BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//CIRTL Network - ECPv6.15.20//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:CIRTL Network
X-ORIGINAL-URL:https://cirtl.net
X-WR-CALDESC:Events for CIRTL Network
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/Chicago
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20230312T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20231105T070000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20240310T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20241103T070000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20250309T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20251102T070000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240604T080000
DTEND;TZID=America/Chicago:20240604T100000
DTSTAMP:20260425T063725
CREATED:20240419T163438Z
LAST-MODIFIED:20240702T183714Z
UID:10000726-1717488000-1717495200@cirtl.net
SUMMARY:First Year Faculty Teaching Academy
DESCRIPTION: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: \n\nPlan engaging learning activities that meet your course outcomes and the needs of your students\nCreate an inclusive learning environment for all students\nProvide timely\, action-oriented\, and effective feedback to your students\nEvaluate the usefulness of your assessments to measure learning outcomes\n\nInstructors\nLupita Eyde-Tucker\, University of Florida\nJennifer Parker\, University of Florida\nMichael Barber\, University of Florida \nCourse Schedule\nThis 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. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\n** At capacity and closed for registration as of Monday\, May 20. ** \nThis 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. \nAccessibility\nIf 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: \n\nSending reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students via Canvas (slides\, breakout group 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 assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials 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 and issues of establishing learning communities comprising a diverse group of learners.\nDescribe 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.
URL:https://cirtl.net/event/first-year-faculty-teaching-academy-2/2024-06-04/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240606T080000
DTEND;TZID=America/Chicago:20240606T100000
DTSTAMP:20260425T063725
CREATED:20240419T163438Z
LAST-MODIFIED:20240702T183714Z
UID:10000727-1717660800-1717668000@cirtl.net
SUMMARY:First Year Faculty Teaching Academy
DESCRIPTION: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: \n\nPlan engaging learning activities that meet your course outcomes and the needs of your students\nCreate an inclusive learning environment for all students\nProvide timely\, action-oriented\, and effective feedback to your students\nEvaluate the usefulness of your assessments to measure learning outcomes\n\nInstructors\nLupita Eyde-Tucker\, University of Florida\nJennifer Parker\, University of Florida\nMichael Barber\, University of Florida \nCourse Schedule\nThis 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. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\n** At capacity and closed for registration as of Monday\, May 20. ** \nThis 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. \nAccessibility\nIf 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: \n\nSending reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students via Canvas (slides\, breakout group 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 assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials 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 and issues of establishing learning communities comprising a diverse group of learners.\nDescribe 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.
URL:https://cirtl.net/event/first-year-faculty-teaching-academy-2/2024-06-06/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240610T080000
DTEND;TZID=America/Chicago:20240610T113000
DTSTAMP:20260425T063725
CREATED:20240418T204003Z
LAST-MODIFIED:20240621T142050Z
UID:10000742-1718006400-1718019000@cirtl.net
SUMMARY:Johns Hopkins University Online Teaching Institute
DESCRIPTION: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: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nCreate a peer-reviewed lesson plan;\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis 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. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Friday\, May 3** \nThis 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. \nOnce 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)\, CIRTL’s cross-Network programming coordinator\, to let us know how 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 assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\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 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.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle\nDescribe 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\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/johns-hopkins-university-online-teaching-institute/2024-06-10/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240611T080000
DTEND;TZID=America/Chicago:20240611T100000
DTSTAMP:20260425T063725
CREATED:20240419T163438Z
LAST-MODIFIED:20240702T183714Z
UID:10000728-1718092800-1718100000@cirtl.net
SUMMARY:First Year Faculty Teaching Academy
DESCRIPTION: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: \n\nPlan engaging learning activities that meet your course outcomes and the needs of your students\nCreate an inclusive learning environment for all students\nProvide timely\, action-oriented\, and effective feedback to your students\nEvaluate the usefulness of your assessments to measure learning outcomes\n\nInstructors\nLupita Eyde-Tucker\, University of Florida\nJennifer Parker\, University of Florida\nMichael Barber\, University of Florida \nCourse Schedule\nThis 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. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\n** At capacity and closed for registration as of Monday\, May 20. ** \nThis 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. \nAccessibility\nIf 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: \n\nSending reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students via Canvas (slides\, breakout group 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 assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials 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 and issues of establishing learning communities comprising a diverse group of learners.\nDescribe 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.
