CIRTL Network

Preparing a Teaching Demo for a Job Interview
2025-10-06 11:00 - 12:30 (America/Chicago)
As part of the interview process for a faculty position, you may be asked to lead a teaching demonstration. In this interactive workshop, we’ll discuss ways to go into your teaching demo with preparedness, confidence, and adaptability. Participants will explore considerations related to their audience, factors affecting content, logistics (including technology), and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop, participants will be prepared to:

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

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

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

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

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

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

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

Instructors
Kristin Winet, University of Arizona
Erin Galyen, University of Arizona
Workshop Schedule
This workshop meets in Zoom on Tuesday, October 7 and 14 at 8-9:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 9-10:30am Pacific/Arizona.
Audience
This workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone looking to develop or refine their teaching statement.
Registration & Enrollment
**At capacity and closed for registration as of Wednesday, September 24th**
Cap: 50. Enrollment will be processed on a first-come, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

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

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

Instructors
Xiaoxia Zhang, Indiana University
Workshop Schedule
This one-session workshop meets online in Zoom on Friday, October 10th at 10-11:30pm Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 11am-12:30pm Pacific/Arizona.
Audience
This workshop is designed for participants who would like to learn more about assessment strategies for large undergraduate courses.
Registration and Enrollment
No cap, registration opens on Monday, September 15th at 10am CT and closes on the day of the workshop.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

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

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

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

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

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

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

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

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

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

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

Instructors
August Masonheimer, Purdue University
Erin Mercurio, The Ohio State University
Workshop Schedule
This two-part online workshop meets in Zoom on Monday, October 20th at 7-9pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 8-10am Pacific/Arizona and Monday, November 3rd at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific.
Audience
This workshop is designed for participants with teaching experience who want to develop practical skills and instructional materials that help students reflect on their own learning processes.
Registration and Enrollment
**At capacity and closed for registration as of Thursday, October 16th**
Cap: 40. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

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

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

Instructors
Emily Potratz, University of Illinois at Chicago
Lauren Woods, University of Illinois at Chicago
Workshop Schedule
This one-session workshop meets online in Zoom on Thursday, October 23rd at 7-9pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 8-10am Pacific/Arizona.
Audience
This workshop is for any educator interested in learning more about how to foster a growth mindset and develop a sense of belonging in their students.
Registration and Enrollment
No cap; registration opens on Monday, September 29th at 10am CT and closes the day of the workshop.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

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

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

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

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

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

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

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

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

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

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

Instructors
Nakisha Whittington, Stanford University
Workshop Schedule
This one-session workshop meets online in Zoom on Tuesday, November 11th at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific.
Audience
This workshop is designed for graduate students at any stage in their career who want to learn more about engaging and transformative ways to teach.
Registration and Enrollment
REGISTER NOW
Cap: 25. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

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

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

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

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

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

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

Exploring Academic Careers Beyond the Professoriate with CIRTL Alumni in Centers for Teaching & Learning
2025-11-17 11:00 - 12:00 (America/Chicago)
In this online panel, we’ll hear from 3 CIRTL alumni who hold STEM PhDs and work in centers for teaching and learning at research universities. Centers for teaching and learning are an increasingly common office in universities – providing evidence-based support and guidance to faculty and others with instructional responsibilities – and are one of many ways people with PhDs work within higher ed, but beyond the professoriate. Alumni will share what their jobs are like, how they became interested in this unique type of work, how their doctoral training prepared them for their roles, and what growth and progression can look like in these types of career paths. These alumni work in centers for teaching and learning at the University of California, Los Angeles, the University of Michigan, and Rice University, and have disciplinary backgrounds in ecology and evolutionary biology, chemistry, and bioengineering.
This is the third event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Event Schedule
This online event meets on Monday, November 17th at 9-10pm Gulf / 12-1pm Eastern / 11am-12pm Central / 10-11am Arizona / 9-10am Pacific. This is the third event in our three-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This event is designed first and foremost for graduate students and postdoctoral researchers interested in learning more about working in a center for teaching and learning, but generally relevant to anyone interested in understanding career trajectories within academia and beyond.
Registration
No cap.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Leveraging Strengths of Neurodiverse Students in the Classroom
2025-11-20 13:00 - 14:30 (America/Chicago)
Many times the discussion around learning and neurodiversity is deficit based. While it is important to consider the very real learning challenges that many neurodiverse students face in higher education, it is equally critical to highlight the numerous strengths associated with different neurotypes such as ADHD, learning disabilities, autism, mental health challenges and consider ways to help students leverage strengths for learning. This workshop will provide participants with an overview of neurodiversity and explore what a strength based and neuroaffirming perspective entails. Participants will consider how learning environments can interact with neurodiversity to mobilize strengths or heighten challenges, and explore neuro-affirming instructional strategies to lower unintentional barriers to learning. By the end of this workshop, participants will be prepared to:

Describe the tenets of a neurodiversity affirming paradigm and some neurodiversity related strengths and challenges
Identify some neuro-affirming instructional strategies that can help to mobilize neurodiversity-related strengths and lower learning barriers
Analyze your current instructional approach for neuro-affirming strategies that you currently utilizing or could integrate into your teaching

Instructors
Melissa Tamas, Stanford University
Savannah Pham, Stanford University
Workshop Schedule
This one-session workshop meets online in Zoom on Thursday, November 20th at 11pm-12:30am Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Arizona / 11am-12:30pm Pacific.
Audience
This workshop is designed for graduate students and postdoctoral instructors who want to shine a light on the strengths of neurodiversity and consider ways to mobilize it for learning. No previous experience with neurodiversity is required.
Registration and Enrollment
**Registration closed on Thursday, November 20th**
Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Preparing Your Teaching Demo for a Job Interview
2026-01-15 12:00 - 13:30 (America/Chicago)
As part of the interview process for a faculty position, you may be asked to lead a teaching demonstration. In this interactive workshop, we’ll discuss ways to go into your teaching demo with preparedness, confidence, and adaptability. Participants will explore considerations related to their audience, factors affecting content, logistics (including technology), and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop, participants will be prepared to:

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, January 15th at 10-11:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 11am-12:30pm Arizona / 10-11:30am Pacific.
Audience
This workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone interested in an introduction to teaching demonstrations.
Registration and Enrollment
**At capacity and closed for registration as of Thursday, January 1st**
This course/workshop is at capacity and registration is closed. CIRTL’s self-paced teaching and learning courses are open for learning at any time, on your own schedule. And CIRTL’s professional development event series, taking place online on Thursdays starting January 22, is uncapped and open for registration.
Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.
Goal 4: Prepare for an impactful career. See more Goal 4 programming.

Pedagogies of Care: Accessible Teaching, Systemic Barriers, & Care in Your Discipline
2026-01-21 10:00 - 12:00 (America/Chicago)
How can educators sustain care for themselves and their students amid growing institutional pressures, shifting technologies, and increasing demands on their time and attention? In this workshop, participants will reflect on what care looks like in their classrooms, what gets in the way of practicing it, and how their disciplines shape (or neglect) its meaning. Through open discussion and reflective activities, participants will examine tensions between institutional expectations and inclusive teaching values, explore systemic barriers that reproduce harm or hinder access, trace the ethical and cultural lineages that inform their pedagogical approaches, and imagine practices of care that foster more just, accessible, and sustainable teaching and learning environments. By the end of this workshop, participants will be prepared to:

Reflect on how care, identity, access, and classroom climate shape their teaching and learning environments
Identify institutional and systemic factors that support or constrain care-centered and inclusive pedagogical practices
Analyze how disciplinary traditions and cultural lineages inform approaches to care in teaching and learning
Articulate a preliminary “Pedagogy of Care” commitment or set of guiding practices to inform future course design and classroom engagement

Instructors
Kelsey Reeder, Columbia University
Workshop Schedule
This one-session online workshop meets in Zoom on Wednesday, January 21st at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific.
Audience
This session is designed for educators with some teaching experience who have already begun reflecting on their teaching practice. Participants will get the most out of the sessions if they have prior exposure to concepts such as inclusive teaching, course design, or classroom climate, whether through formal workshops or their own pedagogical reflection and experimentation.
Registration and Enrollment
**At capacity and closed for registration as of Monday, January 5th**
This course/workshop is at capacity and registration is closed. CIRTL’s self-paced teaching and learning courses are open for learning at any time, on your own schedule. And CIRTL’s professional development event series, taking place online on Thursdays starting January 22, is uncapped and open for registration.
Cap: 25. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Finishing your Diss/Thesis
2026-01-22 15:00 - 16:00 (America/Chicago)
In this event, we will discuss practical strategies for completing your dissertation/thesis. These strategies emphasize ways to effectively discover when you write best, thus making writing a more consistent practice and helping you to become a more productive writer. This is the first event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Scott Holman, Ph. D., Graduate Writing Services Coordinator and Lecturer in the Program for Writing and Rhetoric, University of Colorado Boulder
Event Schedule
This online event meets on Thursday, January 22nd at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific.
**Gulf: Friday, January 23rd at 1-2am**
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
This online event is open to the public. Once you register, you will automatically receive Zoom information for the session.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Research Mentor Training
2026-01-26 11:00 - 12:30 (America/Chicago)
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
Sean Nicholson-Crotty, Indiana University
Jennifer Aumiller, The University of Maryland, Baltimore
Course Schedule
This intensive 6-week seminar meets online on Mondays from January 26th through March 2nd at 9-10:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Arizona / 9-10:30am Pacific.
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
Cap: 25. Registration is closed. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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

