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DTSTART;VALUE=DATE:20250801
DTEND;VALUE=DATE:20260802
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CREATED:20250707T142133Z
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UID:10002872-1754006400-1785628799@cirtl.net
SUMMARY:Self-Paced Teaching & Learning Courses (2025-2026 Academic Year)
DESCRIPTION:Develop your teaching & learning knowledge and skills in one of CIRTL’s 9 self-paced\, asynchronous courses designed for graduate students and postdocs. These courses will launch and open for registration in the fall 2025 term. You can read detailed descriptions of this programming below. At the bottom of this page you can view a matrix showing how each self-paced course addresses CIRTL’s learning goals: \n\nGoal 1: Develop evidence-based teaching knowledge\nGoal 2: Connect with community to enhance teaching\nGoal 3: Cultivate teaching skills through reflective improvement\nGoal 4: Prepare for an impactful career\n\nQuestions? Contact CIRTL’s help desk at registration@cirtl.net. \n\nSelf-paced full courses open for registration\nAn Introduction to Evidence-Based Undergraduate STEM Teaching\nGet an overview of effective college teaching strategies and the research that supports them in this 8-part self-paced online course designed for graduate students and postdocs in STEM disciplines (science\, technology\, engineering\, and math). \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nNo registration restrictions\nRead more and register now\n\nAdvancing Learning Through Evidence-Based STEM Teaching\nLearn effective college-level teaching strategies that engage learners through active learning\, as well as the research that supports them\, in this 8-part self-paced online course designed for future faculty in STEM disciplines (science\, technology\, engineering\, and math). This course builds on “An Introduction to Evidence-Based Undergraduate STEM Teaching”; the intro course is recommended\, but not required\, as a prerequisite for participating in this course. \n\nCIRTL learning goals: 1\, 2\, 3\nLearning level: intermediate\nNo registration restrictions\nRead more and register now\n\n\nSelf-paced short courses open for registration\nCreating a Transgender Inclusive STEM Environment: A Course for Educators\nUnderstand the climate for trans students in STEM disciplines\, and learn specific ways to make your class environment more trans inclusive in this 4-part\, self-paced online short course. Participants will begin with a snapshot of the cultural context for trans students and colleagues in STEM disciplines\, get an introduction to a framework for trans inclusivity\, and explore specific ways to apply that framework to your own practice. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nEffective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies\nPost-graduate STEM education presents unique opportunities and challenges in shaping professionals who can address complex scientific\, technological\, and societal issues. This 4-part\, self-paced online short course is designed to equip educators with innovative teaching strategies and pedagogies that inspire transformative learning\, deepen engagement\, and foster meaningful connections between theoretical knowledge and professional practice. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nIncorporating Active Learning\nActive learning is a commonly-used phrase that many have different conceptions of or attribute different characteristics to. In this 4-part\, self-paced online short course\, learn the basic components along with the benefits and limitations of active learning. Participants will use this knowledge to determine when active learning would be a benefit to the learning process and how they can apply new active learning strategies in the classroom. \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nMaking Large Classes Feel Smaller\nReflect on the challenges of teaching in large classes and your own pedagogical values as an instructor in order to find creative ways to support student learning and engagement. This 4-part\, self-paced online short course explores common logistical challenges in large classes\, considers how to apply evidence-based teaching practices in these environments\, and invites participants to develop their own ideas for improved student engagement and participation. \n\nCIRTL learning goals: 1\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nResearch as a High Impact Practice in STEM Education\nTo broaden participation in research and make STEM disciplines more inclusive\, instructors can demystify research early and often. One promising way to do this is to bring research practices into the classroom. This 4-part\, self-paced online short course introduces strategies that instructors can use to connect students with meaningful\, research-aligned learning experiences\, no matter their starting point. \n\nCIRTL learning goals: 1\, 2\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nWhen a Student Falls Behind\nGiven the rapid pace and large volume of technical content in STEM courses\, instructors often see students fall behind the cadence of content in the course for a variety of reasons in a variety of ways. Once a student falls behind\, this can impede learning significantly. This 5-part\, self-paced online short course introduces how can instructors create policies