CIRTL Network

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

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

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

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

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

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

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

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

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

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

Research Statements for the Academic Job Market
2026-02-26 15:00 - 16:00 (America/Chicago)
Job postings in higher education often require a research statement as part of the application process. This session will focus on assembling a research statement for academic jobs. We’ll consider the intended audience and analyze examples from recent applicants. This is the sixth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.”
Speakers
Nicole Xu, Assistant Professor, Paul M. Rady Department of Mechanical Engineering, Robotics Program, Biomedical Engineering Program, and BioFrontiers Institute at the University of Colorado Boulder
Event Schedule
This online event meets on Thursday, February 26th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific.
**Gulf: Friday, February 27th at 1-2am**
Audience
This event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics.
Registration
REGISTER NOW
This online event is open to the public. Once you register, you will automatically receive Zoom information for the session.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Johns Hopkins University In Person Teaching Institute
2026-05-27 08:00 - 16:00 (America/New_York) | Johns Hopkins University, Baltimore, MD
Learn common themes and challenges of teaching in higher education during this 3-day Teaching Institute. Through faculty presentations and group work, participants will learn about effective teaching practices, with a focus on active learning, backward design, assessment, and applying inclusive, evidence-based practices to developing your own lesson plan. By the end of the institute, participants will be able to:

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

Schedule

This in-person institute meets daily from Wednesday, May 27 through Friday, May 29. Participants can see a detailed schedule upon registration.
Workload
Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.
Registration & Enrollment
This institute is at capacity but interested participants can add their names to the waitlist for a chance to attend.
JOIN THE WAITLIST
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience.

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

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

Johns Hopkins University Online Teaching Institute
2026-06-08 08:00 - 11:30 (America/Chicago) | Online in Zoom
Learn common themes and challenges of teaching in higher education during this 5-day Teaching Institute. Through faculty presentations and group work, participants will learn about effective teaching practices, with a focus on active learning, backward design, assessment, and applying inclusive, evidence-based practices to developing your own lesson plan. By the end of the institute, participants will be able to:

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

Schedule

This institute meets online daily from Monday, June 8 through Friday, June 12 at 5-8:30pm Gulf / 9-12:30pm Eastern / 8am-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific/Arizona. Participants can see a detailed schedule upon registration.
Workload
Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.
Registration & Enrollment
This institute is at capacity but interested participants can add their names to the waitlist for a chance to attend.
JOIN THE WAITLIST
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience.

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

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

Pedagogies of Care: Accessible Teaching, Systemic Barriers, & Care in Your Discipline
2026-06-09 10:00 - 12:00 (America/Chicago)
How can educators sustain care for themselves and their students amid growing institutional pressures, shifting technologies, and increasing demands on their time and attention? In this workshop, participants will reflect on what care looks like in their classrooms, what gets in the way of practicing it, and how their disciplines shape (or neglect) its meaning. Through open discussion and reflective activities, participants will examine tensions between institutional expectations and inclusive teaching values, explore systemic barriers that reproduce harm or hinder access, trace the ethical and cultural lineages that inform their pedagogical approaches, and imagine practices of care that foster more just, accessible, and sustainable teaching and learning environments. By the end of this workshop, participants will be prepared to:

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

Instructors
Kelsey Reeder, Columbia University
Workshop Schedule
This one-session online workshop meets in Zoom on Tuesday, June 9th at 7-9pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 8-10am Pacific/Arizona.
Audience
This session is designed for educators with some teaching experience who have already begun reflecting on their teaching practice. Participants will get the most out of the sessions if they have prior exposure to concepts such as inclusive teaching, course design, or classroom climate, whether through formal workshops or their own pedagogical reflection and experimentation.
Registration and Enrollment
**Registration closed as of Wednesday, May 27th**
Registration opens on Tuesday, May 26th at 10am CT. Cap: 25. Registration will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Stimulating Student Engagement and Motivation By Asking the “Right” Questions
2026-06-10 11:00 - 12:00 (America/Chicago)
This workshop explores how purposeful questioning can enhance student engagement, motivation, and learning outcomes. Grounded in frameworks such as Bloom’s Taxonomy and the 5E model, participants will examine how different types of questions promote deeper understanding and active participation across disciplines. The first part will address questioning for engagement during teaching. This will focus on informal, in-class questioning strategies that stimulate curiosity, encourage participation, and promote critical thinking. Participants will explore how to design real-world, reflective, and higher-order questions that connect content to students’ experiences and support inclusive classroom dialogue. The second part of the workshop will address questioning for graded assessment, including question design for assignments and evaluations, and emphasizing a balanced approach that integrates foundational knowledge (recall and understanding) with higher-order thinking. Participants will consider how to align assessment questions with course and program learning objectives to ensure meaningful measurement of student learning. By the end of the workshop, participants will be prepared to:

Differentiate between questioning strategies for in-class engagement and graded assessment
Design questions that balance recall and critical thinking across teaching and assessment contexts
Align questions with course and program learning objectives to enhance student learning and evaluation

Instructors
Sami Mejri, Khalifa University
Workshop Schedule
This one-session online workshop meets in Zoom on Wednesday, June 10th at 8-9pm Gulf / 12-1pm Eastern / 11am-12pm Central / 9-10am Pacific/Arizona.
Audience
This session is designed for educators with some teaching experience that are familiar with assessment and digital technologies, but is generally open to anyone interested in stimulating student engagement and motivation.
Registration and Enrollment
REGISTER NOW
Registration opens on Monday, May 18th at 10am CT and closes on the day of the workshop. No cap.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Planning Your Teaching-as-Research Project
2026-06-16 10:00 - 11:30 (America/Chicago)
Jumpstart your plans for a Teaching-as-Research (TAR) project in this 6-week flipped course designed to guide participants through developing a research question, identifying project methods and outcomes, and more. Each week, students will watch videos, read articles, and complete assignments on their own time; in weekly sessions, students will refine their work with peer review, work through sticking points with instructors, and build community to sustain their work. Throughout the course, students will also be expected to meet occasionally with a local TAR contact (typically the person at your CIRTL member institution who mentors TAR students and/or runs your institution’s TAR program) to refine key components of your TAR project plan. By the end of the course, students will present a TAR project plan and be well-positioned to implement their project in the coming academic year.
What is Teaching-as-Research?
Teaching-as-Research (TAR) takes a deliberate and systematic approach towards investigating, reflecting on, and improving one’s own teaching. The TAR process follows an inquiry cycle that consists of the following stages: identifying of a challenge within the context of teaching and learning, delving into the relevant scientific literature, designing a project to elucidate why the challenge occurs or designing a teaching intervention to address the challenge, implementing the project, collecting data, analyzing the data, drawing conclusions, and reflecting on the experience. TAR is a proactive and dynamic approach towards improving your teaching and document your teaching effectiveness. A TAR experience will provide a substantial example of your reflective, professional practice applicable to a range of career outcomes.
Instructors
Sophia Abbott, The University of Rhode Island
Jessica Maher, University of Wisconsin-Madison
Course Schedule
This 6-week course has weekly online sessions on Tuesdays at 7-8:30pm Gulf / 11am-12:30pm Eastern / 10-11:30am Central / 8-9:30am Pacific/Arizona from June 16th to July 21st.
Workload
Your instructors estimate students will need to spend 6-8 hours per week on work outside of class sessions including: watching videos, reading articles, completing assignments, meeting with your local TAR contact, and reviewing peer group work so that you can provide in-session feedback.
Registration and Enrollment
This course is limited to 25 students. Registration is closed.
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu) to let us know how we can help you have a successful experience.

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

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

Beyond Efficiency: Reimagining AI’s Purpose in Teaching, Learning, and Research
2026-06-24 11:00 - 12:00 (America/Chicago)
This workshop explores how artificial intelligence can be used beyond efficiency and automation to support deeper learning, creativity, and human-centered innovation. Drawing on interdisciplinary perspectives, participants will consider how AI can enhance critical thinking, collaboration, and reflective practice in teaching, learning, and research. Through practical examples, the session highlights strategies for integrating AI into pedagogy, such as inquiry-based learning, scaffolded assignments, and competency-based approaches-while maintaining meaningful human engagement, fostering interdisciplinary thinking, and supporting student development in a rapidly evolving academic landscape. By the end of the workshop, participants will be prepared to:

Identify ways to integrate AI into teaching practices that enhance critical thinking and student engagement
Apply at least one AI-supported pedagogical strategy (e.g., scaffolding, inquiry-based learning) in their own context
Evaluate how AI can support interdisciplinary learning and human-centered educational outcomes

Instructors
Sami Mejri, Khalifa University
Workshop Schedule
This one-session online workshop meets in Zoom on on Wednesday, June 24th at 8-9pm Gulf / 12-1pm Eastern / 11am-12pm Central / 9-10am Pacific/Arizona.
Audience
This session is designed for educators with some teaching experience that are familiar with assessment and digital technologies, but is generally open to anyone interested in exploring and reimagining AI’s purpose in pedagogy.
Registration and Enrollment
REGISTER NOW
Registration opens on Monday, June 1st at 10am CT and closes on the day of the workshop. No cap.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

