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DTSTART;TZID=America/Chicago:20230911T130000
DTEND;TZID=America/Chicago:20230911T143000
DTSTAMP:20260416T235847
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SUMMARY:Writing an Effective Teaching Philosophy Statement Section 1
DESCRIPTION:REGISTRATION CLOSED; AT CAPACITY AS OF 8/21 \nDraft 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. By the end of this workshop\, participants will be able to: \n\nUnderstand common components of a teaching philosophy statement\nIdentify their own teaching accomplishments\, beliefs\, and goals\nDraft a teaching philosophy statement\nRefine their work through peer review feedback\n\nThis workshop is part of CIRTL’s fall programming on academic professional development. \nInstructors\nDenise Leonard\, Washington University in St. Louis\nKaren Menzel\, Iowa State University \nWorkshop Schedule\nThis workshop meets in Zoom on Mondays\, September 11 and 25 at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nAudience\nThis 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. \nRegistration & Enrollment\n* At capacity and registration is closed as of Monday\, August 21 * \nCap: 50. Registration opens Monday\, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come\, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning 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-section-1/2023-09-11/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230913T110000
DTEND;TZID=America/Chicago:20230913T123000
DTSTAMP:20260416T235847
CREATED:20230627T163051Z
LAST-MODIFIED:20230925T155751Z
UID:10000580-1694602800-1694608200@cirtl.net
SUMMARY:TAR Express: A Teaching-as-Research Very Short Course
DESCRIPTION:Explore how you can create\, test out\, and assess a new approach to your teaching in this short course designed to walk participants through the basics of CIRTL’s “Teaching-as-Research” concept. Through Teaching-as-Research (TAR)\, future faculty can apply their scientific research knowledge to ask and answer a question about teaching and learning. In this three-part short course\, participants will learn about and workshop different components of a TAR project\, and in between sessions they will have the opportunity to receive one-on-one coaching from course instructors. By the end of this course\, participants will be able to: \n\nIdentify a viable research question for a TAR project\nIdentify appropriate sources of evidence and a plan for data collection and analysis for your TAR project\nIdentify a platform or outlet for presentation or publication of your TAR project\n\nThis course is part of CIRTL’s fall programming on teaching-as-research. \nInstructors\nLaura Cruz\, Pennsylvania State University\nChas Brua\, Pennsylvania State University \nCourse Schedule\nThis 3-part short course has synchronous sessions on Wednesday\, September 13\, September 20\, and November 1 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. Participants will use the time between the September 20 and November 1 sessions to schedule one-on-one coaching sessions with the course instructors. \nAudience\nThis short course is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone looking to use CIRTL’s teaching-as-research framework to develop their teaching skills through reflective\, iterative\, evidence-based practice. \nRegistration and Enrollment\nThis course is limited to 12 participants. Registration is open Monday\, August 14 and closes Sunday\, August 27. Registrants must fill out a brief application\, which instructors will review to determine eligibility for this course (some foundational knowledge of teaching and learning and specific ideas for a teaching-as-research question are preferred). Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending regular reminders with upcoming assignments to all students\nSending regular reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Google Drive (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nPractitioner: Teaching-as-Research\n\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.\nDevelop and execute a Teaching-as-Research plan for a limited teaching and learning project.