and support for students that are not on the “same timeline” of learning as the intended pace of the course. \n\nCIRTL learning goals: 1\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nTA Principles and Strategies\n\n\nParticipants will gain a deeper understanding of their responsibilities as TAs and are empowered to contribute meaningfully to student success and the overall academic environment. This 7-part\, self-paced online short course designed to support teaching assistants in developing essential skills across key areas of teaching and learning covers pedagogical principles\, course design\, effective teaching practices\, assessment and feedback strategies\, classroom management\, time management\, and professional communication. \n\n\n\nCIRTL learning goals: 1\, 2\, 3\nLearning level: introductory\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\nTeaching Transferable Skills and Work-Integrated Learning in the College Classroom\n\n\nLearn techniques for teaching transferable skills and work-integrated learning through re-imagining the nature of human competency\, how people best learn complex skills\, and how to re-design teaching activities accordingly. This 4-part\, self-paced online short course will help learners practice how to articulate and then teach key skills relevant to your courses that are embedded in disciplinary content and cultural contexts. \n\n\n\nCIRTL learning goals: 1\, 2\, 3\, 4\nLearning level: intermediate\nRegistration restrictions: participants from member institutions and alumni only\nRead more and register now\n\n\nSelf-paced courses coming soon\nGoing Public: Strategies for Disseminating Your TAR Project\n\n\nThis course is focused on sharing the findings from your teaching-as-research (TAR) project with a broader audience in the form of published scholarship. This 5-part\, self-paced online short course guides participants through pitching your work\, finding academic journals and other outlets to publish in\, knowing your audience\, and how publication can support your academic career goals. \n\n\n\nCIRTL learning goals: 3\, 4\nLearning level: advanced\nRegistration restrictions: participants from member institutions and alumni only\nRegistration opening Fall 2025\n\n\nSelf-paced courses & CIRTL learning goals\nAll programming aligns with CIRTL’s 4 learning goals at introductory\, intermediate\, or advanced levels. Here\, you can see how our self-paced programming provides different learning experiences for each learning goal. \n  \n\n\n\n\n\n\n \n\n\nCourse\nGoal 1: Develop evidence-based teaching knowledge\nGoal 2: Connect with community to enhance teaching\nGoal 3: Cultivate teaching skills through reflective improvement\nGoal 4: Prepare for an impactful career\n\n\n\n\nWhen a Student Falls Behind\nIntroductory\n\n\n\n\n\nAn Introduction to Evidence-Based Undergraduate STEM Teaching\nIntroductory\nIntroductory\n\n\n\n\nResearch as a High Impact Practice in STEM Education\nIntroductory\nIntroductory\n\n\n\n\nIncorporating Active Learning\nIntroductory\nIntroductory\n\n\n\n\nCreating a Transgender Inclusive STEM Environment: A Course for Educators\nIntroductory\n\nIntroductory\n\n\n\nMaking Large Classes Feel Smaller\nIntroductory\n\nIntroductory\n\n\n\nEffective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies\nIntroductory\n\nIntroductory\n\n\n\nAdvancing Learning Through Evidence-Based STEM Teaching\nIntermediate\nIntermediate\nIntermediate\n\n\n\nGoing Public: Strategies for Disseminating Your TAR Project\n\n\nAdvanced\nAdvanced\n\n\nTA Principles and Strategies\nIntroductory\nIntroductory\nIntroductory\n\n\n\nTeaching Transferable Skills and Work-Integrated Learning in the College Classroom\nIntermediate\nIntermediate\nIntermediate\nIntermediate
URL:https://cirtl.net/event/2025-2026-self-paced-courses/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260202T110000
DTEND;TZID=America/Chicago:20260202T123000
DTSTAMP:20260512T074537
CREATED:20251216T192928Z
LAST-MODIFIED:20260113T141304Z
UID:10002947-1770030000-1770035400@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy\, learn how to articulate that philosophy across a variety of disciplines\, and refine strategies for dealing with mentoring challenges. \nThe content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring\, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. \nThis course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER\, the research base of mentorship\, or to request a CIMER training for your institution\, visit https://cimerproject.org/. \nInstructors\nSean Nicholson-Crotty\, Indiana University\nJennifer Aumiller\, The University of Maryland\, Baltimore \nCourse Schedule\nThis intensive 6-week seminar meets online on Mondays from January 26th through March 2nd at 9-10:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Arizona / 9-10:30am Pacific. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading\, reflection\, and some writing. \nAudience\nThis seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support undergraduate mentees. \nRegistration and Enrollment\nCap: 25. Registration is closed. 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\nIf 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: \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\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals at an intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.
