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UID:10000826-1727953200-1727958600@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\nKristin Winet\, University of Arizona\nErin Galyen\, University of Arizona \nWorkshop Schedule\nThis workshop meets in Zoom on Thursday\, October 3 and 10 at 8-9:30pm Gulf / 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am 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 Monday\, September 16. ** \nCap: 50. Registration opens Monday\, September 16th 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-section-2-2/2024-10-03/
CATEGORIES:Workshop
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DTSTART;TZID=America/Chicago:20241010T100000
DTEND;TZID=America/Chicago:20241010T113000
DTSTAMP:20240923T135828Z
CREATED:20240719T200817Z
LAST-MODIFIED:20240923T135828Z
UID:10000755-1728554400-1728559800@cirtl.net
SUMMARY:Overcoming Imposter Phenomena and Building Resiliency as Graduate Students
DESCRIPTION:Find new ways to build your own resiliency in academia by learning about how to utilize the Change Mindset Model to overcome imposter syndrome and adapt to change through the lens of a growth mindset. Participants will employ self-awareness practices to begin working on their own professional and personal self-reflection guide through the Change Mindset Model\, and will explore personalized goals that support them in the areas of facing challenges\, encountering difficulties\, applying effort\, receiving feedback\, seeing success in others\, making mistakes\, and accepting\, giving\, and/or seeking help. By the end of this workshop\, participants will be able to: \n\nIdentity attributes of change management\, growth mindset\, and imposter syndrome in the Change Mindset Model\nStart working on their own professional and personal self-reflection guide utilizing the Change Mindset Model\nExplore personalized goals to overcome imposter phenomena\, adapting to change\, and building resiliency through the Change Mindset Model\n\nInstructors\nBeth Fleener\, University of Texas at Arlington \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Thursday\, October 10 at 7-8:30pm Gulf / 12-1:30pm Atlantic / 11am-12:30pm Eastern / 10-11:30am Central / 9-10:30am Mountain / 8-9:30am Pacific. \nAudience\nThis workshop is designed for grad students who want to improve their professional and personal self-reflection and build resiliency. \nRegistration and Enrollment\nREGISTER NOW\nThis workshop has no cap\, and registration opens Monday\, September 23rd. Once registration opens\, it will remain open until the day of the workshop on Thursday\, October 10. \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. \nProfessional Development\n\nIdentify skills and resources that support your health and wellbeing
URL:https://cirtl.net/event/overcoming-imposter-phenomena-and-building-resiliency-as-graduate-students/
CATEGORIES:Workshop
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DTSTART;TZID=America/Chicago:20241010T110000
DTEND;TZID=America/Chicago:20241010T123000
DTSTAMP:20241022T212417Z
CREATED:20240806T201022Z
LAST-MODIFIED:20241022T212417Z
UID:10000827-1728558000-1728563400@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\nKristin Winet\, University of Arizona\nErin Galyen\, University of Arizona \nWorkshop Schedule\nThis workshop meets in Zoom on Thursday\, October 3 and 10 at 8-9:30pm Gulf / 1-2:30pm Atlantic / 12-1:30pm Eastern / 11am-12:30pm Central / 10-11:30am Mountain / 9-10:30am 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 Monday\, September 16. ** \nCap: 50. Registration opens Monday\, September 16th 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-section-2-2/2024-10-10/
CATEGORIES:Workshop
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DTSTART;TZID=America/Chicago:20241017T113000
DTEND;TZID=America/Chicago:20241017T130000
DTSTAMP:20241022T212327Z
CREATED:20240719T200015Z
LAST-MODIFIED:20241022T212327Z
UID:10000756-1729164600-1729170000@cirtl.net
SUMMARY:Preparing a Teaching Demo for a Job Interview
DESCRIPTION:As part of the interview process for a faculty position\, you may be asked to lead a teaching demonstration. In this interactive workshop\, we’ll discuss ways to go into your teaching demo with preparedness\, confidence\, and adaptability. Participants will explore considerations related to their audience\, factors affecting content\, logistics (including technology)\, and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo. By the end of this workshop\, participants will be prepared to: \n\nIdentify questions and decision points useful in preparing a teaching demo for a job interview.\nStrategize ways to gather the information needed to effectively plan a teaching demo.\nGenerate strategies for dealing effectively with challenging situations that might emerge during a demo (e.g.\, logistical\, technological\, or interpersonal).\n\nInstructors\nChas Brua\, Pennsylvania State University\nBeate Brunow\, Pennsylvania State University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Thursday\, October 17 at 8:30-10pm Gulf / 1:30-3pm Atlantic / 12:30-2pm Eastern / 11:30am-1pm Central / 10:30am-12pm Mountain / 9:30-11am Pacific. \nAudience\nThis workshop is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in an introduction to teaching demonstrations. \nRegistration and Enrollment\n*This workshop is at capacity and closed for registration as of Wednesday\, October 2* \nCap: 50. Registration opens on Monday\, September 30th. 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 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\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. \nProfessional Development\n\nCreate materials that are commonplace in the academic job market (resumes\, CVs\, teaching portfolios\, teaching statements\, etc.)
URL:https://cirtl.net/event/preparing-a-teaching-demo-for-a-job-interview-2/
CATEGORIES:Workshop
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