CIRTL Network

Exploring Teaching Careers at Research Universities with CIRTL Alumni
2024-04-03 12:00 - 13:00 (America/Chicago)
REGISTER NOW
Faculty members who primarily teach, rather than do research, have become increasingly important for delivering courses to STEM undergraduates. Learn about the teaching faculty career path and ask questions of CIRTL alumni who are junior teaching faculty in this online panel event. Panelists will discuss the rewards and challenges of these positions, the opportunities for stability and advancement, and how non-tenure line faculty live in a research department. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Speakers
Lauren Genova, Assistant Professor, Chemistry and Biochemistry, University of Delaware
Roza Ghaemi, Lecturer, Biomedical Engineering, University of British Columbia
Nirav Patel, Lecturer, Environmental Studies, Binghamton University
Event Schedule
This online event meets on Wednesday, April 3 at 2-3pm Atlantic / 1-2pm Eastern / 12-1pm Central / 11am-12pm Mountain / 10-11am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths, but generally relevant to anyone interested in understanding career trajectories within academia and beyond.
Registration
No cap. Registration opens Monday, January 8 and closes Wednesday, April 3.
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

Writing Your Research Statement for the Academic Job Market
2024-04-03 15:00 - 16:00
REGISTER NOW
Job postings in higher education often require a research statement as part of the application process. This session will focus on assembling a research statement for academic jobs. We’ll consider the intended audience and analyze examples from recent applicants. This is the sixth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Dr. Kenneth Wright, Professor and Graduate Chair, Integrative Physiology, University of Colorado Boulder
Event Schedule
This online event meets on Wednesday, April 3 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, April 3.joyfu
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

Writing Your Teaching Statement for the Academic Job Market
2024-04-05 15:00 - 16:00
REGISTER NOW
Learn best practices for writing a teaching statement (also called a teaching philosophy statement) for the academic job market. This is the seventh event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Preston Cumming, Professional Development Lead, Center for Teaching & Learning, University of Colorado Boulder
Event Schedule
This online event meets on Friday, April 5 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, April 5.
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

Exploring Teaching Careers at Teaching Intensive Universities with CIRTL Alumni
2024-04-10 12:00 - 13:00
REGISTER NOW
Nationally, more undergraduates are educated at community colleges, liberal arts colleges, and specialized BS and MS universities than at research universities. These faculty become leaders at their institutions, usually serve as advisers as well, and may engage in some research. Learn about what it’s like to teaching at a teaching-intensive university and ask questions of CIRTL alumni who are teaching at these institutions in this online panel event. Panelists will talk about how much teaching they do, opportunities for leadership and advancement, and more. This is the second event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Speakers
Sam Krerowicz, Lecturer, Chemistry, Indiana University East
Kelly Gorres, Associate Professor, Chemistry, University of Wisconsin-La Crosse
Bethany Sump, Instructor of Biology, Drury University
Event Schedule
This online event meets on Wednesday, April 10 at 2-3pm Atlantic / 1-2pm Eastern / 12-1pm Central / 11am-12pm Mountain / 10-11am Pacific. This is the second event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths, but generally relevant to anyone interested in understanding career trajectories within academia and beyond.
Registration
No cap. Registration opens Monday, January 8 and closes Wednesday, April 10.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

CIRTL Network Teaching-as-Research Presentations
2024-04-11 13:00 - 14:30
REGISTER TO ATTEND
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.
Schedule
This event meets on Thursday, April 11 at 3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific.
How to attend
This online event is open to the public. Participant registration opens Monday, January 8 and closes Thursday, April 11. Once you register, you will automatically receive Zoom information for the session.
REGISTER TO ATTEND
Speakers
See speakers, their institutions, and project titles below. See our detailed agenda for .descriptions of each project.

Panel 1: Social Science and Humanities
Panel 2: Chemistry
Panel 3: Engineering & Public Health
Panel 4: Life Sciences

Hannah Bowling, TAMU
Constructing the Scholarly Self: A Critical Evaluation of Student Reflections in Non-Major English Courses as Insight into Students’ Perceptions of Student Agency Within Institutional Requirements
Riley Eisert-Sasse, Penn State
Social Dynamics in the Undergraduate General Chemistry Laboratory
Hanwei Wang, UW-Madison
Effects of Gender Composition in Small Group on Individual Performance: Collaborative Learning in College Engineering Classroom
Keila Espinoza, U of Arizona
Online Exams in Immunology: Do They Help or Hurt?