URL:https://cirtl.net/event/tar-express-a-teaching-as-research-very-short-course/2023-09-13/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230913T130000
DTEND;TZID=America/Chicago:20230913T143000
DTSTAMP:20260416T235847
CREATED:20230728T185939Z
LAST-MODIFIED:20230925T155831Z
UID:10000611-1694610000-1694615400@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement Section 2
DESCRIPTION:REGISTRATION CLOSED; AT CAPACITY AS OF 9/7 \nDraft 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. By the end of this workshop\, participants will be able to: \n\nUnderstand common components of a teaching philosophy statement\nIdentify their own teaching accomplishments\, beliefs\, and goals\nDraft a teaching philosophy statement\nRefine their work through peer review feedback\n\nThis workshop is part of CIRTL’s fall programming on academic professional development. \nInstructors\nRique Campa\, Michigan State University\nKate Williams\, Georgia Institute of Technology \nWorkshop Schedule\nThis workshop meets in Zoom on Wednesdays\, September 13 and 27 at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nAudience\nThis 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. \nRegistration & Enrollment\n* At capacity and registration is closed as of Thursday\, September 7 * \nCap: 50. Registration opens Monday\, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come\, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning 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-section-2/2023-09-13/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230920T110000
DTEND;TZID=America/Chicago:20230920T123000
DTSTAMP:20260416T235847
CREATED:20230627T163051Z
LAST-MODIFIED:20230925T155751Z
UID:10000581-1695207600-1695213000@cirtl.net
SUMMARY:TAR Express: A Teaching-as-Research Very Short Course
DESCRIPTION:Explore how you can create\, test out\, and assess a new approach to your teaching in this short course designed to walk participants through the basics of CIRTL’s “Teaching-as-Research” concept. Through Teaching-as-Research (TAR)\, future faculty can apply their scientific research knowledge to ask and answer a question about teaching and learning. In this three-part short course\, participants will learn about and workshop different components of a TAR project\, and in between sessions they will have the opportunity to receive one-on-one coaching from course instructors. By the end of this course\, participants will be able to: \n\nIdentify a viable research question for a TAR project\nIdentify appropriate sources of evidence and a plan for data collection and analysis for your TAR project\nIdentify a platform or outlet for presentation or publication of your TAR project\n\nThis course is part of CIRTL’s fall programming on teaching-as-research. \nInstructors\nLaura Cruz\, Pennsylvania State University\nChas Brua\, Pennsylvania State University \nCourse Schedule\nThis 3-part short course has synchronous sessions on Wednesday\, September 13\, September 20\, and November 1 at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT. Participants will use the time between the September 20 and November 1 sessions to schedule one-on-one coaching sessions with the course instructors. \nAudience\nThis short course is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone looking to use CIRTL’s teaching-as-research framework to develop their teaching skills through reflective\, iterative\, evidence-based practice. \nRegistration and Enrollment\nThis course is limited to 12 participants. Registration is open Monday\, August 14 and closes Sunday\, August 27. Registrants must fill out a brief application\, which instructors will review to determine eligibility for this course (some foundational knowledge of teaching and learning and specific ideas for a teaching-as-research question are preferred). Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending regular reminders with upcoming assignments to all students\nSending regular reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Google Drive (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nPractitioner: Teaching-as-Research\n\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.\nDevelop and execute a Teaching-as-Research plan for a limited teaching and learning project.
URL:https://cirtl.net/event/tar-express-a-teaching-as-research-very-short-course/2023-09-20/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230921T133000
DTEND;TZID=America/Chicago:20230921T150000
DTSTAMP:20260416T235847
CREATED:20230728T160309Z
LAST-MODIFIED:20230925T155910Z
UID:10000588-1695303000-1695308400@cirtl.net
SUMMARY:Teaching Discomfort: Facilitating Challenging Discussions in the Classroom
DESCRIPTION:REGISTER BY SEPTEMBER 21 \nLearn best practices on navigating challenging classroom discussions in this two-part workshop. In STEM disciplines\, where knowledge is considered to be “objective\,” instructors can be caught off-guard when challenging topics – especially ones that relate to social or cultural trauma – arise. In this workshop\, participants will learn best practices for “difficult knowledge”—content that causes students to analyze social trauma (Britzman 1998)—in diverse disciplinary contexts\, and apply those practices to design a pedagogical tool applicable in their own classrooms. In doing so\, participants will gain a better understanding of how to address pressing ideological issues in their discipline and incorporate them in their teaching. By the end of this workshop\, participants will be able to: \n\nDefine “difficult knowledge\,” explain its impact on students\, and identify examples from their own field\nDescribe and apply best practices for addressing difficult knowledge topics in their classrooms\nCreate a pedagogical tool that addresses a difficult knowledge topic in their field\n\nThis workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nValerie Hsieh\, Columbia University\nValeria Spacciante\, Columbia University\nAbby Schroering\, Columbia University \nWorkshop Schedule\nThis workshop meets in Zoom on Thursdays\, September 21 and 28 at 3:30-5PM AT / 2:30-4PM ET / 1:30-3PM CT / 12:30-2PM MT / 11:30AM-1PM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking to learn approaches to facilitating challenging classroom discussions at the college level. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Thursday\, September 21.\nREGISTER BY SEPTEMBER 21 \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning 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-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 how an instructor’’s beliefs and biases can influence student learning\nDescribe several learning-through-diversity (LtD) techniques and strategies\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 the scope of diversity in learning environments\, of both students and instructor
URL:https://cirtl.net/event/teaching-discomfort-facilitating-challenging-discussions-in-the-classroom/2023-09-21/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230925T130000
DTEND;TZID=America/Chicago:20230925T143000
DTSTAMP:20260416T235847
CREATED:20230728T185425Z
LAST-MODIFIED:20230821T132632Z
UID:10000610-1695646800-1695652200@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement Section 1
DESCRIPTION:REGISTRATION CLOSED; AT CAPACITY AS OF 8/21 \nDraft 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. By the end of this workshop\, participants will be able to: \n\nUnderstand common components of a teaching philosophy statement\nIdentify their own teaching accomplishments\, beliefs\, and goals\nDraft a teaching philosophy statement\nRefine their work through peer review feedback\n\nThis workshop is part of CIRTL’s fall programming on academic professional development. \nInstructors\nDenise Leonard\, Washington University in St. Louis\nKaren Menzel\, Iowa State University \nWorkshop Schedule\nThis workshop meets in Zoom on Mondays\, September 11 and 25 at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nAudience\nThis 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. \nRegistration & Enrollment\n* At capacity and registration is closed as of Monday\, August 21 * \nCap: 50. Registration opens Monday\, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come\, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning 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-section-1/2023-09-25/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230926T130000
DTEND;TZID=America/Chicago:20230926T143000
DTSTAMP:20260416T235847
CREATED:20230728T175214Z
LAST-MODIFIED:20230925T155722Z
UID:10000591-1695733200-1695738600@cirtl.net
SUMMARY:The College Classroom
DESCRIPTION:Get an introduction to key learning principles and the basics of effective\, evidence-based teaching practices in this 12-week course about teaching in the college classroom. This course will focus on developing inclusive\, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives\, assessment\, and learning activities through both discussion of course materials and developing and practicing their own lesson plan.  In this course\, participants will \n\nExplore inclusive\, learner-centered teaching theories and practices\nRead and discuss literature on effective teaching and learning\nApply evidence-based strategies to your teaching practice\nCreate connections between learning objectives\, assessments\, and learning activities in order to build and teach a lesson plan\nReflect on personal teaching values and decision making\n\nThis course is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nLisa Rohde\, University of Nebraska – Lincoln\nPeggy Semingson\, University of Texas at Arlington\nTiffany Shoop\, Virginia Tech \nCourse Schedule\nThis course meets in Zoom on Tuesdays\, September 26 through December 12\, at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nAudience\nThis 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. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Tuesday\, September 18. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this course\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the course to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (slides\, breakout group activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\nSharing recordings from synchronous sessions\nAllowing students to make up absences and submit work late with no penalty\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This course is designed around the following learning outcomes. \nAssociate: Evidence-based teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\nDescribe several assessment techniques and recognize their alignment with particular types of learning goals.\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\nDescribe and recognize the value of learning communities\, and how they impact on student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\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.\n\nAssociate: Learning-through-Diversity\n\nDescribe how an instructor’s beliefs and biases can influence student learning.\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 the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research\n\nDescribe a “full-inquiry” cycle.\n\nPractitioner: Evidence-Based Teaching\n\nAccess the literature and existing knowledge to develop a deeper understanding of existing evidence- based knowledge concerning high- impact\, evidence-based teaching practices.\n\nPractitioner: Learning-through-Diversity\n\nAccess the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.
URL:https://cirtl.net/event/the-college-classroom-2/2023-09-26/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230927T130000
DTEND;TZID=America/Chicago:20230927T143000
DTSTAMP:20260416T235847
CREATED:20230728T185939Z
LAST-MODIFIED:20230925T155831Z
UID:10000612-1695819600-1695825000@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement Section 2
DESCRIPTION:REGISTRATION CLOSED; AT CAPACITY AS OF 9/7 \nDraft 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. By the end of this workshop\, participants will be able to: \n\nUnderstand common components of a teaching philosophy statement\nIdentify their own teaching accomplishments\, beliefs\, and goals\nDraft a teaching philosophy statement\nRefine their work through peer review feedback\n\nThis workshop is part of CIRTL’s fall programming on academic professional development. \nInstructors\nRique Campa\, Michigan State University\nKate Williams\, Georgia Institute of Technology \nWorkshop Schedule\nThis workshop meets in Zoom on Wednesdays\, September 13 and 27 at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nAudience\nThis 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. \nRegistration & Enrollment\n* At capacity and registration is closed as of Thursday\, September 7 * \nCap: 50. Registration opens Monday\, August 14 and closes when capacity is reached. Enrollment will be processed on a first-come\, first-served basis; registrants who are from CIRTL member institutions or CIRTL alumni will receive priority. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning 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-section-2/2023-09-27/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230928T120000
DTEND;TZID=America/Chicago:20230928T131500
DTSTAMP:20260416T235847
CREATED:20230728T181311Z
LAST-MODIFIED:20230929T214356Z
UID:10000604-1695902400-1695906900@cirtl.net
SUMMARY:Beyond participation: Inclusive Perspectives on Student Engagement and Feedback
DESCRIPTION:Explore inclusive teaching and active learning frameworks in order to develop practices and class policies that support student engagement in this two-part workshop. Student participation is undeniably desirable in any classroom\, and yet it remains challenging to define its scope: how can we address the value of participation effectively and through an inclusive lens? In this workshop\, participants will explore both the student perspective and the instructor perspective of “participation” and consider the intersections between these practices and those of inclusive teaching. In session 1\, we will work on defining and setting expectations for student engagement\, and on building strategies within the framework of active learning in order to provide a practical approach to creating significant learning experiences. In session 2\, we will look at how instructors can harness the language of growth in the classroom when providing feedback on student engagement to center equity in the learning space. Participants will leave with a cache of inclusive participation strategies and a draft participation policy for a syllabus. By the end of this workshop\, participants will be able to: \n\nExplain how participation policies contribute to inclusive teaching and active learning\nDescribe evidence-based practices for increasing student engagement\nApply inclusive participation strategies in their own teaching contexts\nCraft an inclusive participation policy for a syllabus in their discipline\n\nThis workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nLaura DiNardo\, Columbia University\nTamara Hache\, Columbia University\nAbby Schroering\, Columbia University\n \nWorkshop Schedule\nThis workshop meets in Zoom on Thursdays\, September 28 and October 5\, at 2-3:15PM AT / 1-2:15PM ET / 12-1:15PM CT / 11AM-12:15PM MT / 10-11:15AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking to learn new approaches to fostering inclusive student participation in the classroom at the college level. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Thursday\, September 28. \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning 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-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\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\n\nPractitioner: Evidence-Based Teaching\n\nAccess the literature and existing knowledge to develop a deeper understanding of existing evidence- based knowledge concerning high- impact\, evidence-based teaching practices.\nImplement one or more evidence-based teaching strategies for students in a learning experience.\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.\n\nPractitioner: Learning-through-Diversity\n\nAccess the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.\nCreate a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.\nImplement one or more LtD strategies in a teaching experience.\nIntegrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.
URL:https://cirtl.net/event/beyond-participation-inclusive-perspectives-on-student-engagement-and-feedback/2023-09-28/
CATEGORIES:Workshop
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DTSTART;TZID=America/Chicago:20230928T133000
DTEND;TZID=America/Chicago:20230928T150000
DTSTAMP:20260416T235847
CREATED:20230728T160309Z
LAST-MODIFIED:20230925T155910Z
UID:10000589-1695907800-1695913200@cirtl.net
SUMMARY:Teaching Discomfort: Facilitating Challenging Discussions in the Classroom
DESCRIPTION:REGISTER BY SEPTEMBER 21 \nLearn best practices on navigating challenging classroom discussions in this two-part workshop. In STEM disciplines\, where knowledge is considered to be “objective\,” instructors can be caught off-guard when challenging topics – especially ones that relate to social or cultural trauma – arise. In this workshop\, participants will learn best practices for “difficult knowledge”—content that causes students to analyze social trauma (Britzman 1998)—in diverse disciplinary contexts\, and apply those practices to design a pedagogical tool applicable in their own classrooms. In doing so\, participants will gain a better understanding of how to address pressing ideological issues in their discipline and incorporate them in their teaching. By the end of this workshop\, participants will be able to: \n\nDefine “difficult knowledge\,” explain its impact on students\, and identify examples from their own field\nDescribe and apply best practices for addressing difficult knowledge topics in their classrooms\nCreate a pedagogical tool that addresses a difficult knowledge topic in their field\n\nThis workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nValerie Hsieh\, Columbia University\nValeria Spacciante\, Columbia University\nAbby Schroering\, Columbia University \nWorkshop Schedule\nThis workshop meets in Zoom on Thursdays\, September 21 and 28 at 3:30-5PM AT / 2:30-4PM ET / 1:30-3PM CT / 12:30-2PM MT / 11:30AM-1PM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking to learn approaches to facilitating challenging classroom discussions at the college level. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Thursday\, September 21.\nREGISTER BY SEPTEMBER 21 \nAccessibility\nIf you have a disability\, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nUsing alt-text on images in reading materials\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning 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-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 how an instructor’’s beliefs and biases can influence student learning\nDescribe several learning-through-diversity (LtD) techniques and strategies\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 the scope of diversity in learning environments\, of both students and instructor
URL:https://cirtl.net/event/teaching-discomfort-facilitating-challenging-discussions-in-the-classroom/2023-09-28/
CATEGORIES:Workshop
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