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

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

Panel(s) of Early Career Faculty
2026-01-29 15:00 - 16:00 (America/Chicago)
Join early career faculty panelists, from several institutions across the country to discuss their experiences on the academic job market, how they prepared for their current position, how their institution approaches community and mentoring for early career faculty and any general advice they would give to current graduate students and postdocs. Plenty of time will be given to questions. This is the second event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Daniel Usera: University of Texas at Arlington – College of Business, Marketing
Dr. Daniel Usera is a professional speaker and Clinical Associate Professor in the College of Business – Marketing at UT Arlington. He earned his doctorate from the University of Iowa in Communication Studies. His research focuses on persuasion, public speaking, and presence. He has worked in retail, hospitality, state politics, and in the nonprofit sector. He loves his field and finding ways to share it with as many people as possible, whether that’s through corporate training, Toastmasters, or lecturing. He is constantly learning and aims to build a world-class business communication courses at UT Arlington.
Lakshmi Raju: Georgia Tech – School of Electrical and Computer Engineering
Lakshmi Raju is the ECE Director of Student Engagement and Well-Being, and a faculty member in the School of Electrical and Computer Engineering at the Georgia Institute of Technology. She received her B.S., M.S., and Ph.D. degrees from the School of ECE at Georgia Tech. In her current role, she teaches introductory courses in the School of ECE and leads initiatives and programs that promote a welcoming, inclusive student community while supporting their academic and professional growth.
Rounaq Basu: Georgia Tech – School of City & Regional Planning
Rounaq Basu is an Assistant Professor in the School of City and Regional Planning at Georgia Tech, with an affiliation to the Center for Urban Resilience and Analytics. He holds a Ph.D. in Urban Science and Planning from MIT, as well as dual master’s degrees in Transportation and City Planning, and a Bachelor’s in Civil Engineering from IIT Bombay with a focus on transportation engineering. Basu’s research centers on sustainable urban mobility, with a particular focus on reducing auto-dependence in metropolitan areas. His work integrates urban analytics, econometrics, and agent-based microsimulations to inform policies that promote transportation equity, sustainable growth, and better urban systems. He is passionate about using these diverse tools to create more resilient and equitable cities that support the well-being of all residents. Before joining Georgia Tech, Basu worked at the Boston Region Metropolitan Planning Organization, where he led multimodal planning efforts to improve transportation modes and services across the region. He currently serves on the Board of Directors of WalkMassachusetts, the first pedestrian advocacy organization in the U.S. He has also worked internationally with organizations like the World Bank, contributing to urban planning projects in cities across Latin America, India, Lebanon, and Singapore. Basu brings a global perspective to his work, combining technical expertise with a deep commitment to addressing the real-world challenges of urban growth, equity, and sustainability.
Erica Caasi: University of Boston – Clinical Assistant Professor, Wheelock College of Education and Human Development
Dr. Erica Caasi is a clinical assistant professor in the Language & Literacy Education Department at Boston University Wheelock College of Education & Human Development. She prepares future educators and partners alongside practicing teachers and schools to support culturally responsive and community-engaged literacy practices. Her scholarly work explores representation in literature for youth and investigates how narrative can function as a medium for both connection and disruption. Through partnerships with teachers and school leaders, she fosters critical engagement in literacy teaching and learning.
Event Schedule
This online event meets on Thursday, January 29th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific.
**Gulf: Friday, January 30th at 1-2am**
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
This online event is open to the public. Once you register, you will automatically receive Zoom information for the session.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