URL:https://cirtl.net/event/first-year-faculty-teaching-academy-2/2024-06-11/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240611T080000
DTEND;TZID=America/Chicago:20240611T113000
DTSTAMP:20260425T063725
CREATED:20240418T204003Z
LAST-MODIFIED:20240621T142050Z
UID:10000743-1718092800-1718105400@cirtl.net
SUMMARY:Johns Hopkins University Online Teaching Institute
DESCRIPTION: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: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nCreate a peer-reviewed lesson plan;\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis 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. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Friday\, May 3** \nThis 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. \nOnce 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)\, CIRTL’s cross-Network programming coordinator\, to let us know how 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 assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\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 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.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle\nDescribe 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\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/johns-hopkins-university-online-teaching-institute/2024-06-11/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240611T110000
DTEND;TZID=America/Chicago:20240611T150000
DTSTAMP:20260425T063725
CREATED:20240419T181746Z
LAST-MODIFIED:20240520T135517Z
UID:10000751-1718103600-1718118000@cirtl.net
SUMMARY:Moving Forward Together: The Interdependence of Instructor and Student Motivation
DESCRIPTION: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: \n\nDescribe the intimate link between instructor and student motivation using the frameworks of parallel processes and trauma-informed teaching\nExplain the difference between intrinsic and extrinsic motivation and develop strategies for cultivating the former in themselves and their students\nEmploy evidence-based approaches to attune and attend to their needs as instructors and to the needs of their students\nDistill their personal values as a teacher into a concrete teaching philosophy statement\n\nInstructors\nAbby Schroering\, Columbia University\nKelsey Reeder\, Columbia University\nRyan Golant\, Columbia University \nWorkshop Schedule\nThis 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. \nAudience\nThis 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. \nRegistration\nThis 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. \nREGISTER NOW \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\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\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 several assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nAssociate: Learning communities\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe 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.\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 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.\nDescribe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/moving-forward-together-the-interdependence-of-instructor-and-student-motivation/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240611T130000
DTEND;TZID=America/Chicago:20240611T143000
DTSTAMP:20260425T063725
CREATED:20240418T203902Z
LAST-MODIFIED:20240724T180856Z
UID:10000732-1718110800-1718116200@cirtl.net
SUMMARY:Change Leadership for Inclusive Teaching and Learning
DESCRIPTION:This intensive\, 5-week online course aims to strengthen undergraduate STEM education by preparing graduate students\, postdoctoral scholars\, and early career-faculty to be change agents in their roles in higher education. Through participation in this course\, participants will be equipped with the knowledge and skills to inspire and influence others\, analyze their institution’s structure and become agents of change. By the end of this course\, participants will: \n\nDevelop a professional identity as a Change Agent\nExamine higher education institutions as complex organizations\, as well as analyzing leadership approaches and change theories\nDevelop strategies\, skills\, and abilities appropriate for serving as a Change Agent while holding a position as an early-career faculty member\n\nInstructors\nKelly Clark\, Johns Hopkins University\nRachel Kennison\, University of California\, Los Angeles\nL.J. McElravy\, University of Nebraska – Lincoln \nCourse Schedule\nThis 10-session\, 5-week course meets online on Tuesdays and Thursdays from June 11 through July 18 at  3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. There is no class the week of July 1. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\nThis course has a cap of 40 students. \nRegistration is opens on Monday\, April 22\, and closes Monday\, May 20. This course builds on a foundational understanding of evidence based teaching\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications 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 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\nSending weekly reminders with upcoming assignments to all students\nSending reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Canvas (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\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\nThis course will form the initial engagement pathway for participants to achieve the foundational learning outcomes of the CIRTL Change Leadership Development Program. This course requires participants to have achieved at least the CIRTL Associate level. In terms of Bloom’s Taxonomy the course is analogous to a CIRTL Associate level of learning. Participants who complete this course will be able to describe evidence-based leadership practices\nThose who complete this course will be able to describe evidence-based leadership practices for change. This course supports developing a leadership identity\, examining organizational features that are characteristic of higher education institutions\, and exploring theories of change and leadership that will support participants’ ability to engage in systemic change focused on inclusive teaching and learning. These aims are based on conversations with the CIRTL  network over the past several years.