Daniel Hiterer and Dr. Jack McGourty, Columbia
To Guide or Stand Aside? Instructor Guidance and Student Use of Conversational AI in a Pre-College Entrepreneurship Course
Celine Ruscher, UBC
Can we ensure that every student thrive in team work?
Nicole Strombom, WUSTL
Equity Versus Equality: International Students in Public Health Courses with Writing Assignments
Geoffrey Finch, U of Arizona
Medically Relevant Activities in Evolution Education

Katie Silaj, UCLA
Teaching Assistant Preparation and Self-Efficacy in Teaching Research Methods in Psychology
Kay Xia, Cal Tech
Integrating diversity, equity, and inclusion into the graduate chemistry curriculum
Kiran Kumar Challa, Iowa State
EE 303 Energy Systems and Power Electronics
Jasmine Hopkins, U of Illinois at Chicago
Use of templates and guides to help bridge the gap between novice and expert: improving scientific literacy in an upper-level Biology course

Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Exploring Non-faculty Careers in Academia with CIRTL Alumni
2024-04-17 12:00 - 13:00
REGISTER NOW
People who hold advanced degrees in STEM disciplines serve in many roles across academia – from administration and research support, to teaching centers and advising – where their preparation in teaching as well as their analytical and organizational skills are invaluable. Learn what some of these professions are like and ask questions of CIRTL alumni who work in these roles in this online panel event. Panelists will talk about their specific positions, their pathway to those positions, and the value of remaining connected to academia. This is the third event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Speakers
Lenny Ramsey, Director of Faculty Affairs, Alice L. Walton School of Medicine
Valeria Barra, Research Software Engineer, California Institute of Technology
Loriann Garcia, Associate Director of STEM Student Success, University of Virginia
Event Schedule
This online event meets on Wednesday, April 17 at 2-3pm Atlantic / 1-2pm Eastern / 12-1pm Central / 11am-12pm Mountain / 10-11am Pacific. This is the third event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths, but generally relevant to anyone interested in understanding career trajectories within academia and beyond.
Registration
No cap. Registration opens Monday, January 8 and closes Wednesday, April 17.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

Careers Outside of Higher Education
2024-04-19 15:00 - 16:00
REGISTER NOW
Join panelists from various disciplines to discuss their career paths from graduate degree to professional. Panelists will address how they used their degrees and training to prepare them for their current positions and any advice they can give to current graduate students. This is the final event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Alaina Beaver, PhD, Education, Senior Principal Product Manager, ServiceNow
Teresa Chapman, PhD, Geography, Conservation Impact Scientist, The Nature Conservancy
Shen Lu, PhD, Mathematics, Finance Director, Global Services Group at American Express (NY)
Jenny Ramirez, PhD, Civil Engineering, Geotechnical Engineer, Geosyntec Consultants (DC)
Event Schedule
This online event meets on Friday, April 19 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, April 19.
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

Exploring Careers Outside of Academia with CIRTL Alumni
2024-04-24 12:00 - 13:00
REGISTER NOW
More PhDs are employed by the government and companies than universities. Is it just research skills that got them these jobs? Many non-academic organizations rely on a staff that supports education in house, personnel development, or outreach, but teaching preparation may assist with many types of jobs in government and industry. Learn what some of these professions are like and ask questions of CIRTL alumni in the public and private sectors in this online panel event. Panelists will talk about their specific careers, how they got where they’re at, and how these careers build on their interests in STEM and teaching. This is the fourth and final event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Speakers
Walter Yerk, Director of Education and Outreach, Center for Urban Watershed Education
James Schwabacher, Senior Consultant, Beghou Consulting
Deb Rook, Deputy Director, Bioquest Curriculum Consortium
Event Schedule
This online event meets on Wednesday, April 24 at 2-3pm Atlantic / 1-2pm Eastern / 12-1pm Central / 11am-12pm Mountain / 10-11am Pacific. This is the fourth and final event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths, but generally relevant to anyone interested in understanding career trajectories within academia and beyond.
Registration
No cap. Registration opens Monday, January 8 and closes Wednesday, April 24.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

Johns Hopkins University In Person Teaching Institute
2024-05-29 07:15 - 15:30
The Johns Hopkins Teaching Institute is a multi-day in-person teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning, ongoing assessment, and fostering inclusive classrooms. Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute, participants will be able to:

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

Schedule

This in-person institute meets daily from Wednesday, May 29 through Friday, May 31. Daily sessions run from 8:15AM to around 4PM Eastern Time, with scheduled breaks. Participants can see a detailed schedule upon registration.
Workload
Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.
Registration & Enrollment
This institute has a cap of 10 CIRTL participants. Registration opens on Monday, April 22 and will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), CIRTL’s cross-Network programming coordinator, to let us know how we can help you have a successful experience.

