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

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

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

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

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

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

Associate: Learning-through-diversity

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

The College Classroom
2023-09-26 13:00 - 14:30
Get an introduction to key learning principles and the basics of effective, evidence-based teaching practices in this 12-week course about teaching in the college classroom. This course will focus on developing inclusive, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives, assessment, and learning activities through both discussion of course materials and developing and practicing their own lesson plan. In this course, participants will

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

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

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

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

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

Associate: Learning Community

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

Associate: Learning-through-Diversity

Describe how an instructor’s beliefs and biases can influence student learning.
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe the scope of diversity in learning environments, of both students and instructor.

Associate: Teaching as Research

Describe a “full-inquiry” cycle.

Practitioner: Evidence-Based Teaching

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

Practitioner: Learning-through-Diversity

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

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

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

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

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

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

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

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

Associate: Learning-through-diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning
Describe several learning-through-diversity (LtD) techniques and strategies
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed

Practitioner: Evidence-Based Teaching

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

Practitioner: Learning-through-Diversity

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

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

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

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

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

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

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

Associate: Learning-through-diversity

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

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

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

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

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

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

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

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

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

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

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

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

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

Associate: Learning-through-diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed

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

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

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

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

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

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

Associate: Learning community

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

Associate: Learning-through-diversity

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Writing Your Cover Letter for the Academic Job Market
2024-01-18 11:00 - 12:00
REGISTER NOW
Get an introduction to the academic cover letter in this online event. Through this presentation you will learn the basic structure of an academic cover letter, how to tailor it to your target institution, and how to include the information that will make you a compelling candidate. This is the first event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speaker
Cat Diebel-Wilson, Graduate Student Program Manager, Career Services, University of Colorado Boulder
Event Schedule
This online event meets on Thursday, January 18 at 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Thursday, January 18.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

Learn about Hiring from Faculty Hiring Committee Members
2024-01-26 15:00 - 16:00
REGISTER NOW
Join faculty panelists from several institutions across the country to discuss their experiences as members of academic search committees. Panelists will discuss the process of the search, how their campus/department approaches a search and any advice they may give to graduate students and postdocs looking for academic positions. Panelists will also answer audience questions. This is the second event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Cerian Gibbes, Associate Professor/Graduate Chair, Geography, University of Colorado, Colorado Springs
Natalie Mendoza, Assistant Professor, Department of History, University of Colorado Boulder
Will Styler, Associate Teaching Professor, Linguistics and Director of the Computational Social Science Program, University of California San Diego
Noah Williams, Assistant Professor, Mathematical Sciences, Appalachian State University
Event Schedule
This online event meets on Friday, January 26 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Friday, January 26.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

Introduction to Academic CVs
2024-01-29 11:00 - 12:00
REGISTER NOW
Get an introduction to academic CVs in this online event. We’ll review common formatting and content tips, explore ways to tailor a CV for individual academic job applications, and discuss how and when to update your CV content. This is the third event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speaker
Cat Diebel-Wilson, Graduate Student Program Manager, Career Services, University of Colorado Boulder
Event Schedule
This online event meets on Monday, January 29 at 1-2pm Atlantic / 12-1pm Eastern / 11am-12pm Central / 10-11am Mountain / 9-10am Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Monday, January 29.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

Preparing Your Teaching Demo for a Job Interview
2024-01-31 12:00 - 13:30
As part of the interview process for a faculty position, you may be asked to lead a teaching demonstration. In this interactive workshop, we’ll discuss ways to go into your teaching demo with preparedness, confidence, and adaptability. Participants will explore considerations related to their audience, factors affecting content, logistics (including technology), and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop, participants will be prepared to:

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

Instructors
Chas Brua, Pennsylvania State University
Beate Brunow, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets on Wednesday, January 31 at 2-3:30PM Atlantic / 1-2:30PM Eastern / 12-1:30PM Central / 11AM-12:30PM Mountain / 10-11:30AM Pacific.
Audience
This workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone interested in an introduction to teaching demonstrations.
Registration and Enrollment
**1/19/24 Update: This workshop is at capacity and registration is closed**
Cap: 100. Registration opens Monday, January 8; once open, registration will close when capacity is reached or on January 31, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Early Career Faculty Panel
2024-02-01 15:00 - 16:00
REGISTER NOW
Join early career faculty panelists, from several institutions across the country to discuss their experiences on the academic job market, how they prepared for their current position, how their institution approaches community and mentoring for early career faculty and any general advice they would give to current graduate students and postdocs. Plenty of time will be given to questions. This is the fourth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Lee Frankel-Goldwater, Teaching Assistant Professor, Environmental Studies, CU Boulder
Andrea Glaws, School of Education, Colorado State University
Allison Formanack, Assistant Professor, Applied Anthropology, University of Southern Mississippi
Owen Fite, Instructor, Political Science, University of Nevada, Reno
Event Schedule
This online event meets on Thursday, February 1 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Wednesday, February 1.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