URL:https://cirtl.net/event/change-leadership-for-inclusive-teaching-and-learning-2/2024-06-11/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240612T080000
DTEND;TZID=America/Chicago:20240612T113000
DTSTAMP:20260425T063725
CREATED:20240418T204003Z
LAST-MODIFIED:20240621T142050Z
UID:10000744-1718179200-1718191800@cirtl.net
SUMMARY:Johns Hopkins University Online Teaching Institute
DESCRIPTION: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: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nCreate a peer-reviewed lesson plan;\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis 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. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Friday\, May 3** \nThis 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. \nOnce 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)\, CIRTL’s cross-Network programming coordinator\, to let us know how 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 assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\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 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.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle\nDescribe 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\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/johns-hopkins-university-online-teaching-institute/2024-06-12/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240613T080000
DTEND;TZID=America/Chicago:20240613T100000
DTSTAMP:20260425T063725
CREATED:20240419T163438Z
LAST-MODIFIED:20240702T183714Z
UID:10000729-1718265600-1718272800@cirtl.net
SUMMARY:First Year Faculty Teaching Academy
DESCRIPTION: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: \n\nPlan engaging learning activities that meet your course outcomes and the needs of your students\nCreate an inclusive learning environment for all students\nProvide timely\, action-oriented\, and effective feedback to your students\nEvaluate the usefulness of your assessments to measure learning outcomes\n\nInstructors\nLupita Eyde-Tucker\, University of Florida\nJennifer Parker\, University of Florida\nMichael Barber\, University of Florida \nCourse Schedule\nThis 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. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\n** At capacity and closed for registration as of Monday\, May 20. ** \nThis 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. \nAccessibility\nIf 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: \n\nSending reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students via Canvas (slides\, breakout group 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 assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials 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 and issues of establishing learning communities comprising a diverse group of learners.\nDescribe 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.
URL:https://cirtl.net/event/first-year-faculty-teaching-academy-2/2024-06-13/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240613T080000
DTEND;TZID=America/Chicago:20240613T110000
DTSTAMP:20260425T063725
CREATED:20240418T204003Z
LAST-MODIFIED:20240621T142050Z
UID:10000745-1718265600-1718276400@cirtl.net
SUMMARY:Johns Hopkins University Online Teaching Institute
DESCRIPTION: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: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nCreate a peer-reviewed lesson plan;\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis 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. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Friday\, May 3** \nThis 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. \nOnce 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)\, CIRTL’s cross-Network programming coordinator\, to let us know how 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 assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\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 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.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle\nDescribe 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\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/johns-hopkins-university-online-teaching-institute/2024-06-13/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240613T130000
DTEND;TZID=America/Chicago:20240613T143000
DTSTAMP:20260425T063725
CREATED:20240418T203902Z
LAST-MODIFIED:20240724T180856Z
UID:10000733-1718283600-1718289000@cirtl.net
SUMMARY:Change Leadership for Inclusive Teaching and Learning
DESCRIPTION:This intensive\, 5-week online course aims to strengthen undergraduate STEM education by preparing graduate students\, postdoctoral scholars\, and early career-faculty to be change agents in their roles in higher education. Through participation in this course\, participants will be equipped with the knowledge and skills to inspire and influence others\, analyze their institution’s structure and become agents of change. By the end of this course\, participants will: \n\nDevelop a professional identity as a Change Agent\nExamine higher education institutions as complex organizations\, as well as analyzing leadership approaches and change theories\nDevelop strategies\, skills\, and abilities appropriate for serving as a Change Agent while holding a position as an early-career faculty member\n\nInstructors\nKelly Clark\, Johns Hopkins University\nRachel Kennison\, University of California\, Los Angeles\nL.J. McElravy\, University of Nebraska – Lincoln \nCourse Schedule\nThis 10-session\, 5-week course meets online on Tuesdays and Thursdays from June 11 through July 18 at  3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. There is no class the week of July 1. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\nThis course has a cap of 40 students. \nRegistration is opens on Monday\, April 22\, and closes Monday\, May 20. This course builds on a foundational understanding of evidence based teaching\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications 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 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\nSending weekly reminders with upcoming assignments to all students\nSending reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Canvas (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\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\nThis course will form the initial engagement pathway for participants to achieve the foundational learning outcomes of the CIRTL Change Leadership Development Program. This course requires participants to have achieved at least the CIRTL Associate level. In terms of Bloom’s Taxonomy the course is analogous to a CIRTL Associate level of learning. Participants who complete this course will be able to describe evidence-based leadership practices\nThose who complete this course will be able to describe evidence-based leadership practices for change. This course supports developing a leadership identity\, examining organizational features that are characteristic of higher education institutions\, and exploring theories of change and leadership that will support participants’ ability to engage in systemic change focused on inclusive teaching and learning. These aims are based on conversations with the CIRTL  network over the past several years.
URL:https://cirtl.net/event/change-leadership-for-inclusive-teaching-and-learning-2/2024-06-13/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240614T080000
DTEND;TZID=America/Chicago:20240614T130000
DTSTAMP:20260425T063725
CREATED:20240418T204003Z
LAST-MODIFIED:20240621T142050Z
UID:10000746-1718352000-1718370000@cirtl.net
SUMMARY:Johns Hopkins University Online Teaching Institute
DESCRIPTION: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: \n\n\n\nExplore and test multiple teaching methods that engage and assess diverse students;\nDevelop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;\n​​​​​​​Identify strategies that improve student learning outcomes for all students;\nCreate a peer-reviewed lesson plan;\nPresent a lesson plan or facilitate micro-teaching exercise to their peer group\n\nSchedule\n\n\nThis 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. \nWorkload\nParticipants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions. \nRegistration & Enrollment\n**This institute is at capacity as of Friday\, May 3** \nThis 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. \nOnce 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)\, CIRTL’s cross-Network programming coordinator\, to let us know how 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 assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\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 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.\nDescribe the scope of diversity in learning environments\, of both students and instructor.\n\nAssociate: Teaching as Research-TAR\n\nDefine and recognize the value of the Teaching-as-Research process\, and how it can be used for ongoing enhancement of learning.\nDescribe a “full-inquiry” cycle\nDescribe 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\nDescribe how to access the literature and existing knowledge about teaching and learning issues\, in a discipline or more broadly.
URL:https://cirtl.net/event/johns-hopkins-university-online-teaching-institute/2024-06-14/
CATEGORIES:Institute
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240618T080000
DTEND;TZID=America/Chicago:20240618T100000
DTSTAMP:20260425T063725
CREATED:20240419T163438Z
LAST-MODIFIED:20240702T183714Z
UID:10000730-1718697600-1718704800@cirtl.net
SUMMARY:First Year Faculty Teaching Academy
DESCRIPTION: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: \n\nPlan engaging learning activities that meet your course outcomes and the needs of your students\nCreate an inclusive learning environment for all students\nProvide timely\, action-oriented\, and effective feedback to your students\nEvaluate the usefulness of your assessments to measure learning outcomes\n\nInstructors\nLupita Eyde-Tucker\, University of Florida\nJennifer Parker\, University of Florida\nMichael Barber\, University of Florida \nCourse Schedule\nThis 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. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\n** At capacity and closed for registration as of Monday\, May 20. ** \nThis 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. \nAccessibility\nIf 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: \n\nSending reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students via Canvas (slides\, breakout group 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 assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials 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 and issues of establishing learning communities comprising a diverse group of learners.\nDescribe 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.
URL:https://cirtl.net/event/first-year-faculty-teaching-academy-2/2024-06-18/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240618T130000
DTEND;TZID=America/Chicago:20240618T143000
DTSTAMP:20260425T063725
CREATED:20240418T203902Z
LAST-MODIFIED:20240724T180856Z
UID:10000734-1718715600-1718721000@cirtl.net
SUMMARY:Change Leadership for Inclusive Teaching and Learning
DESCRIPTION:This intensive\, 5-week online course aims to strengthen undergraduate STEM education by preparing graduate students\, postdoctoral scholars\, and early career-faculty to be change agents in their roles in higher education. Through participation in this course\, participants will be equipped with the knowledge and skills to inspire and influence others\, analyze their institution’s structure and become agents of change. By the end of this course\, participants will: \n\nDevelop a professional identity as a Change Agent\nExamine higher education institutions as complex organizations\, as well as analyzing leadership approaches and change theories\nDevelop strategies\, skills\, and abilities appropriate for serving as a Change Agent while holding a position as an early-career faculty member\n\nInstructors\nKelly Clark\, Johns Hopkins University\nRachel Kennison\, University of California\, Los Angeles\nL.J. McElravy\, University of Nebraska – Lincoln \nCourse Schedule\nThis 10-session\, 5-week course meets online on Tuesdays and Thursdays from June 11 through July 18 at  3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. There is no class the week of July 1. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\nThis course has a cap of 40 students. \nRegistration is opens on Monday\, April 22\, and closes Monday\, May 20. This course builds on a foundational understanding of evidence based teaching\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications 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 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\nSending weekly reminders with upcoming assignments to all students\nSending reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Canvas (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\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\nThis course will form the initial engagement pathway for participants to achieve the foundational learning outcomes of the CIRTL Change Leadership Development Program. This course requires participants to have achieved at least the CIRTL Associate level. In terms of Bloom’s Taxonomy the course is analogous to a CIRTL Associate level of learning. Participants who complete this course will be able to describe evidence-based leadership practices\nThose who complete this course will be able to describe evidence-based leadership practices for change. This course supports developing a leadership identity\, examining organizational features that are characteristic of higher education institutions\, and exploring theories of change and leadership that will support participants’ ability to engage in systemic change focused on inclusive teaching and learning. These aims are based on conversations with the CIRTL  network over the past several years.
URL:https://cirtl.net/event/change-leadership-for-inclusive-teaching-and-learning-2/2024-06-18/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240620T080000
DTEND;TZID=America/Chicago:20240620T100000
DTSTAMP:20260425T063725
CREATED:20240419T163438Z
LAST-MODIFIED:20240702T183714Z
UID:10000731-1718870400-1718877600@cirtl.net
SUMMARY:First Year Faculty Teaching Academy
DESCRIPTION: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: \n\nPlan engaging learning activities that meet your course outcomes and the needs of your students\nCreate an inclusive learning environment for all students\nProvide timely\, action-oriented\, and effective feedback to your students\nEvaluate the usefulness of your assessments to measure learning outcomes\n\nInstructors\nLupita Eyde-Tucker\, University of Florida\nJennifer Parker\, University of Florida\nMichael Barber\, University of Florida \nCourse Schedule\nThis 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. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\n** At capacity and closed for registration as of Monday\, May 20. ** \nThis 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. \nAccessibility\nIf 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: \n\nSending reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students via Canvas (slides\, breakout group 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 assessment techniques and recognize their alignment with particular types of learning goals.\nDescribe several known high-impact\, evidence-based effective instructional practices and materials 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 and issues of establishing learning communities comprising a diverse group of learners.\nDescribe 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.