The Faculty Inclusive Teaching Survey (FITS) Guidebook: Supporting Current and Future Faculty in Becoming Inclusive Instructors
2026-06-25 12:00 - 15:00 (America/Chicago)
Despite recent opposition to diversity, inclusion, and equity (DEI), effective instructional methods that truly enable all students to succeed are still critical to the success of the U.S. STEM workforce. Inclusive teaching is instrumental in helping instructors reflectively examine how their identities intersect and interact with their students and how they can structure and implement their courses and teaching practices that will uplift and support all students to succeed. Inclusive teaching is about inviting all to enter a learning environment that is safe, inviting, and supportive and that produces learning, thus promoting ongoing persistence into STEM fields and careers.
This workshop will share and synthesize research results from the The Inclusive STEM Teaching Project (ISTP) into a practical, integrated FITS Guidebook that contains validated scales, resources, and recommendations to create reflective and inclusive practitioners that embrace ongoing growth and development. Participants will learn how to utilize the FITS Guidebook to support the development of inclusive instructors in your professional development programs by promoting reflective, relational, and strategic dimensions that are braided together to create ongoing, iterative growth for yourself and your participants. By the end of this workshop, participants will be prepared to:

Developing iterative, reflective, and inclusive practitioners by engaging in deep, reflective prompts and peer-peer learning focused on ISTP research results
Examine the lived experiences of learners (e.g., students, faculty members) and campus constituents that impact and influence the development of inclusive instructors
Advance an inclusive teaching action plan

Instructors
Gina Frey, University of Utah
Kim Weaver, University of Utah
Lucas Hill, University of Wisconsin-Madison
Linden Higgins, University of Vermont
Workshop Schedule
This one-session online workshop meets in Zoom on Thursday, June 25th at 9pm-12am Gulf / 1-4pm Eastern / 12-3pm Central / 10am-1pm Pacific/Arizona.
Audience
This workshops is geared towards faculty/future faculty developers that are interested in supporting the development of inclusive instructors in professional development programs.
Registration and Enrollment
REGISTER NOW
Registration opens on Monday, June 1st at 10am CT and closes on the day of the workshop. No cap.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

UDL + AI Design Studio
2026-06-26 10:00 - 11:00 (America/Chicago)
The UDL + AI Design Studio is a six-week redesign studio where instructors improve one real teaching challenge using Universal Design for Learning (UDL)—a widely recognized, research-grounded framework for designing learning experiences. While UDL is highly respected in higher education, it is often presented as a complex set of principles and strategies; this studio reframes it as a simple, practical WHY–WHAT–HOW design cycle that makes redesign manageable and actionable. AI functions as a design partner, helping instructors apply UDL more efficiently to refine activities and assessments with clarity and precision. By the end of this short course, participants will be prepared to:

Analyze a specific teaching challenge using baseline evidence to identify where students struggle and what factors are contributing to the problem
Apply the UDL Learning Design Cycle (WHY → WHAT → HOW), using AI as a design assistant to generate, refine, and stress-test UDL-informed design moves efficiently
Create a cohesive UDL + AI redesign package that strengthens student engagement, improves content clarity or access, and supports meaningful performance
Evaluate the redesign by developing a feasible implementation and evidence plan that identifies indicators of impact and next steps for refinement.

Instructors
V. Blue Lemay, Binghamton University
Kimberly Elsener, Binghamton University
Chris Cain, Mars Hill University
Course Schedule
This 6-week short course meets in Zoom on Fridays at 7-8pm Gulf / 11am-12pm Eastern / 10-11am Central / 8-9am Pacific/Arizona from June 26 to July 31.
Audience
This studio is designed for CIRTL participants who are currently teaching or supporting teaching in higher education (or expect to teach in the next academic term), including graduate students, postdocs, and early-career faculty. Participants should:

Have access to a real teaching context and be able to select one “teaching artifact” to redesign (e.g., an assignment, discussion activity, lesson plan, etc.)
Have access to an AI tool (institution-approved, if applicable) and have familiarity using it for general idea generation
Come with an open, learning-oriented mindset—prepared to experiment with AI as a support for instructional design rather than avoiding it altogether

No prior UDL training or advanced instructional design experience is required.
Workload
Participants should plan to spend approximately 90 minutes per week on asynchronous work, including short readings/videos, drafting components of their redesign, discussion participation, and peer feedback. Total estimated time commitment: 2–2.5 hours per week (live session + asynchronous work).
Registration and Enrollment
**At capacity and closed for registration as of Monday, June 8th**
Registration opens on Monday, June 8th at 10am CT. Cap: 15. Registration will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) 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 course to support accessibility for all our students:

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

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

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

The Faculty Inclusive Teaching Survey (FITS) Guidebook: Growing as a Reflective and Iterative Inclusive Instructor
2026-06-30 12:00 - 13:30 (America/Chicago)
Despite recent opposition to diversity, inclusion, and equity (DEI), effective instructional methods that truly enable all students to succeed are still critical to the success of the U.S. STEM workforce. Inclusive teaching is instrumental in helping instructors reflectively examine how their identities intersect and interact with their students and how they can structure and implement their courses and teaching practices that will uplift and support all students to succeed. Inclusive teaching is about inviting all to enter a learning environment that is safe, inviting, and supportive and that produces learning, thus promoting ongoing persistence into STEM fields and careers.
This workshop will share and synthesize research results from the The Inclusive STEM Teaching Project (ISTP) into a practical, integrated FITS Guidebook that contains validated scales, resources, and recommendations to create reflective and inclusive practitioners that embrace ongoing growth and development. By the end of this workshop, participants will be prepared to:

Develop as iterative, reflective, and inclusive practitioners by engaging in deep, reflective prompts and peer-peer learning focused on ISTP research results
Examine the lived experiences of learners (e.g., students, faculty members) and campus constituents that impact and influence the development of inclusive instructors
Advance an inclusive teaching action plan

Instructors
Kim Weaver, University of Utah
Lucas Hill, University of Wisconsin-Madison
Linden Higgins, University of Vermont
Workshop Schedule
This two-part online workshop meets in Zoom on Tuesday, June 30th and Wednesday, July 1st at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona.
Audience
This workshop is designed for graduate students and postdoctoral scholars who are interested in developing as iterative, reflective, and inclusive practitioners.
Registration and Enrollment
REGISTER NOW
Registration opens on Monday, June 8th at 10am CT and closes on the first day of the workshop. No cap.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Critical AI Literacy for Teachers and Students: Prompting, Evaluating, and Ethically Using Generative AI
2026-07-13 12:00 - 13:30 (America/Chicago)
Surprised by how fast AI is developing, yet still cautious about trusting it? Already using AI but wondering how to encourage students to remain critical of its outputs? As generative AI reshapes the educational landscape, developing critical AI literacy becomes essential for responsible AI use and critical evaluation. This workshop series explores critical AI literacy across various disciplines, with particular focus on AI prompt literacy, critical evaluation of AI outputs, and ethical disclosure practices. Instead of seeing generative AI as a dominant tool, the workshop encourages participants to see themselves as active and independent decision makers in human-AI collaboration. In session 1, participants will engage in hands-on activities to iteratively refine prompts that align with their writing purposes and goals, critically evaluate AI-generated outputs, and draft counter-text to articulate the reasons for accepting, modifying, and rejecting AI outputs. In addition, participants will draft an AI use disclosure statement to maintain academic and professional integrity and transparency. In session 2, participants will reflect on and extend these strategies by adapting the workshop activities to their own teaching, research, or professional contexts. Through collaborative sharing and discussion, participants will explore how critical AI literacy practices can be applied in different disciplines and settings. By the end of this workshop, participants will be prepared to:

Develop AI prompts with clear attention to purpose, audience, genre, and ethical boundaries
Critically evaluate AI outputs for accuracy, bias, assumptions, and alignment with disciplinary values
Decide when to accept, revise, or reject AI outputs and explain their reasoning through counter-text to maintain human agency.
Apply critical AI literacy strategies by adapting workshop activities, prompts, or evaluation approaches to their own contexts

Instructors
Ruonan Yang, The Ohio State University
Erin Mercurio, The Ohio State University
Workshop Schedule
This two-part online workshop meets in Zoom on Monday, July 13th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona and Monday, July 20th at 9-10pm Gulf / 1-2pm Eastern / 12-1pm Central / 10-11am Pacific/Arizona.
Audience
Anyone with an interest in critical AI literacy is welcome to participate. Participants who have experience teaching as independent instructors may find it especially helpful, as it may be easier to adapt the workshop activities to their own teaching contexts.
Registration and Enrollment
**At capacity and closed for registration as of Monday, July 6th**
Registration opens on Monday, June 29th at 10am CT. Cap: 60. Registration will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

Handling Difficult Dialogues In the Classroom
2026-07-15 10:00 - 11:15 (America/Chicago)
Join us for a discussion about planning complex dialogues and handling difficult moments in the classroom, drawing from scholarly frameworks such as Transparency in Learning and Teaching (TILT) and reflective teaching. By the end of this workshops, participants will be prepared to:

Consider common dynamics that arise when teaching sensitive topics
Integrate transparency, course guidelines, and other strategies into course context to help students engage with sensitive topics
Identify teaching tools to address difficult moments or unexpected student reactions during sensitive discussions.

Instructors
Katherine Beydler, University of Iowa
Darren Hoffman, University of Iowa
Allie Brandriet, University of Iowa
Workshop Schedule
This one-part online workshop meets in Zoom on Wednesday, July 15th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona.
Audience
This workshop is open to anyone interested in handling difficult dialogues in the classroom.
Registration and Enrollment
REGISTER NOW
Registration opens on Monday, June 22nd at 10am CT and closes on the first day of the workshop. No cap.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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

The College Classroom
2026-09-08 12:00 - 13:30 (America/Chicago) | Online in Zoom
Get an introduction to key learning principles and the basics of effective, evidence-based teaching practices in this 10-week course about teaching in the college classroom. This course will focus on developing inclusive, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives, assessment, and learning activities through both discussion of course materials and developing and practicing their own lesson plan. In this course, participants will

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

Instructors
Beth Fleener, University of Texas at Arlington
Amanda Nolen, Georgia Tech
Tiffany Shoop, Virginia Tech
Course Schedule
This course meets in Zoom on Tuesdays, September 8 through November 10, at 9–10:30pm Gulf / 1–2:30pm Eastern / 12–1:30pm Central / 10–11:30am Pacific/Arizona.
**After November 1st, course meets at 10-11:30pm Gulf / 11am-12:30pm Arizona**
Audience
This course is designed first and foremost for graduate students, postdoctoral researchers, and early career faculty in STEM/SBE disciplines, but generally relevant to anyone looking to improve their foundational college-level teaching and learning skills and knowledge.
Registration & Enrollment
Request a registration reminder
Cap: 100. Registration opens on Monday, August 17th at 10am CT and will close once capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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

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

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

Writing an Effective Teaching Philosophy Statement
2026-09-14 15:00 - 16:30 (America/Chicago) | Online in Zoom
In this interactive two-part workshop participants will learn what a teaching philosophy statement is and how it’s used on the academic job market, discuss ideas and ask questions about your own statement, then draft a statement and refine it in a writing group of peers from your discipline. We will discuss elements of teaching statements, evidence of effective teaching tailored for different academic jobs, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s small group writing and feedback process. By the end of this workshop, participants will be able to:

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

Instructors
Emily Potratz, University of Illinois, Chicago
Brian Rybarczyk, University of North Carolina, Chapel Hill
Workshop Schedule
This two-session online workshop meets in Zoom on Monday, September 14 and 21 at 4-5:30pm Eastern / 3-4:30pm Central / 1-2:30pm Pacific/Arizona.
**This workshop meets on September 15 and 22 at 12-1:30am Gulf**
Audience
This workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone looking to develop or refine their teaching statement.
Registration & Enrollment
Request a registration reminder
Cap: 50. Registration opens on Monday, August 31st at 10am CT. Enrollment will be processed on a first-come, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority.
Accessibility
If you have access needs, please let us know what they are. Contact 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

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

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

Thinking Like a Search Committee: Packaging Your Experience for a Tenure Track Faculty Position
2026-09-23 11:00 - 12:00 (America/Chicago) | Online in Zoom
This workshop pulls back the curtain on the academic hiring process to help postdocs transition into tenure-track faculty roles. By viewing the hiring process through the eyes of a search committee, participants will learn exactly how their application materials are screened, scored, and short-listed. Attendees will gain actionable insights into committee processes and practices and learn how to strategically align their CVs, cover letters, and research statements with institutional expectations. By the end of this workshop, participants will be able to:

Identify search committee processes and practices that are unique to tenure-track faculty searches
Identify strategies to strengthen their application materials for tenure-track faculty positions
Anticipate institutional rubrics used by committees to evaluate departmental fit and future funding potential
Diagnose and correct common application red flags that lead to early elimination during the initial screening phase.

Instructors
Robin Macaluso, University of Texas at Arlington
Schedule
This one-session online event meets on Wednesday, September 23rd at 8-9pm Gulf / 12-1pm Eastern / 11am-12pm Central / 9-10am Pacific/Arizona.
Audience
This session is open to graduate students and postdocs from any discipline who are curious about the tenure-track faculty application process. Examples and language in the session will be geared towards STEM disciplines and postdoctoral experiences.
Registration
Request a registration reminder
This workshop has no cap, and registration opens on Monday, August 17th at 10am CT. Once registration opens, it will remain open until the day of the event.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Rethinking Assessment Design in the Age of AI: A Practical Framework
2026-09-30 10:00 - 11:15 (America/Chicago) | Online in Zoom
This interactive session introduces a practical framework for redesigning assessments in the age of AI by shifting the focus from answer generation to evidence, reasoning, decision-making, and reflection. Through examples from multiple disciplines, participants will explore practical strategies for redesigning existing assessments while maintaining alignment with course learning outcomes. The session includes live polls, guided reflection, and participant discussion, providing attendees with actionable ideas they can immediately apply in their own teaching. By the end of this workshop, participants will be prepared to:

Identify opportunities to redesign assessments for deeper learning in the age of AI.
Apply a practical framework to redesign an assessment from your own teaching context.
Reflect on how assessment design can better promote evidence, reasoning, decision-making, and reflection in student learning.
Distinguish between answer-focused and thinking-focused assessments.

Instructors
Sami Mejri, Khalifa University
Asli Hassan, Khalifa University
Workshop Schedule
This one-session online workshop meets in Zoom on Wednesday, September 30th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona.
Audience
This workshop is for anyone interested in redesigning assessments in the age of AI by shifting the focus from answer generation to evidence, reasoning, decision-making, and reflection.
Registration
Request a registration reminder
No cap. Registration opens on Tuesday, September 8th at 10am CT and closes on the day of the workshop.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Real-World and Hands-On Learning: Learning-Centered Teaching Strategies for Student Success.
2026-10-02 10:00 - 11:30 (America/Chicago) | Online in Zoom
Discover the power of learning-centered teaching in this engaging, hands-on workshop. “Learning-centered” emphasizes the backward design process: starting with student learning outcomes. Teachers become “architects” or “designers” of learning environments aimed at achieving student learning outcomes. This approach does not neglect the needs and interests of the individual student but brings into focus what we want a student to be able to do and know after the experience. Participants will explore practical strategies that actively engage students, understand the “why” behind these approaches, and gain tools to immediately apply in their own teaching. By the end of this workshop, participants will be able to:

Explain real-world learning
Explain hands-on learning
Design an example for a learning experience (scenario, case study, problem, etc.) that is relevant to your discipline and enables real-world and hands-on learning.

Instructors
Barbara Berthold, University of Texas at Arlington
Schedule
This one-session online event meets on Friday, October 2nd at 7–8:30pm Gulf / 11–12:30pm Eastern / 10–11:30am Central / 8–9:30am Pacific/Arizona.
Audience
This session is relevant to anyone that wants to learn and apply “learning-centered” approaches in their own teaching.
Registration
Request a registration reminder
This workshop has no cap, and registration opens on Monday, August 17th at 10am CT. Once registration opens, it will remain open until the day of the event.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

UDL + AI Design Studio
2026-10-09 10:00 - 11:00 (America/Chicago) | Online in Zoom
The UDL + AI Design Studio is a seven-week redesign studio where instructors improve one real teaching challenge using Universal Design for Learning (UDL)—a widely recognized, research-grounded framework for designing learning experiences. While UDL is highly respected in higher education, it is often presented as a complex set of principles and strategies; this studio reframes it as a simple, practical WHY–WHAT–HOW design cycle that makes redesign manageable and actionable. AI functions as a design partner, helping instructors apply UDL more efficiently to refine activities and assessments with clarity and precision. By the end of this short course, participants will be prepared to:

Analyze a specific teaching challenge using baseline evidence to identify where students struggle and what factors are contributing to the problem
Apply the UDL Learning Design Cycle (WHY → WHAT → HOW), using AI as a design assistant to generate, refine, and stress-test UDL-informed design moves efficiently
Create a cohesive UDL + AI redesign package that strengthens student engagement, improves content clarity or access, and supports meaningful performance
Evaluate the redesign by developing a feasible implementation and evidence plan that identifies indicators of impact and next steps for refinement.

Instructors
V. Blue Lemay, Binghamton University
Chris Cain, Mars Hill University
Course Schedule
This 7-week short course meets in Zoom on Fridays from October 9 to November 20 at 7-8pm Gulf / 11am-12pm Eastern / 10-11am Central / 8-9am Pacific/Arizona.
**After November 1st, course meets at 8-9pm Gulf / 9-10am Arizona**
Audience
This studio is designed for CIRTL participants who are currently teaching or supporting teaching in higher education (or expect to teach in the next academic term), including graduate students, postdocs, and early-career faculty. Participants should:

Have access to a real teaching context and be able to select one “teaching artifact” to redesign (e.g., an assignment, discussion activity, lesson plan, etc.)
Have access to an AI tool (institution-approved, if applicable) and have familiarity using it for general idea generation
Come with an open, learning-oriented mindset—prepared to experiment with AI as a support for instructional design rather than avoiding it altogether

No prior UDL training or advanced instructional design experience is required.
Workload
Participants should plan to spend approximately 90 minutes per week on asynchronous work, including short readings/videos, drafting components of their redesign, discussion participation, and peer feedback. Total estimated time commitment: 2–2.5 hours per week (live session + asynchronous work).
Registration and Enrollment
Request a registration reminder
Cap: 15. Registration applications open on Monday, September 21st at 10am CT, and applications will be processed on a first-come, first-served basis. Applicants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once applications close, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

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

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

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

A Student-Centered Approach to Plagiarism in the Age of Generative AI
2026-10-13 12:00 - 13:30 (America/Chicago) | Online in Zoom
Many instructors have struggled to address plagiarism in the rise of generative AI, but these technologies may simply be revealing long‑standing gaps in how students understand the work of learning. This two‑part workshop explores how transparency about the cognitive work required in assignments and how students perceive that work can strengthen assessment validity and reduce the reliance of AI in coursework. By the end of this workshop, participants will be able to:

Identify the current literature regarding why students plagiarize.
Discuss the differences between assessment security and assessment validity.
Examine a class assessment’s cognitive load, germane load, and extraneous cognitive load.
Revise a class assessment to improve its assessment validity and clarify the learning process.

Instructors
Teresa Hooper, University of Tennessee-Knoxville
Chris Kilgore, University of Tennessee-Knoxville
Workshop Schedule
This two-session online workshop meets in Zoom on Tuesday, October 13th and 14th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona.
Audience
This workshop is designed for anyone interested in teaching and learning developments. Graduate students, postdoctoral scholars, and instructors actively designing or revising courses may find this workshop a valuable resource in plagiarism concerns, AI‑supported learning, or questions about assessment validity with the rise in Generative AI use.
Registration
Request a registration reminder
This workshop has no cap, and registration opens on Monday, September 21st at 10am CT. Once registration opens, it will remain open until the workshop begins on Tuesday, October 13th.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Designing Assignments with UDL: Supporting Student Emotional Capacity
2026-10-19 11:00 - 13:00 (America/Chicago) | Online in Zoom
Students’ ability to learn depends not only on what they know, but also on their ability to navigate frustration, uncertainty, feedback, and other emotional aspects of the learning process. In this two-session workshop, participants will explore how the design of course assignments can either encourage learning or create unnecessary emotional barriers to it, and develop concrete strategies for assignment design that help students direct their emotional resources toward successful learning rather than avoidable frustration.
Universal Design for Learning (UDL) calls a student’s ability to navigate the emotional aspects of learning their emotional capacity. We will use three UDL Emotional Capacity considerations as a framework for understanding how assignment design can support or hinder student emotional capacity (by removing emotional barriers or introducing unnecessary ones, respectively), and as a guide for intentionally designing assignments that reduce common sources of frustration.
This workshop utilizes an object-based teaching and learning approach, allowing participants to engage with and learn directly from assignments from a wide range of disciplines. In the first session, participants will use authentic assignments as shared objects for observation, analysis, and discussion to uncover assumptions they may hold about students’ emotional capacity before connecting those observations and assumptions to the UDL framework and UDL informed assignment design strategies. At the end of this session participants will begin to redesign an assignment relevant to their discipline by using at least one of the assignment design strategies discussed in the session. In the second session, participants will explore action-oriented feedback as a tool for maintaining motivation and promoting growth, then participate in a structured peer-review process to refine their assignment revisions. Participants will leave with a deeper understanding of how assignment design influences students’ emotional experiences and concrete strategies for designing assignments that better support the emotional needs of learners. By the end of this workshop, participants will be prepared to:

Discuss concrete strategies for promoting student emotional capacity through incorporating UDL considerations 8.5, and 9.1-3 in assignment design.
Design or revise an assignment to promote student emotional capacity through the incorporation of one or more of the UDL emotional capacity considerations.