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.

First Year Faculty Teaching Academy
2024-06-04 08:00 - 10:00
This intensive, 3-week online course is designed for future faculty and early career faculty in their first years of teaching interested in learning how to create a great learning experience for your students while developing a solid foundation of best teaching practices and strategies. By the end of this course, participants will be able to:

Plan engaging learning activities that meet your course outcomes and the needs of your students
Create an inclusive learning environment for all students
Provide timely, action-oriented, and effective feedback to your students
Evaluate the usefulness of your assessments to measure learning outcomes

Instructors
Lupita Eyde-Tucker, University of Florida
Jennifer Parker, University of Florida
Michael Barber, University of Florida
Course Schedule
This 6-session, 3-week course meets online in Zoom on Tuesdays and Thursdays from June 4 through June 20 at 10am-12pm Atlantic / 9-11am Eastern / 8-10am Central / 7-9am Mountain / 6-8am Pacific.
Workload
Students should plan to spend several hours working through asynchronous materials outside of sessions each week.
Registration & Enrollment
** At capacity and closed for registration as of Monday, May 20. **
This course has a cap of 65 students. Registration opens on Monday, May 13 at 1pm Atlantic Time / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific and closes when capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
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:

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

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

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several 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 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.

Johns Hopkins University Online Teaching Institute
2024-06-10 08:00 - 11:30
The Johns Hopkins Teaching Institute is a multi-day online teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning, ongoing assessment, and fostering inclusive classrooms. Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute, participants will be able to:

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

Schedule

This institute meets online daily from Monday, June 10 through Friday, June 14 at 10am-1:30pm Atlantic / 9am-12:30pm Eastern / 8-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific. Participants can see a detailed schedule upon registration.
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 Friday, May 3**
This institute has a cap of 25 CIRTL participants. Registration opens on Monday, April 22 and will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority.
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), 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.

Moving Forward Together: The Interdependence of Instructor and Student Motivation
2024-06-11 11:00 - 15:00
Explore trauma-informed strategies that motivate learning and teaching, and reflect on the interdependence of student and teacher well-being in this online workshop. It can be challenging for instructors to remain connected to the intrinsic motivation to teach or to support their students in connecting to their intrinsic motivation to learn. Part of building motivation in the classroom is prioritizing this collective connection and learning. Participants will leave this workshop with a clearly articulated teaching philosophy reflecting the interdependence of student and teacher well-being that will serve to guide our future mentorship and pedagogical approaches. By the end of this workshop, participants will also be prepared to:

Describe the intimate link between instructor and student motivation using the frameworks of parallel processes and trauma-informed teaching
Explain the difference between intrinsic and extrinsic motivation and develop strategies for cultivating the former in themselves and their students
Employ evidence-based approaches to attune and attend to their needs as instructors and to the needs of their students
Distill their personal values as a teacher into a concrete teaching philosophy statement

Instructors
Abby Schroering, Columbia University
Kelsey Reeder, Columbia University
Ryan Golant, Columbia University
Workshop Schedule
This online workshop meets online in Zoom on Tuesday, June 11 at 1-5pm Atlantic / 12-4pm Eastern / 11am-3pm Central / 10am-2pm Mountain / 9am-1pm Pacific. The workshop will include breaks for participants.
Audience
This workshop is designed first and foremost for grad students and postdocs in STEM/SBE disciplines with some type of prior teaching or TAing experience, but broadly relevant to anyone interested in exploring and learning about trauma-informed pedagogy.
Registration
This workshop has a no cap. Registration opens on Monday, May 20 and will remain open until the day of the workshop on Tuesday, June 11.
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:

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 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 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.

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.

Change Leadership for Inclusive Teaching and Learning
2024-06-11 13:00 - 14:30
This intensive, 5-week online course aims to strengthen undergraduate STEM education by preparing graduate students, postdoctoral scholars, and early career-faculty to be change agents in their roles in higher education. Through participation in this course, participants will be equipped with the knowledge and skills to inspire and influence others, analyze their institution’s structure and become agents of change. By the end of this course, participants will:

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

Instructors
Kelly Clark, Johns Hopkins University
Rachel Kennison, University of California, Los Angeles
L.J. McElravy, University of Nebraska – Lincoln
Course Schedule
This 10-session, 5-week course meets online on Tuesdays and Thursdays from June 11 through July 18 at 3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. There is no class the week of July 1.
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 is opens on Monday, April 22, and closes Monday, May 20. This course builds on a foundational understanding of evidence based teaching, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
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:

Sending weekly reminders with upcoming assignments to all students
Sending reminders with missing assignments to students who have late work
Sharing materials for synchronous sessions with students via Canvas (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

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

This course will form the initial engagement pathway for participants to achieve the foundational learning outcomes of the CIRTL Change Leadership Development Program. This course requires participants to have achieved at least the CIRTL Associate level. In terms of Bloom’s Taxonomy the course is analogous to a CIRTL Associate level of learning. Participants who complete this course will be able to describe evidence-based leadership practices
Those who complete this course will be able to describe evidence-based leadership practices for change. This course supports developing a leadership identity, examining organizational features that are characteristic of higher education institutions, and exploring theories of change and leadership that will support participants’ ability to engage in systemic change focused on inclusive teaching and learning. These aims are based on conversations with the CIRTL network over the past several years.

Quick Take: How to Plan a Single Class Session
2024-06-27 11:00 - 12:30
Get an overview of key lesson-planning topics – like backwards design, learning objectives, assessment, and more – in this one-part online workshop designed for grad students and postdocs who have had some teaching or TAing experience. Participants will discuss concepts from Universal Design for Learning and emphasize the use of frequent formative feedback as an equitable way to promote learning. An explicit goal of this workshop is to help future faculty feel more empowered and confident in their own pedagogical decision-making. By the end of this workshop, participants will be prepared to:

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

Instructors
Chas Brua, Pennsylvania State University
John Elia, Pennsylvania State University
Shannon McClellan Brooks, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets online in Zoom on Thursday, June 27 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific.
Audience
This workshop is designed for grad students and postdocs who have had some teaching or TAing experience.
Registration and Enrollment
** At capacity and closed for registration as of Thursday, June 6. **
Cap: 50. Registration opens on Monday, June 3 at at 1pm Atlantic Time / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific, and will close when capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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.

Preparing a Teaching Demo for a Job Interview
2024-07-10 11:00 - 12:15
As part of the interview process for a faculty position, you may be asked to lead a teaching demonstration. In this interactive workshop, we’ll discuss ways to go into your teaching demo with preparedness, confidence, and adaptability. Participants will explore considerations related to their audience, factors affecting content, logistics (including technology), and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop, participants will be prepared to:

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

Instructors
Chas Brua, Pennsylvania State University
Beate Brunow, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets in Zoom on Wednesday, July 10 at 1-2:15pm Atlantic / 12-1:15pm Eastern / 11am-12:15pm Central / 10-11:15am Mountain / 9-10:15am 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
* Registration is closed and at capacity as of Tuesday, June 18 *
Cap: 50. Registration is open from Monday, June 17; at 1pm Atlantic Time / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific, until capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Navigating the Academic Hand-off: Graduate Students and Postdocs as Scientific Trainers
2024-07-31 12:00 - 13:30
Passing down scientific knowledge is a common but often overlooked part of work for advanced graduate students and postdocs working with more junior student researchers. In this workshop, you will apply teaching and learning strategies to streamline your research training, develop training resources, and assess your trainee’s learning. Together, we’ll explore how to identify knowledge bottlenecks, how to articulate training needs and goals, and how to improve collaboration on training with the various trainees you’re guiding through these processes. By the end of this workshop, you will be able to:

Describe a training task in which you, as a trainee, encountered a bottleneck and how you overcame it.
Assess your training approach for the above task to recognize where you may overlook complexity faced by a new trainee.
Analyze your process to accomplish this task and construct a procedure to ease trainee’s learning, practice, and mastery.
Leave with documented steps for a future training scenario they expect to encounter with a novice researcher

Instructors
Jesse Streicher, Stanford University
Amanda Modell, Stanford University
Workshop Schedule
This one-session online workshop meets in Zoom on Wednesday, July 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 for advanced grad students or postdocs in STEM/SBE disciplines who have responsibility for training junior graduate students.
Registration and Enrollment
** At capacity and closed for registration as of Tuesday, July 9. **
Cap: 40. Registration opens on Monday, July 8 at 11am Central Time; once open, registration will close when capacity is reached or on Friday, July 26, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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.
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 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.