URL:https://cirtl.net/event/research-mentor-training-4/2026-02-02/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260205T150000
DTEND;TZID=America/Chicago:20260205T160000
DTSTAMP:20260512T074537
CREATED:20251201T175547Z
LAST-MODIFIED:20251222T154830Z
UID:10002939-1770303600-1770307200@cirtl.net
SUMMARY:CVs for the Academic Job Market
DESCRIPTION:Join Dr. Brian Hand of Career Services at CU Boulder for a 60 minute presentation on drafting your academic CV. We’ll go over formatting\, content\, and tailoring of the CV for academic job applications\, including discussion of the basic eight CV sections\, additional sections you might want to include\, and how to structure the information you include in those sections\, as well as some advice around CV mindset and how and when to update your CV content. This is the third event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nDr. Brian Hand\, Graduate Student Program Manager\, Career Services\, University of Colorado Boulder \nEvent Schedule\nThis online event meets on Thursday\, February 5th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific. \n**Gulf: Friday\, February 6th at 1-2am** \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW \nThis online event is open to the public. Once you register\, you will automatically receive Zoom information for the session. \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/cvs-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260209T110000
DTEND;TZID=America/Chicago:20260209T123000
DTSTAMP:20260512T074537
CREATED:20251216T192928Z
LAST-MODIFIED:20260113T141304Z
UID:10002948-1770634800-1770640200@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy\, learn how to articulate that philosophy across a variety of disciplines\, and refine strategies for dealing with mentoring challenges. \nThe content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring\, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. \nThis course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER\, the research base of mentorship\, or to request a CIMER training for your institution\, visit https://cimerproject.org/. \nInstructors\nSean Nicholson-Crotty\, Indiana University\nJennifer Aumiller\, The University of Maryland\, Baltimore \nCourse Schedule\nThis intensive 6-week seminar meets online on Mondays from January 26th through March 2nd at 9-10:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Arizona / 9-10:30am Pacific. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading\, reflection\, and some writing. \nAudience\nThis seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support undergraduate mentees. \nRegistration and Enrollment\nCap: 25. Registration is closed. 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\nIf 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: \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\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals at an intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.
URL:https://cirtl.net/event/research-mentor-training-4/2026-02-09/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260212T150000
DTEND;TZID=America/Chicago:20260212T160000
DTSTAMP:20260512T074537
CREATED:20251201T192909Z
LAST-MODIFIED:20251222T154835Z
UID:10002940-1770908400-1770912000@cirtl.net
SUMMARY:Cover Letters for the Academic Job Market
DESCRIPTION:Join Dr. Tammy M. McCoy from the Center for Teaching and Learning at Georgia Tech for a 60-minute presentation on crafting effective cover letters for the academic job market. We will discuss the purpose and structure of the academic cover letter\, how to tailor your letter for different institution types\, and what search committees look for in a strong application narrative. Participants will learn how to align their experiences with position requirements\, highlight their scholarly and teaching identities\, and avoid common cover letter pitfalls\, including guidance on tone\, length\, and strategic framing. This is the fourth event in our eight-part series “The Joyful Journey: Graduate Student and Postdoctoral Scholar Professional Development Series.” \nSpeakers\nDr. Tammy M. McCoy\, Center for Teaching and Learning\, Georgia Tech \nEvent Schedule\nThis online event meets on Thursday\, February 12th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific. \n**Gulf: Friday\, February 13th at 1-2am** \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW \nThis online event is open to the public. Once you register\, you will automatically receive Zoom information for the session. \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/cover-letters-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260216T110000
DTEND;TZID=America/Chicago:20260216T123000
DTSTAMP:20260512T074537
CREATED:20251216T192928Z
LAST-MODIFIED:20260113T141304Z
UID:10002949-1771239600-1771245000@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy\, learn how to articulate that philosophy across a variety of disciplines\, and refine strategies for dealing with mentoring challenges. \nThe content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring\, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. \nThis course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER\, the research base of mentorship\, or to request a CIMER training for your institution\, visit https://cimerproject.org/. \nInstructors\nSean Nicholson-Crotty\, Indiana University\nJennifer Aumiller\, The University of Maryland\, Baltimore \nCourse Schedule\nThis intensive 6-week seminar meets online on Mondays from January 26th through March 2nd at 9-10:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Arizona / 9-10:30am Pacific. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading\, reflection\, and some writing. \nAudience\nThis seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support undergraduate mentees. \nRegistration and Enrollment\nCap: 25. Registration is closed. 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\nIf 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: \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\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals at an intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.
URL:https://cirtl.net/event/research-mentor-training-4/2026-02-16/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260217T110000
DTEND;TZID=America/Chicago:20260217T130000
DTSTAMP:20260512T074537
CREATED:20251126T182815Z
LAST-MODIFIED:20260216T144214Z
UID:10002933-1771326000-1771333200@cirtl.net
SUMMARY:Maximizing Learning Outcomes from Instructional Demonstration: Balancing Instructor- and Student-Led Experiential Learning
DESCRIPTION:Are you looking to enhance your teaching methods and boost student engagement in your classroom? Join us for a workshop designed for educators who use demonstrations to reinforce learning objectives. In this interactive workshop\, participants will explore the overlap between instructor-led demonstrations and student-led experiential learning\, while considering instructional choices that help shape the execution of in-class demonstrations. They will engage in collaborative discussions with fellow educators and leave the workshop with practical strategies. By the end of this workshop\, participants will be prepared to: \n\nDescribe a relevant instructor-led demonstration in your discipline and how it helps to support student learning\nSelect between instructor-led demonstration and student-executed activity/laboratory for supporting student learning\nOrganize a class session that includes an instructor-led demonstration (e.g. decide where in a lesson plan a demonstration is most valuable)\n\nInstructors\nJesse Streicher\, Stanford University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Tuesday\, February 17th at 9-11pm Gulf / 12-2pm Eastern / 11am-1pm Central / 10am-12pm Arizona / 9-11am Pacific. \nAudience\nThis workshop is ideal for educators\, faculty members\, postdocs\, and instructional designers looking to enhance their teaching toolkit and create dynamic learning experiences in their classrooms. \nRegistration and Enrollment\n**At capacity and closed for registration as of Monday\, February 16th** \nCap: 50. 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\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\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\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals at an introductory or intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/maximizing-learning-outcomes-from-instructional-demonstration-balancing-instructor-and-student-led-experiential-learning/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260219T150000
