago)
We know the one-size-fits-all approach to learning design is not optimal. But how do we incorporate flexibility into teaching and learning while still maintaining rigorous learning? In this workshop, participants will learn the three principles that underpin Universal Design for Learning (UDL), an evidence-based pedagogical framework that fosters motivated, resourceful, and strategic learners. They will have the opportunity to apply these principles to a teaching artifact of their choice, be it a syllabus, assignment, and/or teaching practice. Participants will come away with an expanded understanding of learner variability, how it can be leveraged as an asset in the classroom, and how to make learning more accessible for their students. No previous experience with UDL is necessary. By the end of this workshop, participants will be able to:

Identify the 3 main principles of Universal Design for Learning
Explain why each principle is important to consider when designing inclusive learning opportunities
Critique a proposed learning activity and identify potential barriers to equitable access
Propose ways of re-designing a learning community to foster equity by following the principles of UDL

This workshop is part of CIRTL’s fall programming on accessibility.
Instructors
Katie Healey, University of California, Davis
Amanda Modell, Stanford University
Workshop Schedule
This workshop meets in Zoom on Thursdays, December 7 and 14 at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT.
Audience
This workshop is designed first and foremost for graduate students, postdoctoral researchers, faculty, and instructional staff in STEM/SBE disciplines, but generally relevant to anyone looking for an introduction to Universal Design for Learning (UDL) and accessible teaching practices at the college level.
Registration & Enrollment
No cap. Registration opens Monday, August 14 and closes Thursday, December 7.
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

Using alt-text on images in reading materials
Sending pre-session reminders with session information 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: 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 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

Postdoc Teaching Practicum
2023-12-07 12:00 - 14:00 (America/Chicago)
REGISTER BY NOVEMBER 8
Work with an experienced instructor in your discipline to enhance your understanding and experience of teaching a university course in this 5-month mentorship program. During the mentorship program, you will observe a mentor in their teaching, teach guest lectures and receive feedback on your teaching, discuss approaches to teaching with your mentors, and engage in group discussions of teaching with other participants. Throughout the program, you will also attend a series of synchronous sessions on teaching development topics, like lesson planning; teaching portfolios; equity, diversity & inclusion; and teaching-as-research. By the end of this course, participants will be able to:

Create a framework for how a typical university course operates
Articulate how teaching and learning theories intersect with the practical requirements of a university course
Design university lessons which incorporate learner-centered lesson planning basics, demonstrating the alignment of learning objectives, learning activities and assessment techniques
Develop and refine a teaching portfolio using the evience of teaching effectiveness gathered throughout the internship

This course is part of CIRTL’s fall programming for postdocs.
Instructor
Natalie Westwood, University of British Columbia
Course Schedule
This 5-part mentorship program has synchronous sessions on Thursday, December 7, January 11, February 1, March 7, and April 4 at 2-4PM AT / 1-3PM ET / 12-2PM CT / 11AM-1PM MT / 10AM-12PM PT (note that the course spans the 2023-2024 winter). Participants will be expected to do extensive independent work and work with their teaching mentors outside of these monthly sessions.
Audience
This short course is designed exclusively for postdoctoral researchers in STEM/SBE disciplines.
Registration and Enrollment
Registration is open Thursday, August 24 and closes Wednesday, November 8. Registrants will be directed to a short application to confirm their postdoc status, confirm past experience with teaching and learning professional development, and share their teaching experience. Before registering, participants will need to set up a guest account on University of British Columbia’s website (see directions for this at the bottom of the registration page).
REGISTER BY NOVEMBER 8
Accessibility
If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

Using alt-text on images in reading materials
Sending regular reminders with upcoming assignments to all students
Sharing materials for synchronous sessions with students via a course website (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

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes.
Practitioner: Learning Community

Contribute to local professionally-focused learning communities associated with teaching and learning
Implement one or more learning community strategies for students in a learning experience
Integrate one or more learning community strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity

Writing Your Cover Letter for the Academic Job Market
2024-01-18 11:00 - 12:00 (America/Chicago)
REGISTER NOW
Get an introduction to the academic cover letter in this online event. Through this presentation you will learn the basic structure of an academic cover letter, how to tailor it to your target institution, and how to include the information that will make you a compelling candidate. This is the first event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speaker
Cat Diebel-Wilson, Graduate Student Program Manager, Career Services, University of Colorado Boulder
Event Schedule
This online event meets on Thursday, January 18 at 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 in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Thursday, January 18.
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

Learn about Hiring from Faculty Hiring Committee Members
2024-01-26 15:00 - 16:00 (America/Chicago)
REGISTER NOW
Join faculty panelists from several institutions across the country to discuss their experiences as members of academic search committees. Panelists will discuss the process of the search, how their campus/department approaches a search and any advice they may give to graduate students and postdocs looking for academic positions. Panelists will also answer audience questions. This is the second event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Cerian Gibbes, Associate Professor/Graduate Chair, Geography, University of Colorado, Colorado Springs
Natalie Mendoza, Assistant Professor, Department of History, University of Colorado Boulder
Will Styler, Associate Teaching Professor, Linguistics and Director of the Computational Social Science Program, University of California San Diego
Noah Williams, Assistant Professor, Mathematical Sciences, Appalachian State University
Event Schedule
This online event meets on Friday, January 26 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Friday, January 26.
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