An Introduction to Evidence-Based Undergraduate STEM Teaching
2024-08-12 - 2025-08-10
* This page is out of date as of 8/11/2025. View updated information for this course here, including registration information. *
Learn evidence-based teaching fundamentals in this 8-module, self-paced, asynchronous online course designed for future faculty in STEM disciplines (science, technology, engineering, and math). Originally created with funding from the National Sciences Foundation and iteratively updated to reflect contemporary teaching and learning topics, this course brings together faculty, staff, and other teaching and learning experts from across the United States to teach about core aspects of teaching: understanding how people learn, developing and assessing learning objectives, using active and inclusive teaching strategies to support all learners, and how to turn all these pieces into a coherent lesson plan. Each module guides learners through lesson content, discussion prompts for deeper reflection, quizzes to reinforce key concepts, and assignments to translate what you’re learning into your personal teaching context.
Many CIRTL member institutions run cohort-based learning communities during the academic year around this course. If you are at a CIRTL member institution, find your institution’s CIRTL program here and visit their website to see if they are offering a learning community for local future faculty.
Registration
This page is out of date as of 8/11/2025. View updated information for this course here, including registration information.
Accessibility
If you have access needs, please let us know what they are. The course is heavily video and text based; videos are captioned, and text is formatted for screen readers. Contact CIRTL’s help desk at support@cirtl.net to let us know how else 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 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.

Writing an Effective Teaching Philosophy Statement
2024-09-17 14:00 - 15:30
Learn what a teaching philosophy statement is and how they are used in the academic job hunt, and explore your own teaching philosophy in a writing group of peers in this interactive, two-part online workshop. We will discuss elements of teaching statements, evidence of effective teaching tailored for different academic jobs, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s small group writing and feedback process. By the end of this workshop, participants will be able to:

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

Instructors
Rique Campa, Michigan State University
Brian Rybarczyk, University of North Carolina at Chapel Hill
Workshop Schedule
This workshop meets in Zoom on Tuesday, September 17 and 24 at 11pm-12:30am Gulf / 4-5:30pm Atlantic / 3-4:30pm Eastern / 2-3:30pm Central / 1-2:30pm Mountain / 12-1:30pm Pacific.
Audience
This workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone looking to develop or refine their teaching statement.
Registration & Enrollment
** At capacity and closed for registration as of Wednesday, September 4. **
Cap: 50. Registration opens Tuesday, September 3rd 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 access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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.

Writing an Effective Teaching Philosophy Statement
2024-10-03 11:00 - 12:30
Learn what a teaching philosophy statement is and how they are used in the academic job hunt, and explore your own teaching philosophy in a writing group of peers in this interactive, two-part online workshop. We will discuss elements of teaching statements, evidence of effective teaching tailored for different academic jobs, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s small group writing and feedback process. By the end of this workshop, participants will be able to:

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

Instructors
Kristin Winet, University of Arizona
Erin Galyen, University of Arizona
Workshop Schedule
This workshop meets in Zoom on Thursday, October 3 and 10 at 8-9:30pm Gulf / 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific.
Audience
This workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone looking to develop or refine their teaching statement.
Registration & Enrollment
** At capacity and closed for registration as of Monday, September 16. **
Cap: 50. Registration opens Monday, September 16th 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 access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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.

Overcoming Imposter Phenomena and Building Resiliency as Graduate Students
2024-10-10 10:00 - 11:30
Find new ways to build your own resiliency in academia by learning about how to utilize the Change Mindset Model to overcome imposter syndrome and adapt to change through the lens of a growth mindset. Participants will employ self-awareness practices to begin working on their own professional and personal self-reflection guide through the Change Mindset Model, and will explore personalized goals that support them in the areas of facing challenges, encountering difficulties, applying effort, receiving feedback, seeing success in others, making mistakes, and accepting, giving, and/or seeking help. By the end of this workshop, participants will be able to:

Identity attributes of change management, growth mindset, and imposter syndrome in the Change Mindset Model
Start working on their own professional and personal self-reflection guide utilizing the Change Mindset Model
Explore personalized goals to overcome imposter phenomena, adapting to change, and building resiliency through the Change Mindset Model

Instructors
Beth Fleener, University of Texas at Arlington
Workshop Schedule
This one-session online workshop meets in Zoom on Thursday, October 10 at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific.
Audience
This workshop is designed for grad students who want to improve their professional and personal self-reflection and build resiliency.
Registration and Enrollment
REGISTER NOW
This workshop has no cap, and registration opens Monday, September 23rd. Once registration opens, it will remain open until the day of the workshop on Thursday, October 10.
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:

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

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

Identify skills and resources that support your health and wellbeing

Preparing a Teaching Demo for a Job Interview
2024-10-17 11:30 - 13:00
As part of the interview process for a faculty position, you may be asked to lead a teaching demonstration. In this interactive workshop, we’ll discuss ways to go into your teaching demo with preparedness, confidence, and adaptability. Participants will explore considerations related to their audience, factors affecting content, logistics (including technology), and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop, participants will be prepared to:

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

Instructors
Chas Brua, Pennsylvania State University
Beate Brunow, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets in Zoom on Thursday, October 17 at 8:30-10pm Gulf / 1:30-3pm Atlantic / 12:30-2pm Eastern / 11:30am-1pm Central / 10:30am-12pm Mountain / 9:30-11am 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
*This workshop is at capacity and closed for registration as of Wednesday, October 2*
Cap: 50. Registration opens on Monday, September 30th. Once open, it will remain open until capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact 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:

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

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

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

A Student-Centered Approach for Reducing Plagiarism
2024-10-21 10:30 - 12:00
Consider how student-centered, accessible, and contextual course design can reduce students’ propensity to cheat and improve learning for all. With the advent of generative AI, contract cheating, and app-based cheating, fears about preventing plagiarism are running high. This two-part workshop offers attendees a comprehensive look at a different paradigm for preventing plagiarism, one that uses a student-centered, accessible, and contextual course design to reduce students’ propensity to cheat. Participants will learn about adapting the concept of plagiarism to a Gen Y context, how to effectively convey those ideas to their students and, how they can take steps to design assignments that reduce the circumstances that lead to plagiarism. By the end of this workshop, participants will be prepared to:

Discern between deficit/theft-based and skill/labor-based approaches to plagiarism
Develop a holistic approach to teaching scholarly citation culture and attribution
Identify best practices that reduce risk factors for plagiarism
Revise an assessment using best practices to reduce plagiarism

Instructors
Teresa Hooper, University of Tennessee
Robert Jacobsen, University of Tennessee
Workshop Schedule
This two-session online workshop meets on Mondays, October 21 and October 28 at 7:30-9pm Gulf / 12:30-2pm Atlantic / 11:30am-1pm Eastern / 10:30am-12pm Central / 9:30-11am Mountain / 8:30-10am Pacific.
Audience
This workshop is designed first and foremost for participants that either have previous teaching experience or are scheduled to teach in the near future, but all interested in the topic of course design and plagiarism are welcome.
Registration and Enrollment
This workshop has no cap, and registration opens Monday, September 30. Once registration opens, it will remain open until the workshop begins on Monday, October 21.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Fostering a Growth Mindset and Developing a Sense of Belonging in Your Students
2024-10-24 10:00 - 12:00
Learn from social and educational psychology in this one-part workshop on how instructors can foster growth mindsets in their students, and how that in turn can foster greater student motivation, achievement, and belonging. What factors hold back or push students forward in learning and performing the best they can? How do students react to successes and challenges? By the end of this workshop, participants will be prepared to:

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

Instructors
Emily Potratz, University of Illinois at Chicago
Lauren Woods, University of Illinois at Chicago
Workshop Schedule
This one-session online workshop meets on Thursday, October 24 at 7-9pm Gulf / 12-2pm Atlantic / 11am-1pm Eastern / 10am-12pm Central / 9-11am Mountain / 8-10am Pacific.
Audience
This workshop is for any educator interested in learning more about how to foster a growth mindset and develop a sense of belonging in their students.
Registration and Enrollment
REGISTER NOW
This workshop has no cap, and registration opens Monday, September 30th. Once registration opens, it will remain open until the day of the workshop on Thursday, October 24th.
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:

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 communities

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.

Associate: Learning through diversity

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.

Practitioner: Learning communities

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.

Practitioner: Learning through diversity

Implement one or more Learning-through-Diversity strategies in a teaching experience.
Integrate one or more Learning-through-Diversity techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.

Creating Effective and Inclusive Learning Experiences for Neurodiverse Students
2024-10-24 13:00 - 14:30
Graduate student and postdoctoral instructors provide important face to face support and instruction to a diverse population of students in large lectures as well as smaller seminars. Therefore, it is key that they understand how to cultivate a learning environment that is inclusive and effective for all types of learners, especially neurodivergent learners. Students with ADHD, autism, learning disabilities, and mental health challenges are entering into higher education in greater numbers and they can face unique obstacles when they arrive. Participants in this workshop will come away with an expanded understanding of neurodivergent students, and start to develop strategies that create an effective and inclusive learning environment for neurodivergeng learners. By the end of this workshop, participants will be able to:

Describe the current understanding of neurodiversity and the impact of several common types of neurodiversity on undergraduate student learning
Distinguish between extraneous and intrinsic cognitive load in the context of classroom activities and assessments
Analyze classroom activities and assessments for possible negative impacts on neurodivergent learners, as well as strategies for mitigating such impacts