CVs for the Academic Job Market
2026-02-05 15:00 - 16:00 (America/Chicago)
Join Dr. Brian Hand of Career Services at CU Boulder for a 60 minute presentation on drafting your academic CV. We’ll go over formatting, content, and tailoring of the CV for academic job applications, including discussion of the basic eight CV sections, additional sections you might want to include, and how to structure the information you include in those sections, as well as some advice around CV mindset and how and when to update your CV content. This is the third event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Dr. Brian Hand, Graduate Student Program Manager, Career Services, University of Colorado Boulder
Event Schedule
This online event meets on Thursday, February 5th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific.
**Gulf: Friday, February 6th at 1-2am**
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
This online event is open to the public. Once you register, you will automatically receive Zoom information for the session.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Cover Letters for the Academic Job Market
2026-02-12 15:00 - 16:00 (America/Chicago)
Join Dr. Tammy M. McCoy from the Center for Teaching and Learning at Georgia Tech for a 60-minute presentation on crafting effective cover letters for the academic job market. We will discuss the purpose and structure of the academic cover letter, how to tailor your letter for different institution types, and what search committees look for in a strong application narrative. Participants will learn how to align their experiences with position requirements, highlight their scholarly and teaching identities, and avoid common cover letter pitfalls, including guidance on tone, length, and strategic framing. This is the fourth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Dr. Tammy M. McCoy, Center for Teaching and Learning, Georgia Tech
Event Schedule
This online event meets on Thursday, February 12th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific.
**Gulf: Friday, February 13th at 1-2am**
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
This online event is open to the public. Once you register, you will automatically receive Zoom information for the session.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Maximizing Learning Outcomes from Instructional Demonstration: Balancing Instructor- and Student-Led Experiential Learning
2026-02-17 11:00 - 13:00 (America/Chicago)
Are you looking to enhance your teaching methods and boost student engagement in your classroom? Join us for a workshop designed for educators who use demonstrations to reinforce learning objectives. In this interactive workshop, participants will explore the overlap between instructor-led demonstrations and student-led experiential learning, while considering instructional choices that help shape the execution of in-class demonstrations. They will engage in collaborative discussions with fellow educators and leave the workshop with practical strategies. By the end of this workshop, participants will be prepared to:

Describe a relevant instructor-led demonstration in your discipline and how it helps to support student learning
Select between instructor-led demonstration and student-executed activity/laboratory for supporting student learning
Organize a class session that includes an instructor-led demonstration (e.g. decide where in a lesson plan a demonstration is most valuable)

Instructors
Jesse Streicher, Stanford University
Workshop Schedule
This one-session online workshop meets in Zoom on Tuesday, February 17th at 9-11pm Gulf / 12-2pm Eastern / 11am-1pm Central / 10am-12pm Arizona / 9-11am Pacific.
Audience
This workshop is ideal for educators, faculty members, postdocs, and instructional designers looking to enhance their teaching toolkit and create dynamic learning experiences in their classrooms.
Registration and Enrollment
**At capacity and closed for registration as of Monday, February 16th**
Cap: 50. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Teaching Statements for the Academic Job Market
2026-02-19 15:00 - 16:00 (America/Chicago)
Join Dr. Tammy M. McCoy from the Center for Teaching and Learning at Georgia Tech for a 60-minute presentation on developing a compelling teaching statement for the academic job market. We will explore the purpose, structure, and key components of an effective teaching statement, including articulating your beliefs and values, instructional goals, inclusive teaching practices, and assessment strategies. Participants will also learn how to tailor their teaching statement to different institutional contexts, align them with job postings, and communicate their teaching identity with clarity and intention. This is the fifth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Dr. Tammy M. McCoy, Center for Teaching and Learning, Georgia Tech
Event Schedule
This online event meets on Thursday, February 19th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific.
**Gulf: Friday, February 20th at 1-2am**
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
This online event is open to the public. Once you register, you will automatically receive Zoom information for the session.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Quick Tips for Teaching
2026-02-23 12:00 - 13:30 (America/Chicago)
Teaching can seem like a mysterious juggling act, especially when we first enter the field. In this interactive workshop, participants will explore practical tips from the research literature, their own teaching experience, and other instructors. During the session, the facilitators will ask participants to vote on a list of possible topics, with the most popular topics forming the core of the workshop. Possibilities include: what to do when you don’t know the answer; how to shape an inclusive course climate; using formative and summative feedback; building a flexible lesson plan; ways to stay organized as an instructor; and more. By the end of this workshop, participants will be prepared to:

Identify effective strategies for their own teaching or TAing
Decide on one adaptation to make to their current teaching strategies
Engage in metacognition
Conceptualize teaching as a series of pedagogical decisions (before/during/after a lesson)

Instructors
Chas Brua, Pennsylvania State University
John Elia, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets in Zoom on Monday, February 23rd at 10-11:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 11am-12:30pm Arizona / 10-11:30am Pacific.
Audience
This workshop is generally relevant to anyone interested in practical teaching tips from multiple sources.
Registration and Enrollment
**At capacity and closed for registration as of Friday, February 20th**
Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.
Goal 4: Prepare for an impactful career. See more Goal 4 programming.

Research Statements for the Academic Job Market
2026-02-26 15:00 - 16:00 (America/Chicago)
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
Nicole Xu, Assistant Professor, Paul M. Rady Department of Mechanical Engineering, Robotics Program, Biomedical Engineering Program, and BioFrontiers Institute at the University of Colorado Boulder
Event Schedule
This online event meets on Thursday, February 26th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific.
**Gulf: Friday, February 27th at 1-2am**
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
This online event is open to the public. Once you register, you will automatically receive Zoom information for the session.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Decentering Grades: Getting Started with Ungrading for Future Faculty
2026-03-02 10:00 - 12:00 (America/Chicago)
Have you or your students been frustrated by grading structures in class? Have you ever felt that education has become too much about grading and ranking, rather than exploration and learning? The need to reshape the conventional means of assessing student work has become more pressing with the prevalent (mis)use of AI. The recent movement to “ungrade” education offers many tactics for instructors to provide meaningful feedback and nurture students’ intrinsic motivation, while decentering or doing without grades and the challenges they pose to deep learning. This workshop introduces a few common ungrading practices and explores how they can be adapted for use for graduate instructors and TAs, who often face greater institutional constraints when designing assessment plans. By the end of this workshop, participants will be prepared to:

Understand the definition and purpose of ungrading
Select ungrading practices on the basis of your teaching philosophy, course objectives, and external constraints
Apply ungrading principles to design an assessment scheme for an assignment

Instructors
Ruilin Fan, Columbia University
Workshop Schedule
This one-session online workshop meets in Zoom on Monday, March 2nd at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific.
Audience
This session is designed for future faculty or instructors who may have limited power to change the overall course setup and class policies but who want to decenter grades in some way. Participants should have some experience with assessing student work.
Registration and Enrollment
**At capacity and closed for registration as of Friday, February 20th**
Cap: 30. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Diversity/Equity/Inclusivity Statements for the Academic Job Market
2026-03-05 15:00 - 16:00 (America/Chicago)
This event is designed to guide individuals on how to effectively write a diversity statement, which is a document outlining their commitment to promoting diversity, equity, and inclusion (DEI). We will focus on highlighting past experiences and future goals in creating an inclusive environment, particularly in academic settings. This is the seventh event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Preston Cumming, University of Colorado Boulder
Event Schedule
This online event meets on Thursday, March 5th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific.
**Gulf: Friday, March 6th at 1-2am**
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
This online event is open to the public. Once you register, you will automatically receive Zoom information for the session.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Finishing your Diss/Thesis
2026-03-10 15:00 - 16:00 (America/Chicago)
In this event, we will discuss practical strategies for completing your dissertation/thesis. These strategies emphasize ways to effectively discover when you write best, thus making writing a more consistent practice and helping you to become a more productive writer.
Speakers
Scott Holman, Ph. D., Graduate Writing Services Coordinator and Lecturer in the Program for Writing and Rhetoric, University of Colorado Boulder
Event Schedule
This online event meets on Tuesday, March 10th at 4-5pm Eastern / 3-4pm Central / 1-2pm Pacific/Arizona.
**Gulf: Friday, March 11th at 12-1am**
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
This online event is open to the public. Once you register, you will automatically receive Zoom information for the session.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Panel(s) of Careers Beyond Higher Education
2026-03-12 15:00 - 16:00 (America/Chicago)
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. Plenty of time will be given for questions. This is the eight and final event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Irfan Alam
Irfanul (Irfan) Alam earned his PhD in Biology Education Research from the University of Colorado Boulder (EBIO), where he developed expertise in mixed-methods inquiry. He previously served as a Program Evaluator at the University of Mississippi’s Center for Research Evaluation, leading grant-funded evaluations of education initiatives. He is currently a Postdoctoral Researcher at North Dakota State University, where his work focuses on strengthening cross-institutional collaboration through mixed-methods research and statewide social network analysis under the SPARK-ND initiative.
Mckenzie Dice
Mckenzie Dice is a former Lead Teaching Assistant and a proud MS and PhD graduate of the University of Colorado Boulder’s Department of Atmospheric and Oceanic Sciences. After completing her dissertation on Antarctic atmospheric boundary layer dynamics in 2023, she transitioned from academia into applied climate resilience work. She now serves as an Extreme Weather Resilience Specialist and Data Scientist at Booz Allen Hamilton, supporting the U.S. Department of War on extreme weather related risk. Her work focuses on translating complex environmental data into actionable insights for infrastructure resilience, mission readiness, and long term strategic planning.
Olivia Marrese
Olivia graduated from CU with a PhD in Linguistics, specializing in conversation analysis. She is currently a Conversational Architect in AI and Machine Learning at 66degrees, a Google Cloud premier partner. In her role as a consultant and engineer, she designs, builds, and maintains multi agent systems across a variety of industry verticals, and particularly enjoys operationalizing findings from conversational data. Prior to 66, Olivia worked at Quiq, a startup in conversational AI, and as a PhD student she held internships at IBM Almaden and SoundHound AI.

