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UID:10002735-1723420800-1754870399@cirtl.net
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DESCRIPTION:* This page is out of date as of 8/11/2025.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 \nRegistration\nThis page is out of date as of 8/11/2025.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:20241021T103000
DTEND;TZID=America/Chicago:20241021T120000
DTSTAMP:20260424T155601
CREATED:20240720T195223Z
LAST-MODIFIED:20241029T152615Z
UID:10000757-1729506600-1729512000@cirtl.net
SUMMARY:A Student-Centered Approach for Reducing Plagiarism
DESCRIPTION:Consider how student-centered\, accessible\, and contextual course design can reduce students’ propensity to cheat and improve learning for all. With the advent of generative AI\, contract cheating\, and app-based cheating\, fears about preventing plagiarism are running high. This two-part workshop offers attendees a comprehensive look at a different paradigm for preventing plagiarism\, one that uses a student-centered\, accessible\, and contextual course design to reduce students’ propensity to cheat. Participants will learn about adapting the concept of plagiarism to a Gen Y context\, how to effectively convey those ideas to their students and\, how they can take steps to design assignments that reduce the circumstances that lead to plagiarism. By the end of this workshop\, participants will be prepared to: \n\nDiscern between deficit/theft-based and skill/labor-based approaches to plagiarism\nDevelop a holistic approach to teaching scholarly citation culture and attribution\nIdentify best practices that reduce risk factors for plagiarism\nRevise an assessment using best practices to reduce plagiarism\n\nInstructors\nTeresa Hooper\, University of Tennessee\nRobert Jacobsen\, University of Tennessee \nWorkshop Schedule\nThis two-session online workshop meets on Mondays\, October 21 and October 28 at 7:30-9pm Gulf / 12:30-2pm Atlantic / 11:30am-1pm Eastern / 10:30am-12pm Central / 9:30-11am Mountain / 8:30-10am Pacific. \nAudience\nThis workshop is designed first and foremost for participants that either have previous teaching experience or are scheduled to teach in the near future\, but all interested in the topic of course design and plagiarism are welcome. \nRegistration and Enrollment\nThis workshop has no cap\, and registration opens Monday\, September 30. Once registration opens\, it will remain open until the workshop begins on Monday\, October 21. \nAccessibility\nIf 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: \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\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.
URL:https://cirtl.net/event/a-student-centered-approach-for-reducing-plagiarism/2024-10-21/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20241024T130000
DTEND;TZID=America/Chicago:20241024T143000
DTSTAMP:20260424T155601
CREATED:20240806T175409Z
LAST-MODIFIED:20241025T135246Z
UID:10000825-1729774800-1729780200@cirtl.net
SUMMARY:Creating Effective and Inclusive Learning Experiences for Neurodiverse Students
DESCRIPTION:Graduate student and postdoctoral instructors provide important face to face support and instruction to a diverse population of students in large lectures as well as smaller seminars. Therefore\, it is key that they understand how to cultivate a learning environment that is inclusive and effective for all types of learners\, especially neurodivergent learners. Students with ADHD\, autism\, learning disabilities\, and mental health challenges are entering into higher education in greater numbers and they can face unique obstacles when they arrive. Participants in this workshop will come away with an expanded understanding of neurodivergent students\, and start to develop strategies that create an effective and inclusive learning environment for neurodivergeng learners. By the end of this workshop\, participants will be able to: \n\nDescribe the current understanding of neurodiversity and the impact of several common types of neurodiversity on undergraduate student learning\nDistinguish between extraneous and intrinsic cognitive load in the context of classroom activities and assessments\nAnalyze classroom activities and assessments for possible negative impacts on neurodivergent learners\, as well as strategies for mitigating such impacts\n\nInstructors\nMelissa Tamas\, Stanford University\nMichelle Ming-Hsuan Pang\, Stanford University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Thursday\, October 24 at 10-11:30pm Gulf / 3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. \nAudience\nThis workshop is designed for graduate students and postdoctoral scholars who want to learn more about neurodivergent learners and strategies to support them in the college classroom. \nRegistration and Enrollment\n*10/14/2024 Update: This workshop is at capacity and closed for registration.*\nCap: 80. Registration opens on Monday\, October 7th. Once open\, it will remain open until 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. \nAccessibility\nIf 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: \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\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. \nEvidence-based Teaching\nLearning-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. Describe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/creating-effective-and-inclusive-learning-experiences-for-neurodiverse-students/
CATEGORIES:Workshop
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20241028T103000
DTEND;TZID=America/Chicago:20241028T120000
DTSTAMP:20260424T155601
CREATED:20240720T195223Z
LAST-MODIFIED:20241029T152615Z
UID:10000758-1730111400-1730116800@cirtl.net
SUMMARY:A Student-Centered Approach for Reducing Plagiarism
DESCRIPTION:Consider how student-centered\, accessible\, and contextual course design can reduce students’ propensity to cheat and improve learning for all. With the advent of generative AI\, contract cheating\, and app-based cheating\, fears about preventing plagiarism are running high. This two-part workshop offers attendees a comprehensive look at a different paradigm for preventing plagiarism\, one that uses a student-centered\, accessible\, and contextual course design to reduce students’ propensity to cheat. Participants will learn about adapting the concept of plagiarism to a Gen Y context\, how to effectively convey those ideas to their students and\, how they can take steps to design assignments that reduce the circumstances that lead to plagiarism. By the end of this workshop\, participants will be prepared to: \n\nDiscern between deficit/theft-based and skill/labor-based approaches to plagiarism\nDevelop a holistic approach to teaching scholarly citation culture and attribution\nIdentify best practices that reduce risk factors for plagiarism\nRevise an assessment using best practices to reduce plagiarism\n\nInstructors\nTeresa Hooper\, University of Tennessee\nRobert Jacobsen\, University of Tennessee \nWorkshop Schedule\nThis two-session online workshop meets on Mondays\, October 21 and October 28 at 7:30-9pm Gulf / 12:30-2pm Atlantic / 11:30am-1pm Eastern / 10:30am-12pm Central / 9:30-11am Mountain / 8:30-10am Pacific. \nAudience\nThis workshop is designed first and foremost for participants that either have previous teaching experience or are scheduled to teach in the near future\, but all interested in the topic of course design and plagiarism are welcome. \nRegistration and Enrollment\nThis workshop has no cap\, and registration opens Monday\, September 30. Once registration opens\, it will remain open until the workshop begins on Monday\, October 21. \nAccessibility\nIf 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: \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\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.
URL:https://cirtl.net/event/a-student-centered-approach-for-reducing-plagiarism/2024-10-28/
CATEGORIES:Workshop
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