Instructors
Melissa Tamas, Stanford University
Michelle Ming-Hsuan Pang, Stanford University
Workshop Schedule
This one-session online workshop meets in Zoom on Thursday, October 24 at 10-11:30pm Gulf / 3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific.
Audience
This workshop is designed for graduate students and postdoctoral scholars who want to learn more about neurodivergent learners and strategies to support them in the college classroom.
Registration and Enrollment
*10/14/2024 Update: This workshop is at capacity and closed for registration.*
Cap: 80. Registration opens on Monday, October 7th. Once open, it will remain open until capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact 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:

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.
Evidence-based Teaching
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.

Postdoc Teaching Practicum
2024-12-05 12:00 - 14:00
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 on evidence-based teaching fundamentals.
Instructor
Natalie Westwood, University of British Columbia
Course Schedule
This 5-part mentorship program has synchronous sessions on Thursday, December 5, January 9, February 6, March 6, and April 3 at 9-11pm Gulf / 2-4pm Atlantic / 1-3pm Eastern / 12-2pm Central / 11am-1pm Mountain / 10am-12pm Pacific (note that the course spans the 2024-2025 winter). Participants will be expected to do extensive independent work and work with their teaching mentors outside of these monthly sessions. Monthly sessions will cover:

Lesson design
Teaching portfolios
Scholarship of Teaching & Learning
Equity, Diversity & Inclusion in Teaching
Expert Panel

Audience
This practicum is designed exclusively for postdoctoral researchers. Participants are expected to have achieved a CIRTL Associate certificate before enrolling.
Registration and Enrollment
This practicum has a cap of 40 students and is open for registration through October 28. 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 creating a “BASIC cwl account” at the bottom of the registration page).
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

Professional Development

Identify skills and resources that help you navigate different career pathways
Create materials that are commonplace in the academic job market (resumes, CVs, teaching portfolios, diversity statements, etc.)

Advancing Learning Through Evidence-Based STEM Teaching
2024-12-11 - 2025-08-10
* This page is out of date as of 8/11/2025. View updated information for this course here, including registration information. *
Learn effective college-level teaching strategies that engage learners through active learning, as well as the research that supports them, in this 8-module, self-paced, asynchronous online course designed for future faculty in STEM disciplines (science, technology, engineering, and math). Originally created with funding from the National Sciences Foundation and iteratively updated to reflect contemporary teaching and learning topics, this course brings together faculty, staff, and other teaching and learning experts from across the United States to teach about: how to engage students in active learning in classrooms using strategies such as peer instruction and problem-based learning; developing methods to help your students think more like experts in their fields using inquiry-based labs and similar activities; turning your classrooms into learning communities through cooperative learning and using the diverse perspectives of your students; and using approaches like flipped classrooms that make it possible to build active and collaborative learning into your classes. Each module guides learners through lesson content, discussion prompts for deeper reflection, quizzes to reinforce key concepts, and assignments to translate what you’re learning into your personal teaching context.
Many CIRTL member institutions run cohort-based learning communities during the academic year around this course. If you are at a CIRTL member institution, find your institution’s CIRTL program here and visit their website to see if they are offering a learning community for local future faculty.
This course builds on “An Introduction to Evidence-Based Undergraduate STEM Teaching”; the intro course is recommended, but not required, as a prerequisite for participating in this course.
Registration
This course is hosted on CIRTL’s Moodle site. To take this course, you will need to access Moodle, enroll in the course, and then fill out a registration form to get access to course content:

Use an existing account to log into Moodle if you have one. If you aren’t sure if you have an account, or know you don’t, you can create a new account instead.
Log into your Moodle account and follow the instructions to enroll in this course.
Fill out the course registration form to tell us more about yourself and gain access to the course content.

Regardless of how you plan to engage with this course – individually and self-paced, as a participant in a local learning community, or as a facilitator of a local learning community – you need to follow those steps to enroll and gain access to course content.
Accessibility
If you have access needs, please let us know what they are. The course is heavily video and text based; videos are captioned, and text is formatted for screen readers. Contact CIRTL’s help desk at support@cirtl.net to let us know how else we can help you have a successful experience.

Learning Outcomes
Associate: Evidence-Based Teaching

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

Associate: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.