DTEND;TZID=America/Chicago:20260219T160000
DTSTAMP:20260512T074537
CREATED:20251201T193540Z
LAST-MODIFIED:20251222T154838Z
UID:10002941-1771513200-1771516800@cirtl.net
SUMMARY:Teaching Statements for the Academic Job Market
DESCRIPTION: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.” \nSpeakers\nDr. Tammy M. McCoy\, Center for Teaching and Learning\, Georgia Tech \nEvent Schedule\nThis online event meets on Thursday\, February 19th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific. \n**Gulf: Friday\, February 20th at 1-2am** \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW \nThis online event is open to the public. Once you register\, you will automatically receive Zoom information for the session. \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/teaching-statements-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260223T110000
DTEND;TZID=America/Chicago:20260223T123000
DTSTAMP:20260512T074537
CREATED:20251216T192928Z
LAST-MODIFIED:20260113T141304Z
UID:10002950-1771844400-1771849800@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy\, learn how to articulate that philosophy across a variety of disciplines\, and refine strategies for dealing with mentoring challenges. \nThe content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring\, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. \nThis course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER\, the research base of mentorship\, or to request a CIMER training for your institution\, visit https://cimerproject.org/. \nInstructors\nSean Nicholson-Crotty\, Indiana University\nJennifer Aumiller\, The University of Maryland\, Baltimore \nCourse Schedule\nThis intensive 6-week seminar meets online on Mondays from January 26th through March 2nd at 9-10:30pm Gulf / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Arizona / 9-10:30am Pacific. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading\, reflection\, and some writing. \nAudience\nThis seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support undergraduate mentees. \nRegistration and Enrollment\nCap: 25. Registration is closed. 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\nIf 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: \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\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals at an intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.
URL:https://cirtl.net/event/research-mentor-training-4/2026-02-23/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260223T120000
DTEND;TZID=America/Chicago:20260223T133000
DTSTAMP:20260512T074537
CREATED:20251202T193047Z
LAST-MODIFIED:20260220T175228Z
UID:10002946-1771848000-1771853400@cirtl.net
SUMMARY:Quick Tips for Teaching
DESCRIPTION: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: \n\nIdentify effective strategies for their own teaching or TAing\nDecide on one adaptation to make to their current teaching strategies\nEngage in metacognition\nConceptualize teaching as a series of pedagogical decisions (before/during/after a lesson)\n\nInstructors\nChas Brua\, Pennsylvania State University\nJohn Elia\, Pennsylvania State University \nWorkshop Schedule\nThis 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. \nAudience\nThis workshop is generally relevant to anyone interested in practical teaching tips from multiple sources. \nRegistration and Enrollment\n**At capacity and closed for registration as of Friday\, February 20th** \nRegistration 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\nIf 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: \n\nSending pre-session reminders to all students\nSharing resources from synchronous sessions with students\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/quick-tips-for-teaching/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260226T150000
DTEND;TZID=America/Chicago:20260226T160000
DTSTAMP:20260512T074537
CREATED:20251201T194400Z
LAST-MODIFIED:20260219T211017Z
UID:10002942-1772118000-1772121600@cirtl.net
SUMMARY:Research Statements for the Academic Job Market
DESCRIPTION: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.” \nSpeakers\nNicole Xu\, Assistant Professor\, Paul M. Rady Department of Mechanical Engineering\, Robotics Program\, Biomedical Engineering Program\, and BioFrontiers Institute at the University of Colorado Boulder \nEvent Schedule\nThis online event meets on Thursday\, February 26th at 4-5pm Eastern / 3-4pm Central / 2-3pm Arizona / 1-2pm Pacific. \n**Gulf: Friday\, February 27th at 1-2am** \nAudience\nThis event is designed for graduate students and postdoctoral researchers looking for an introduction to fundamental academic professional development topics. \nRegistration\nREGISTER NOW \nThis online event is open to the public. Once you register\, you will automatically receive Zoom information for the session. \nAccessibility\nIf 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: \n\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL 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. \nThis course supports the following CIRTL learning goals at an introductory level: \n\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/research-statements-for-the-academic-job-market/
CATEGORIES:Event
END:VEVENT
END:VCALENDAR