CIRTL Network

First Year Faculty Teaching Academy
2024-06-04 08:00 - 10:00, 2024-06-06 08:00 - 10:00, 2024-06-11 08:00 - 10:00, 2024-06-13 08:00 - 10:00, 2024-06-18 08:00 - 10:00, 2024-06-20 08:00 - 10:00 (America/Chicago)
This intensive, 3-week online course is designed for future faculty and early career faculty in their first years of teaching interested in learning how to create a great learning experience for your students while developing a solid foundation of best teaching practices and strategies. By the end of this course, participants will be able to:

Plan engaging learning activities that meet your course outcomes and the needs of your students
Create an inclusive learning environment for all students
Provide timely, action-oriented, and effective feedback to your students
Evaluate the usefulness of your assessments to measure learning outcomes

Instructors
Lupita Eyde-Tucker, University of Florida
Jennifer Parker, University of Florida
Michael Barber, University of Florida
Course Schedule
This 6-session, 3-week course meets online in Zoom on Tuesdays and Thursdays from June 4 through June 20 at 10am-12pm Atlantic / 9-11am Eastern / 8-10am Central / 7-9am Mountain / 6-8am Pacific.
Workload
Students should plan to spend several hours working through asynchronous materials outside of sessions each week.
Registration & Enrollment
** At capacity and closed for registration as of Monday, May 20. **
This course has a cap of 65 students. Registration opens on Monday, May 13 at 1pm Atlantic Time / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific and closes when capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact 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:

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

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-based teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning community

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques and issues of establishing learning communities comprising a diverse group of learners.
Describe several techniques for creating a learning community within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.

Johns Hopkins University Online Teaching Institute
2024-06-10 08:00 - 11:30, 2024-06-11 08:00 - 11:30, 2024-06-12 08:00 - 11:30, 2024-06-13 08:00 - 11:00, 2024-06-14 08:00 - 13:00
The Johns Hopkins Teaching Institute is a multi-day online teaching institute designed to help doctoral students and post-docs become successful and confident classroom teachers. Participants will explore the benefits of active learning, ongoing assessment, and fostering inclusive classrooms. Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the teaching institute. By the end of the institute, participants will be able to:

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

Schedule

This institute meets online daily from Monday, June 10 through Friday, June 14 at 10am-1:30pm Atlantic / 9am-12:30pm Eastern / 8-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific. Participants can see a detailed schedule upon registration.
Workload
Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.
Registration & Enrollment
**This institute is at capacity as of Friday, May 3**
This institute has a cap of 25 CIRTL participants. Registration opens on Monday, April 22 and will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority.
Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), CIRTL’s cross-Network programming coordinator, to let us know how we can help you have a successful experience.

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-Based Teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning-through-Diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe several learning-through-diversity (LtD) techniques and strategies.
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe the scope of diversity in learning environments, of both students and instructor.

Associate: Teaching as Research-TAR

Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
Describe a “full-inquiry” cycle
Describe how the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners
Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

Moving Forward Together: The Interdependence of Instructor and Student Motivation
2024-06-11 11:00 - 15:00
Explore trauma-informed strategies that motivate learning and teaching, and reflect on the interdependence of student and teacher well-being in this online workshop. It can be challenging for instructors to remain connected to the intrinsic motivation to teach or to support their students in connecting to their intrinsic motivation to learn. Part of building motivation in the classroom is prioritizing this collective connection and learning. Participants will leave this workshop with a clearly articulated teaching philosophy reflecting the interdependence of student and teacher well-being that will serve to guide our future mentorship and pedagogical approaches. By the end of this workshop, participants will also be prepared to:

Describe the intimate link between instructor and student motivation using the frameworks of parallel processes and trauma-informed teaching
Explain the difference between intrinsic and extrinsic motivation and develop strategies for cultivating the former in themselves and their students
Employ evidence-based approaches to attune and attend to their needs as instructors and to the needs of their students
Distill their personal values as a teacher into a concrete teaching philosophy statement

Instructors
Abby Schroering, Columbia University
Kelsey Reeder, Columbia University
Ryan Golant, Columbia University
Workshop Schedule
This online workshop meets online in Zoom on Tuesday, June 11 at 1-5pm Atlantic / 12-4pm Eastern / 11am-3pm Central / 10am-2pm Mountain / 9am-1pm Pacific. The workshop will include breaks for participants.
Audience
This workshop is designed first and foremost for grad students and postdocs in STEM/SBE disciplines with some type of prior teaching or TAing experience, but broadly relevant to anyone interested in exploring and learning about trauma-informed pedagogy.
Registration
This workshop has a no cap. Registration opens on Monday, May 20 and will remain open until the day of the workshop on Tuesday, June 11.
REGISTER NOW
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-based teaching

Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning communities

Describe and recognize the value of learning communities, and how they impact student learning.
Describe several techniques and issues of establishing learning communities comprising a diverse group of learners.
Describe several techniques for creating a learning community within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.

Associate: Learning-through-diversity

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
Describe how an instructor’s beliefs and biases can influence student learning.
Describe several learning-through-diversity (LtD) techniques and strategies.
Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
Describe the scope of diversity in learning environments, of both students and instructor.

Quick Take: How to Plan a Single Class Session
2024-06-27 11:00 - 12:30
Get an overview of key lesson-planning topics – like backwards design, learning objectives, assessment, and more – in this one-part online workshop designed for grad students and postdocs who have had some teaching or TAing experience. Participants will discuss concepts from Universal Design for Learning and emphasize the use of frequent formative feedback as an equitable way to promote learning. An explicit goal of this workshop is to help future faculty feel more empowered and confident in their own pedagogical decision-making. By the end of this workshop, participants will be prepared to:

Identify several “big ideas” in their disciplines (core concepts/skills).
Align learning objectives, assessments, and learning activities for a single class session based on the big idea they selected.

Instructors
Chas Brua, Pennsylvania State University
John Elia, Pennsylvania State University
Shannon McClellan Brooks, Pennsylvania State University
Workshop Schedule
This one-session online workshop meets online in Zoom on Thursday, June 27 at 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am Pacific.
Audience
This workshop is designed for grad students and postdocs who have had some teaching or TAing experience.
Registration and Enrollment
** At capacity and closed for registration as of Thursday, June 6. **
Cap: 50. Registration opens on Monday, June 3 at at 1pm Atlantic Time / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific, and will close when capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
Accessibility
If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

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

Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-based teaching

Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