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

Research Mentor Training
2025-01-28 13:30 - 15:00
Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy, learn how to articulate that philosophy across a variety of disciplines, and refine strategies for dealing with mentoring challenges.
The content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring.
This course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER, the research base of mentorship, or to request a CIMER training for your institution, visit https://cimerproject.org/.
Instructors
Sarah Larsen, University of Houston
Lauren Woods, University of Illinois, Chicago
Course Schedule
This intensive 5-week seminar meets online on Tuesdays from January 28 through February 25 at 11:30pm-1am Gulf / 3:30-5pm Atlantic / 2:30-4pm Eastern / 1:30-3pm Central / 12:30-2pm Mountain / 11:30am-1pm Pacific.
Workload
Instructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading, reflection, and some writing.
Audience
This seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone interested in learning how to support undergraduate mentees.
Registration and Enrollment
**At capacity and closed for registration as of Monday January 13**
This short course has a cap of 20 students. Registration is open from Monday, January 13 at 9pm Gulf / 1pm Atlantic / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific, until capacity is reached. We expect this course to reach capacity within 1 week. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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: Learning Community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques and issues of establishing LCs comprising a diverse group of learners.
Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

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

Mindset to Mastery: The Inclusive Teaching Course
2025-01-30 10:00 - 11:30
Across higher education, there is recognition of the growing need for fostering more inclusive classrooms and learning environments. As educators across diverse disciplines, how can we prioritize diversity, equity, and justice in our pedagogical approaches? What behaviors will help to translate this commitment into action?
This course employs experiential learning methods to explore foundational frameworks and the social and historical contexts that underpin this critical work. Participants will engage in an introspective journey, examining their own identities, values, and experiences to cultivate an inclusive mindset that informs their teaching practices. Rather than presenting prescriptive strategies, this course aims to provide perspectives for navigating the complexities of oppression, equity, and justice within academic settings.
Sessions will feature brief didactic introductions to key concepts, complemented by reflective exercises, practical applications, and communication activities. The course culminates with a panel discussion led by practitioners in inclusive teaching practices within higher education, followed by a written final reflection and peer discussion on how participants plan to integrate their newfound knowledge into their professional journeys.
By the course’s end, participants will possess a clearer understanding of how to communicate their values of diversity, equity, and justice, along with practical resources for implementing DEIJ frameworks and teaching strategies within their academic communities.
Course Schedule
This 8-week course meets online on Thursdays from January 30 to March 20 at 8-9:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific.
Audience
This seminar is designed first and foremost for graduate students and postdoctoral researchers interested in an intensive introduction to inclusive teaching, but generally relevant to anyone interested in learning more about this topic.
Registration and Enrollment
**At capacity and closed for registration as of Tuesday, January 14**
This course has a cap of 25 students. Registration is open from Monday, January 13 at 9pm Gulf / 1pm Atlantic / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific, until capacity is reached. We expect this course to reach capacity within 1-2 days. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
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: 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.
Describe several learning-through-diversity (LtD) techniques and strategies.

Early Career Faculty Panel
2025-02-03 18:30 - 19:30
Join early career faculty panelists, from several institutions across the country to discuss their experiences on the academic job market, how they prepared for their current position, how their institution approaches community and mentoring for early career faculty and any general advice they would give to current graduate students and postdocs. Plenty of time will be given to questions. This is the first event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
R. Kōnane Bay, Assistant Professor, Chemical and Biological Engineering, University of Colorado Boulder
Warren Cook, Assistant Teaching Professor, Environmental Studies, University of Colorado Boulder
Deanna Hirsch, Assistant Professor of Journalism and Media Production, Metropolitan State University Denver
Jed Forman, Robert H. N. Ho Family Foundation Assistant Professor in Buddhist Studies, Simpson College
Event Schedule
This online event meets on Monday, February 3 at 8:30-9:30pm Atlantic / 7:30-8:30pm Eastern / 6:30-7:30pm Central / 5:30-6:30pm Mountain / 4:30-5:30pm Pacific (for our Khalifa University participants, this event takes place on Tuesday, February 4 at 4:30-5:30am Gulf Time).
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

Writing Your Cover Letter for the Academic Job Market
2025-02-13 13:00 - 14:00
Get an introduction to the academic cover letter in this online event. Through this presentation you will learn the basic structure of an academic cover letter, how to tailor it to your target institution, and how to include the information that will make you a compelling candidate. This is the second event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Brian Hand, Graduate Student Program Manager, Career Services, University of Colorado Boulder
Event Schedule
This online event meets on Thursday, February 13 at 11pm-12am Gulf Time / 3-4pm Atlantic / 2-3pm Eastern / 1-2pm Central / 12-1pm Mountain / 11am-12pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
No cap. Registration opens Tuesday, January 21.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways
