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SUMMARY:An Introduction to Evidence-Based Undergraduate STEM Teaching
DESCRIPTION:* This page is out of date as of 8/11/2025. View updated information for this course here\, including registration information. * \nLearn evidence-based teaching fundamentals in this 8-module\, self-paced\, asynchronous online course designed for future faculty in STEM disciplines (science\, technology\, engineering\, and math). Originally created with funding from the National Sciences Foundation and iteratively updated to reflect contemporary teaching and learning topics\, this course brings together faculty\, staff\, and other teaching and learning experts from across the United States to teach about core aspects of teaching: understanding how people learn\, developing and assessing learning objectives\, using active and inclusive teaching strategies to support all learners\, and how to turn all these pieces into a coherent lesson plan. Each module guides learners through lesson content\, discussion prompts for deeper reflection\, quizzes to reinforce key concepts\, and assignments to translate what you’re learning into your personal teaching context. \nMany CIRTL member institutions run cohort-based learning communities during the academic year around this course. If you are at a CIRTL member institution\, find your institution’s CIRTL program here and visit their website to see if they are offering a learning community for local future faculty. \nRegistration\nThis page is out of date as of 8/11/2025. View updated information for this course here\, including registration information. \nAccessibility\nIf you have access needs\, please let us know what they are. The course is heavily video and text based; videos are captioned\, and text is formatted for screen readers. Contact CIRTL’s help desk at support@cirtl.net to let us know how else we can help you have a successful experience. \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.\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/intro-to-evidence-based-undergraduate-stem-teaching/
CATEGORIES:Course
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DTSTART;TZID=America/Chicago:20240917T140000
DTEND;TZID=America/Chicago:20240917T153000
DTSTAMP:20260417T030822
CREATED:20240819T151508Z
LAST-MODIFIED:20241022T212340Z
UID:10002755-1726581600-1726587000@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement
DESCRIPTION:Learn what a teaching philosophy statement is and how they are used in the academic job hunt\, and explore your own teaching philosophy in a writing group of peers in this interactive\, two-part online workshop. We will discuss elements of teaching statements\, evidence of effective teaching tailored for different academic jobs\, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s small group writing and feedback process. By the end of this workshop\, participants will be able to: \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\nInstructors\nRique Campa\, Michigan State University\nBrian Rybarczyk\, University of North Carolina at Chapel Hill \nWorkshop Schedule\nThis workshop meets in Zoom on Tuesday\, September 17 and 24 at 11pm-12:30am Gulf / 4-5:30pm Atlantic / 3-4:30pm Eastern / 2-3:30pm Central / 1-2:30pm Mountain / 12-1:30pm Pacific. \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 closed for registration as of Wednesday\, September 4. ** \nCap: 50. Registration opens Tuesday\, September 3rd 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 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: \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-2/2024-09-17/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240924T140000
DTEND;TZID=America/Chicago:20240924T153000
DTSTAMP:20260417T030822
CREATED:20240819T151508Z
LAST-MODIFIED:20241022T212340Z
UID:10002756-1727186400-1727191800@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement
DESCRIPTION:Learn what a teaching philosophy statement is and how they are used in the academic job hunt\, and explore your own teaching philosophy in a writing group of peers in this interactive\, two-part online workshop. We will discuss elements of teaching statements\, evidence of effective teaching tailored for different academic jobs\, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s small group writing and feedback process. By the end of this workshop\, participants will be able to: \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\nInstructors\nRique Campa\, Michigan State University\nBrian Rybarczyk\, University of North Carolina at Chapel Hill \nWorkshop Schedule\nThis workshop meets in Zoom on Tuesday\, September 17 and 24 at 11pm-12:30am Gulf / 4-5:30pm Atlantic / 3-4:30pm Eastern / 2-3:30pm Central / 1-2:30pm Mountain / 12-1:30pm Pacific. \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 closed for registration as of Wednesday\, September 4. ** \nCap: 50. Registration opens Tuesday\, September 3rd 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 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: \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-2/2024-09-24/
CATEGORIES:Workshop
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