Carli Brucker
Carli Brucker is a former Lead Teaching Assistant for the Civil, Environmental, and Architectural Engineering Department at the University of Colorado Boulder. She graduated in 2023 with her MS and PhD in Hydrology and Water Resources, with a research focus in wildfire impacts on water quality. Since then, Carli has worked as a Water Resources and Resilience Management engineer at Carollo Engineers, using her skills in data science and modeling to develop water supply plans for municipalities, wildfire resilience and preparedness strategies, and climate change impact assessments.
Event Schedule
This online event meets on Thursday, March 12th at 4-5pm Eastern / 3-4pm Central / 1-2pm Pacific/Arizona.
**Gulf: Friday, March 13th at 12-1am**
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
This online event is open to the public. Once you register, you will automatically receive Zoom information for the session.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

CIRTL Network Teaching-as-Research Presentations
2026-04-08 11:00 - 12:30 (America/Chicago)
Hear graduate students and postdocs from across the CIRTL Network share the results of their Teaching-as-Research (TAR) projects in this online presentation session. In TAR projects, future faculty explore a specific question about teaching and learning, design and implement some sort of classroom-based intervention to test that question, and consider how they might adjust their teaching practices based on what the results show. TAR is a cornerstone of CIRTL’s work in developing reflective practitioners that support learning for all.
Schedule
This online event meets on Wednesday, April 8th at 8-9:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 9-10:30am Pacific/Arizona.
How to attend
This online event is open to the public. Once you register, you will automatically receive Zoom information for the session.
REGISTER NOW
Speakers
This year, 17 emerging educators from 12 institutions will share their pedagogical research. Presentations will run concurrently across six disciplinary panels:

Education
Earth Sciences
Math, Computing, & Engineering
Health
Behavioral & Cognitive Sciences
AI in STEM Education

View the full speaker list and session descriptions here
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our participants:

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

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

Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.

Johns Hopkins University In Person Teaching Institute
2026-05-27 08:00 - 16:00 (America/New_York) | Johns Hopkins University, Baltimore, MD
Learn common themes and challenges of teaching in higher education during this 3-day Teaching Institute. Through faculty presentations and group work, participants will learn about effective teaching practices, with a focus on active learning, backward design, assessment, and applying inclusive, evidence-based practices to developing your own lesson plan. 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 27 through Friday, May 29. 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
REGISTER NOW
This institute has a cap of 15 CIRTL participants. Registration will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience.

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

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

Johns Hopkins University Online Teaching Institute
2026-06-08 08:00 - 11:30 (America/Chicago) | Online in Zoom
Learn common themes and challenges of teaching in higher education during this 5-day Teaching Institute. Through faculty presentations and group work, participants will learn about effective teaching practices, with a focus on active learning, backward design, assessment, and applying inclusive, evidence-based practices to developing your own lesson plan. 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 8 through Friday, June 12 at 5-8:30pm Gulf / 9-12:30pm Eastern / 8am-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific/Arizona. Participants can see a detailed schedule upon registration.
Workload
Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.
Registration & Enrollment
REGISTER NOW
This institute has a cap of 50 CIRTL participants. Registration will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience.

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

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