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DTSTART;TZID=America/Chicago:20220913T103000
DTEND;TZID=America/Chicago:20220913T120000
DTSTAMP:20260429T160654
CREATED:20220705T005412Z
LAST-MODIFIED:20230823T175309Z
UID:10000017-1663065000-1663070400@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement
DESCRIPTION:Draft a peer-reviewed statement that reflects your teaching beliefs and experiences in this interactive\, two-part online workshop. Participants will work to draft and edit a teaching statement\, which is often required for US academic job applications. We will discuss elements of teaching statements\, evidence of effective teaching tailored for different academic jobs\, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s collaborative\, peer-review process. \nRegistration Closed \nWorkshop Schedule\nThis two-session online workshop meets on Tuesday\, September 13 and 27 at 12:30-2PM AT / 11:30AM-1PM ET / 10:30AM-12PM CT / 9:30-11AM MT / 8:30-10AM PT. \nWorkload\nParticipants will be expected to draft (or revise an existing draft of) a teaching philosophy statement. \nRegistration & Enrollment\nThis workshop is limited to 50 participants. Registration is open from Monday\, August 9 until capacity is reached or until Friday\, September 9\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nWe strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs\, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations. \n\nLearning Outcomes\nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\n\nAssociate: Learning Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/writing-an-effective-teaching-philosophy-statement/2022-09-13/
CATEGORIES:Workshop
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DTSTART;TZID=America/Chicago:20220915T120000
DTEND;TZID=America/Chicago:20220915T140000
DTSTAMP:20260429T160654
CREATED:20220815T173305Z
LAST-MODIFIED:20230823T175200Z
UID:10000023-1663243200-1663250400@cirtl.net
SUMMARY:Postdoc Teaching Practicum
DESCRIPTION:Work with an experienced instructor in your discipline to enhance your understanding and experience of teaching a university course in this semester-long mentorship program designed for postdoctoral fellows. In this practicum\, postdocs will observe mentors in their teaching\, teach guest lectures and receive feedback on your teaching\, discuss approaches to teaching with your mentors\, and engage in group discussions of teaching with other postdocs from your cohort. The cohort will meet every three weeks for 2-hour workshops around key topics in teaching development; this may include lesson planning\, teaching portfolios\, equity\, diversity\, & inclusion\, and teaching-as-research. By participating in this practicum\, you will learn how to: \n\nCreate a framework for how a typical university course operates\nArticulate how teaching and learning theories intersect with the practical requirements of a university course\nDesign university lessons which incorporate learner-centered lesson planning basics\, demonstrating the alignment of learning objectives\, learning activities and assessment techniques\nDevelop and refine a teaching portfolio using the evidence of teaching effectiveness gathered throughout the internship\n\nRegistration Closed \nPracticum Schedule\nThis five-session semester-long practicum meets at 2-4PM AT / 1-3PM ET / 12-2PM CT / 11AM-1PM MT / 10AM-12PM PT on Thursday\, September 15\, October 6\, October 27\, November 17\, and December 8. \nWorkload\nParticipants will need to do most of their work outside of sessions: teaching observations\, guest lecturing\, etc. \nRegistration and Enrollment\nRegistration is open Monday\, August 15 through Monday\, September 12 or until capacity is reached. Registrants will be directed to an application form\, and practicum instructors will determine course acceptance after reviewing applications. Participants must have CIRTL Associate status in order to take this practicum. Note for CIRTL registrants: the application form asks for your UBC Employee Number; you can type “N/A” in this field to complete the form. \nAccessibility\nWe strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs\, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations. \n\nLearning Outcomes\nPractitioner: Learning Community\n\nIntegrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.\nImplement one or more LC strategies for students in a learning experience.\nContribute to local professionally-focused learning communities associated with teaching and learning.\n\nPractitioner: Teaching-as-Research\n\nShow the integration of Evidence-Based Teaching\, Learning Communities and Learning-through-Diversity to accomplish learning goals.\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/postdoc-teaching-practicum/2022-09-15/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220926
DTEND;VALUE=DATE:20221121
DTSTAMP:20260429T160654
CREATED:20220912T022533Z
LAST-MODIFIED:20230407T183349Z
UID:10000029-1664150400-1668988799@cirtl.net
SUMMARY:An Introduction to Evidence-Based Undergraduate STEM Teaching
DESCRIPTION:An Introduction to Evidence-Based Undergraduate STEM Teaching is a massive open\, online course (MOOC) designed to provide graduate students\, postdoctoral scholars\, and other aspiring faculty in STEM disciplines with an overview of effective college teaching strategies and the research that supports them. This course is also suitable for other interested university staff\, faculty\, and administrators. The goal of the eight-week course is to equip the next generation of faculty to be effective teachers\, thus improving the learning experience for the thousands of students they will teach. Past participants are overwhelmingly satisfied with the course (nearly 90% of Summer 2019 students were satisfied or extremely satisfied). \nThe course draws on the expertise of a variety of STEM faculty\, educational researchers\, and staff from university teaching centers\, many of them affiliated with the CIRTL Network. Topics include key learning principles\, such as the role of mental models in learning and the importance of practice and feedback; fundamental elements of course design\, including the development of learning objectives and assessments of learning aligned with those objectives; and teaching strategies for fostering active learning and inclusive classroom environments. Formats include video content and transcripts\, readings\, discussion forums\, quizzes\, and peer-graded assignments where participants will plan teaching and learning activities relevant to their disciplines. \nRegister \nCourse Schedule\nThis 8-week Massive Open Online Course takes place from Monday\, September 26 through Sunday\, November 20. \nWorkload\nYour instructors estimate participants will need to spend 4 hours per week on coursework. \nRegistration and Enrollment\nRegistration opens in late August. No cap. \nAccessibility\nWe strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs\, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations. \n\nLearning Outcomes\nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques for creating a LC within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.