Instructors
Lyla Hestand, The Ohio State University
Erin Mercurio, The Ohio State University
Workshop Schedule
This two-part online workshop meets in Zoom on Monday, October 19th and 26th at 8-10pm Gulf / 12-2pm Eastern / 11am-1pm Central / 9-11am Pacific/Arizona.
Audience
While every discipline has their own norms and conventions, the CAST UDL Guidelines – including the Emotional Capacity considerations we will focus on – are designed to be applicable regardless of domain. Emotional barriers to learning and strategies for circumventing them do not depend upon content. All graduate students are invited to attend, regardless of discipline or teaching experience.
Registration
Request a registration reminder
Cap: 70. Registration opens on Monday, October 5th at 10am CT and closes once capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Teaching with Objects – An Eﬀective Teaching Method for Future Faculty
2026-10-27 13:00 - 14:30 (America/Chicago) | Online in Zoom
This interactive workshop is designed to equip graduate students and future faculty with the foundational skills and confidence to integrate object-based learning into their teaching across all disciplines. Moving beyond the misconception that object-based pedagogy is confined to art history or requires special expertise, this session introduces participants to the “See/Think/Wonder” framework—a versatile tool for facilitating evidence-based, student-centered discussion that can be applied in STEM, humanities, social sciences, and beyond. Participants will learn to design effective assignments, practice leading object-based discussions, and navigate campus resources and expert collaborations. The workshop emphasizes that effective teaching with objects relies not on the instructor’s pre-existing content knowledge, but on their skill as a facilitator of observation and critical inquiry—a transferable skill applicable to any classroom setting. Optional pre-reading materials and a simple framework guide will be provided in advance to ensure all participants can engage meaningfully, regardless of prior experience. This session is ideal for anyone looking to create more engaged, interdisciplinary, and experiential learning environments in their future classrooms. By the end of this workshop, participants will be prepared to:

Articulate the core philosophy of object-based learning as a student-centered, evidence-based pedagogical approach applicable beyond the arts and humanities
Apply the “See/Think/Wonder” thinking routine to structure an object-based learning activity that fosters observation, interpretation, and questioning
Design a scaffolded discussion prompt that uses an object to advance a specific learning goal in their discipline

Instructors
Xiaoxia Zhang, Indiana University
Trevor Verrot, Indiana University
Workshop Schedule
This one-session online workshop meets in Zoom on Tuesday, October 27th at 10-11:30pm Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 11am-12:30pm Pacific/Arizona.
Audience
This workshop is for graduate students and future faculty who are interested in integrating object-based learning into their teaching across all disciplines.
Registration
Request a registration reminder
Cap: 30. Registration opens on Monday, October 12th at 10am CT and closes once capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the event to support accessibility for all our students:

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

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

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

Preparing Your Teaching Demo for a Job Interview
2026-10-29 12:00 - 13:30 (America/Chicago) | Online in Zoom
As part of the interview process for a faculty position, you may be asked to lead a teaching demonstration. In this interactive workshop, we’ll discuss ways to go into your teaching demo with preparedness, confidence, and adaptability. Participants will explore considerations related to their audience, factors affecting content, logistics (including technology), and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop, participants will be prepared to:

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

Instructors
Chas Brua, Pennsylvania State University
Beate Brunow, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets in Zoom on Thursday, October 29th at 10-11:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 11am-12:30pm Arizona / 10-11:30am Pacific.
Audience
This workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone interested in an introduction to teaching demonstrations.
Registration and Enrollment
Request a registration reminder
Cap: 50. Registration opens on Monday, October 12th at 10am CT and closes once capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
Goal 4: Prepare for an impactful career. See more Goal 4 programming.

Exploring Teaching Careers at Research Universities with CIRTL Alumni
2026-11-02 11:00 - 12:00 (America/Chicago) | Online in Zoom
In this online panel, we’ll hear from CIRTL alumni who now work as teaching professors at research universities around the United States. Faculty members who primarily teach, rather than do research, have become increasingly important for delivering courses at research universities. Alumni will share what their jobs are like, how they became interested in teaching, how they ended up at research institutions and how they fit within their departments, and what growth and progression can look like in these types of career paths. Speakers TBD.
This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Event Schedule
This online event meets on Monday, November 2nd at 9-10pm Gulf / 12-1pm Eastern / 11am-12pm Central / 10-11am Arizona / 9-10am Pacific. This is the first event in our four-part series “Exploring Career Paths with CIRTL Alumni.”
Audience
This event is designed first and foremost for graduate students and postdoctoral researchers exploring potential career paths, but generally relevant to anyone interested in understanding career trajectories within academia and beyond.
Registration
Request a registration reminder
This event has no cap, and registration opens on Monday, August 17th at 10am CT. Once registration opens, it will remain open until the event begins on Monday, November 2nd.
Accessibility
If you have access needs, please let us know what they are. Contact David Larson (dlarson23@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

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

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