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

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

Instructor
Da’Ja’Nay Askew, Indiana University
Workshop Schedule
This one-session online workshop meets on Thursday, February 8 at 12-1:30PM Atlantic / 11AM-12:30PM Eastern / 10-11:30AM Central / 9-10:30AM Mountain / 8-9:30AM Pacific.
Audience
This workshop is designed first and foremost for graduate students, postdoctoral researchers, and instructional staff in STEM/SBE disciplines who are interesting in development specific practices to foster rest and wellbeing.
Registration and Enrollment
**1/17 update: Registration is at capacity. Registrants will be notified of enrollment status by 1/19**
This workshop has a cap of 15 students. Registration opens Tuesday, January 16; once open, registration will close when capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Associate: Learning-through-diversity

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

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

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

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

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

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

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

Associate: Learning community

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

Associate: Learning-through-diversity

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

Research Mentor Training
2024-02-21 13:00 - 14:30
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
Jennifer Aumiller, University of Maryland, Baltimore
Brian Rybarczyk, University of North Carolina at Chapel Hill
Course Schedule
This intensive 5-week seminar meets online on Wednesdays from February 21 to March 20 at 3-4:30PM Atlantic / 2-3:30PM Eastern / 1-2:30PM Central / 12-1:30PM Mountain / 11AM-12:30PM Pacific.
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
** 1/19 Update: This course is at capacity and registration is closed.**
This short course has a cap of 20 students. Registration is open from Monday, January 8, until capacity is reached or until Wednesday, February 14, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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

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

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

Associate: Learning-through-Diversity

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence student learning.

Mindset to Mastery: The Inclusive Teaching Course
2024-03-05 12:00 - 13:30
Across higher education, there is recognition of the growing need for fostering more inclusive classrooms and learning environments. As educators across diverse disciplines, how can we prioritize diversity, equity, and justice in our pedagogical approaches? What behaviors will help to translate this commitment into action?
This course employs experiential learning methods to explore foundational frameworks and the social and historical contexts that underpin this critical work. Participants will engage in an introspective journey, examining their own identities, values, and experiences to cultivate an inclusive mindset that informs their teaching practices. Rather than presenting prescriptive strategies, this course aims to provide perspectives for navigating the complexities of oppression, equity, and justice within academic settings.
Sessions will feature brief didactic introductions to key concepts, complemented by reflective exercises, practical applications, and communication activities. The course culminates with a panel discussion led by practitioners in inclusive teaching practices within higher education, followed by a written final reflection and peer discussion on how participants plan to integrate their newfound knowledge into their professional journeys.
By the course’s end, participants will possess a clearer understanding of how to communicate their values of diversity, equity, and justice, along with practical resources for implementing DEIJ frameworks and teaching strategies within their academic communities.
Instructors
April Dukes, University of Pittsburgh
Martina Rosenberg, University of Connecticut
Jordan Vinikoor, University of Connecticut
Course Schedule
This 8-week course meets online on Tuesdays from March 5 to April 23 at 2-3:30PM Atlantic / 1-2:30PM Eastern / 12-1:30PM Central / 11AM-12:30PM Mountain / 10-11:30AM Pacific.
Audience
This seminar is designed first and foremost for graduate students and postdoctoral researchers interested in an intensive introduction to inclusive teaching, but generally relevant to anyone interested in learning more about this topic.
Registration and Enrollment
* 1/31 Update: This course is at capacity and closed for registration. *
This course has a cap of 25 students. Registration is open from Monday, January 29 at 1pm Atlantic Time / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific, until capacity is reached. We expect this course to reach capacity within 1-2 days. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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

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

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

Re-imagining data: Using arts-based methods for new perspectives in research, teaching and learning
2024-03-11 11:00 - 12:30
Explore the creative potential of new ways of reading and analyzing text in this two-part workshop on arts-based research (ABR). Through the ABR approach of “poetic inquiry,” participants will learn new methods for reading, assessing, and analyzing journal articles, research, and other written materials in a variety of scientific disciplines. The first session will introduce participants to ABR and teaching methods that support deeper meaning-making, connection, and accessibility. The second session will explore how poetic inquiry and other arts-based methods can be used as teaching tools to support engaging students creatively and imaginatively with course concepts and practices. Participants will design and facilitate an arts-based learning activity between sessions, contributing to a collection of activities shared among participants. By the end of this workshop, participants will be prepared to:

Explore and engage with arts-based methods of teaching and research.
Discuss the value of poetic inquiry for synthesizing data, interpretation, meaning making, and presentation.
Create found poems from research and/or teaching data using poetic transcription and reflect on the process.
Design learning activities for using poetic inquiry in diverse disciplines and contexts.