URL:https://cirtl.net/event/an-introduction-to-evidence-based-undergraduate-stem-teaching/
CATEGORIES:Course
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220927T103000
DTEND;TZID=America/Chicago:20220927T120000
DTSTAMP:20260429T160654
CREATED:20220705T005412Z
LAST-MODIFIED:20230823T175309Z
UID:10000018-1664274600-1664280000@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement
DESCRIPTION:Draft a peer-reviewed statement that reflects your teaching beliefs and experiences in this interactive\, two-part online workshop. Participants will work to draft and edit a teaching statement\, which is often required for US academic job applications. We will discuss elements of teaching statements\, evidence of effective teaching tailored for different academic jobs\, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s collaborative\, peer-review process. \nRegistration Closed \nWorkshop Schedule\nThis two-session online workshop meets on Tuesday\, September 13 and 27 at 12:30-2PM AT / 11:30AM-1PM ET / 10:30AM-12PM CT / 9:30-11AM MT / 8:30-10AM PT. \nWorkload\nParticipants will be expected to draft (or revise an existing draft of) a teaching philosophy statement. \nRegistration & Enrollment\nThis workshop is limited to 50 participants. Registration is open from Monday\, August 9 until capacity is reached or until Friday\, September 9\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nWe strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs\, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations. \n\nLearning Outcomes\nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\n\nAssociate: Learning Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/writing-an-effective-teaching-philosophy-statement/2022-09-27/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220928T130000
DTEND;TZID=America/Chicago:20220928T150000
DTSTAMP:20260429T160654
CREATED:20220628T011953Z
LAST-MODIFIED:20230823T175244Z
UID:10000016-1664370000-1664377200@cirtl.net
SUMMARY:Supporting Neurodivergent Students
DESCRIPTION:Want to better support your students with neurodiversity? In this workshop\, we will review common forms of neurodiversity such as dyslexia\, dyspraxia\, autism\, and ADHD and identify obstacles faced by neurodivergent students in academia. You will be introduced to strategies and resources for supporting these students\, and explore ways to implement these strategies through group collaboration. By the end of this workshop\, participants will be prepared to: \n\nDescribe what neurodiversity is and its common forms and experiences.\nRecognize ways that neurodivergent students may experience difficulties with typical teaching methods.\nExplain the difference between the medical and social models of disability.\nBrainstorm new methods for creating inclusive and accessible classes for neurodivergent students.\n\nRegistration Closed \nWorkshop Schedule\nThis one-session online workshop meets on Wednesday\, September 28 at 3-5PM AT / 2-4PM ET / 1-3PM CT / 12-2PM MT / 11AM-1PM PT. \nRegistration & Enrollment\nThis workshop has a cap of 50 students. Registration is open from Monday\, August 9 until capacity is reached or until Friday\, September 23\, whichever comes first. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nWe strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs\, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations. \n\nLearning Outcomes\nAssociate: Evidence-Based Teaching\n\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the scope of diversity in learning environments\, of both students and instructor. (*Including but not limited to backgrounds\, race\, gender\, ability\, socio-economic status\, ethnicity\, gender preference\, and cognitive skills)\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/supporting-neurodivergent-students/
CATEGORIES:Workshop
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