Introduction to Academic CVs
2024-01-29 11:00 - 12:00 (America/Chicago)
REGISTER NOW
Get an introduction to academic CVs in this online event. We’ll review common formatting and content tips, explore ways to tailor a CV for individual academic job applications, and discuss how and when to update your CV content. This is the third event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speaker
Cat Diebel-Wilson, Graduate Student Program Manager, Career Services, University of Colorado Boulder
Event Schedule
This online event meets on Monday, January 29 at 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 in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Monday, January 29.
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

Preparing Your Teaching Demo for a Job Interview
2024-01-31 12:00 - 13:30 (America/Chicago)
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:

generate questions related to planning their teaching demo and strategize ways to find answers before their interviews
propose ideas to address challenging scenarios that might emerge during a teaching demo

Instructors
Chas Brua, Pennsylvania State University
Beate Brunow, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets on Wednesday, January 31 at 2-3:30PM Atlantic / 1-2:30PM Eastern / 12-1:30PM Central / 11AM-12:30PM Mountain / 10-11:30AM Pacific.
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
**1/19/24 Update: This workshop is at capacity and registration is closed**
Cap: 100. Registration opens Monday, January 8; once open, registration will close when capacity is reached or on January 31, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
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:

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

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.)

Early Career Faculty Panel
2024-02-01 15:00 - 16:00 (America/Chicago)
REGISTER NOW
Join early career faculty panelists, from several institutions across the country to discuss their experiences on the academic job market, how they prepared for their current position, how their institution approaches community and mentoring for early career faculty and any general advice they would give to current graduate students and postdocs. Plenty of time will be given to questions. This is the fourth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Lee Frankel-Goldwater, Teaching Assistant Professor, Environmental Studies, CU Boulder
Andrea Glaws, School of Education, Colorado State University
Allison Formanack, Assistant Professor, Applied Anthropology, University of Southern Mississippi
Owen Fite, Instructor, Political Science, University of Nevada, Reno
Event Schedule
This online event meets on Thursday, February 1 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Wednesday, February 1.
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

Caring for Yourself as an Instructor: Applying Rest in the Classroom
2024-02-08 10:00 - 11:30 (America/Chicago)
This workshop is designed to cultivate a safe and brave space for participants by covering topics related to self-care, rest, navigating the politics of higher education, academic trauma, microaggressions, and healing. Working off of Tricia Hersey’s (2022) Rest is Resistance framework, we will explore Hersey’s “Rest” component to identify tools for self-care, rest, and protection as an instructor existing and working in academic spaces. By the end of this workshop, participants will be prepared to:

Apply the Rest is Resistance framework to self-care and rest practices in and out of the classroom
Recognize the importance of cultivating healthy well-being for personal and professional success
Create a self-care plan for how they intend on investing in their well-being both personally and professionally. Participants are encouraged to continue and commit to this plan outside of the workshop

Instructor
Da’Ja’Nay Askew, Indiana University
Workshop Schedule
This one-session online workshop meets on Thursday, February 8 at 12-1:30PM Atlantic / 11AM-12:30PM Eastern / 10-11:30AM Central / 9-10:30AM Mountain / 8-9:30AM Pacific.
Audience
This workshop is designed first and foremost for graduate students, postdoctoral researchers, and instructional staff in STEM/SBE disciplines who are interesting in development specific practices to foster rest and wellbeing.
Registration and Enrollment
**1/17 update: Registration is at capacity. Registrants will be notified of enrollment status by 1/19**
This workshop has a cap of 15 students. Registration opens Tuesday, January 16; once open, registration will close when capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
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:

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

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 community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques and issues of establishing learning communities comprising a diverse group of learners.
Describe several techniques for creating a learning community within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

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.

Building Neuroinclusive Learning Environments: Best Practices to Support and Empower Neurodiverse Learners in STEM
2024-02-15 11:00 - 12:30 (America/Chicago)
*This course is at capacity and closed for registration as of Thursday, January 11*
Learn neurodiversity basics including the strengths and challenges people with differently wired brains have in the classroom and how these differences intersect with other aspects of peoples’ identities. Participants will also learn about both low and high input changes to their classrooms that will help them harness the strengths of their students. Participants will also have the opportunity to explore the stigma associated with neurodiversity as well as their personal experiences. By the end of this short course, participants will be able to:

Identify different functions of the neurodivergent individuals including their strengths and challenges they might navigate in the higher education context
Recognize and apply strength based and avoid deficit approach in teaching, communication, and advising
Apply a variety of techniques to enhance the students’ engagement in the field of STEM using Strength-Based approach
Design or revise a course component to support the success of neurodiverse learners in undergraduate or graduate programs

Instructors
Rachel Prunier, University of Connecticut
Sarira Motaref, University of Connecticut
Connie Syharat, University of Connecticut
Course Schedule
This 4-week course meets online on Thursdays from February 15 to March 7 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific.
Workload
Participants will need to do some work outside of sessions, including work on their redesigned course component.
Audience
This seminar is designed first and foremost for graduate students, postdoctoral researchers, instructional staff, and faculty in STEM/SBE disciplines, but generally relevant to anyone interested in learning how to support neurodiverse learners.
Registration and Enrollment
Update: This course is at capacity and closed for registration as of Thursday, January 11. Registrants will be notified of their enrollment status by Thursday, January 18.
This short course has a cap of 25 students. Registration is open from Monday, January 8, until capacity is reached or until Thursday, February 8, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar 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.

Associate: Learning community

Describe several techniques and issues of establishing learning communities comprising a diverse group of learners.
Describe several techniques for creating a learning community within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.

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 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.