Instructors
Tamryn McDermott, Ohio State University
Workshop Schedule
This two-session online workshop meets on Mondays, March 11 and March 25 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific.
Audience
This workshop is designed first and foremost for graduate students in STEM/SBE disciplines, but generally relevant to anyone interested in exploring new methods for reading and analyzing journal articles, research, and other written materials in a variety of scientific disciplines.
Registration and Enrollment
*2/12 update: Registration is at capacity. Registrants will be notified of their enrollment status by Friday, February 16*
This workshop has a cap of 40 students. Registration is open from Monday, February 5, until capacity is reached or until Thursday, March 7, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Associate: Learning-through-diversity

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

Writing Your Diversity/Inclusion Statement for the Academic Job Market
2024-03-15 15:00 - 16:00
REGISTER NOW
What is a diversity statement? Who reads it? How do I write it? Together we will define its function; explore its controversies; and learn from real examples. This is the fifth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Corinna Rhose, Director, Student Academic Success Center, University of Colorado Boulder
Event Schedule
This online event meets on Friday, March 15 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Friday, March 15.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

Exploring Teaching Careers at Research Universities with CIRTL Alumni
2024-04-03 12:00 - 13:00
REGISTER NOW
Faculty members who primarily teach, rather than do research, have become increasingly important for delivering courses to STEM undergraduates. Learn about the teaching faculty career path and ask questions of CIRTL alumni who are junior teaching faculty in this online panel event. Panelists will discuss the rewards and challenges of these positions, the opportunities for stability and advancement, and how non-tenure line faculty live in a research department. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Speakers
Lauren Genova, Assistant Professor, Chemistry and Biochemistry, University of Delaware
Roza Ghaemi, Lecturer, Biomedical Engineering, University of British Columbia
Nirav Patel, Lecturer, Environmental Studies, Binghamton University
Event Schedule
This online event meets on Wednesday, April 3 at 2-3pm Atlantic / 1-2pm Eastern / 12-1pm Central / 11am-12pm Mountain / 10-11am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This event is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines exploring potential career paths, but generally relevant to anyone interested in understanding career trajectories within academia and beyond.
Registration
No cap. Registration opens Monday, January 8 and closes Wednesday, April 3.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

Writing Your Research Statement for the Academic Job Market
2024-04-03 15:00 - 16:00
REGISTER NOW
Job postings in higher education often require a research statement as part of the application process. This session will focus on assembling a research statement for academic jobs. We’ll consider the intended audience and analyze examples from recent applicants. This is the sixth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Dr. Kenneth Wright, Professor and Graduate Chair, Integrative Physiology, University of Colorado Boulder
Event Schedule
This online event meets on Wednesday, April 3 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Wednesday, April 3.joyfu
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

Writing Your Teaching Statement for the Academic Job Market
2024-04-05 15:00 - 16:00
REGISTER NOW
Learn best practices for writing a teaching statement (also called a teaching philosophy statement) for the academic job market. This is the seventh event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Preston Cumming, Professional Development Lead, Center for Teaching & Learning, University of Colorado Boulder
Event Schedule
This online event meets on Friday, April 5 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Friday, April 5.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

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

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

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

Identify skills and resources that help you navigate different career pathways

CIRTL Network Teaching-as-Research Presentations
2024-04-11 13:00 - 14:30
REGISTER TO ATTEND
Hear graduate students and postdocs from across the CIRTL Network share the results of their Teaching-as-Research (TAR) projects in this online presentation session. TAR projects investigate questions about teaching and learning, including assessing the effectiveness of specific learning activities and tools, examining the learning process about a specific topic, or characterizing the student experience in the classroom.
Schedule
This event meets on Thursday, April 11 at 3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific.
How to attend
This online event is open to the public. Participant registration opens Monday, January 8 and closes Thursday, April 11. Once you register, you will automatically receive Zoom information for the session.
REGISTER TO ATTEND
Speakers
See speakers, their institutions, and project titles below. See our detailed agenda for .descriptions of each project.

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

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

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

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

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

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

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

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

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

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

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

Identify skills and resources that help you navigate different career pathways

Careers Outside of Higher Education
2024-04-19 15:00 - 16:00
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Join panelists from various disciplines to discuss their career paths from graduate degree to professional. Panelists will address how they used their degrees and training to prepare them for their current positions and any advice they can give to current graduate students. This is the final event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Alaina Beaver, PhD, Education, Senior Principal Product Manager, ServiceNow
Teresa Chapman, PhD, Geography, Conservation Impact Scientist, The Nature Conservancy
Shen Lu, PhD, Mathematics, Finance Director, Global Services Group at American Express (NY)
Jenny Ramirez, PhD, Civil Engineering, Geotechnical Engineer, Geosyntec Consultants (DC)
Event Schedule
This online event meets on Friday, April 19 at 5-6pm Atlantic / 4-5pm Eastern / 3-4pm Central / 2-3pm Mountain / 1-2pm Pacific.
Audience
This event is designed for graduate students and postdoctoral researchers in STEM/SBE disciplines looking for an introduction to fundamental academic professional development topics.
Registration
No cap. Registration opens Monday, January 8 and closes Friday, April 19.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Identify skills and resources that help you navigate different career pathways

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

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

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

Identify skills and resources that help you navigate different career pathways

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

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

Schedule

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

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

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

Associate: Learning-through-Diversity

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

Associate: Teaching as Research-TAR

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe a “full-inquiry” cycle
Describe how the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.