URL:https://cirtl.net/event/first-year-faculty-teaching-academy-2/2024-06-20/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240620T130000
DTEND;TZID=America/Chicago:20240620T143000
DTSTAMP:20260425T063725
CREATED:20240418T203902Z
LAST-MODIFIED:20240724T180856Z
UID:10000735-1718888400-1718893800@cirtl.net
SUMMARY:Change Leadership for Inclusive Teaching and Learning
DESCRIPTION:This intensive\, 5-week online course aims to strengthen undergraduate STEM education by preparing graduate students\, postdoctoral scholars\, and early career-faculty to be change agents in their roles in higher education. Through participation in this course\, participants will be equipped with the knowledge and skills to inspire and influence others\, analyze their institution’s structure and become agents of change. By the end of this course\, participants will: \n\nDevelop a professional identity as a Change Agent\nExamine higher education institutions as complex organizations\, as well as analyzing leadership approaches and change theories\nDevelop strategies\, skills\, and abilities appropriate for serving as a Change Agent while holding a position as an early-career faculty member\n\nInstructors\nKelly Clark\, Johns Hopkins University\nRachel Kennison\, University of California\, Los Angeles\nL.J. McElravy\, University of Nebraska – Lincoln \nCourse Schedule\nThis 10-session\, 5-week course meets online on Tuesdays and Thursdays from June 11 through July 18 at  3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. There is no class the week of July 1. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\nThis course has a cap of 40 students. \nRegistration is opens on Monday\, April 22\, and closes Monday\, May 20. This course builds on a foundational understanding of evidence based teaching\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications 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 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\nSending weekly reminders with upcoming assignments to all students\nSending reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Canvas (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\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\nThis course will form the initial engagement pathway for participants to achieve the foundational learning outcomes of the CIRTL Change Leadership Development Program. This course requires participants to have achieved at least the CIRTL Associate level. In terms of Bloom’s Taxonomy the course is analogous to a CIRTL Associate level of learning. Participants who complete this course will be able to describe evidence-based leadership practices\nThose who complete this course will be able to describe evidence-based leadership practices for change. This course supports developing a leadership identity\, examining organizational features that are characteristic of higher education institutions\, and exploring theories of change and leadership that will support participants’ ability to engage in systemic change focused on inclusive teaching and learning. These aims are based on conversations with the CIRTL  network over the past several years.
URL:https://cirtl.net/event/change-leadership-for-inclusive-teaching-and-learning-2/2024-06-20/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240625T130000
DTEND;TZID=America/Chicago:20240625T143000
DTSTAMP:20260425T063725
CREATED:20240418T203902Z
LAST-MODIFIED:20240724T180856Z
UID:10000736-1719320400-1719325800@cirtl.net
SUMMARY:Change Leadership for Inclusive Teaching and Learning
DESCRIPTION:This intensive\, 5-week online course aims to strengthen undergraduate STEM education by preparing graduate students\, postdoctoral scholars\, and early career-faculty to be change agents in their roles in higher education. Through participation in this course\, participants will be equipped with the knowledge and skills to inspire and influence others\, analyze their institution’s structure and become agents of change. By the end of this course\, participants will: \n\nDevelop a professional identity as a Change Agent\nExamine higher education institutions as complex organizations\, as well as analyzing leadership approaches and change theories\nDevelop strategies\, skills\, and abilities appropriate for serving as a Change Agent while holding a position as an early-career faculty member\n\nInstructors\nKelly Clark\, Johns Hopkins University\nRachel Kennison\, University of California\, Los Angeles\nL.J. McElravy\, University of Nebraska – Lincoln \nCourse Schedule\nThis 10-session\, 5-week course meets online on Tuesdays and Thursdays from June 11 through July 18 at  3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. There is no class the week of July 1. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\nThis course has a cap of 40 students. \nRegistration is opens on Monday\, April 22\, and closes Monday\, May 20. This course builds on a foundational understanding of evidence based teaching\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications 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 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\nSending weekly reminders with upcoming assignments to all students\nSending reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Canvas (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\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\nThis course will form the initial engagement pathway for participants to achieve the foundational learning outcomes of the CIRTL Change Leadership Development Program. This course requires participants to have achieved at least the CIRTL Associate level. In terms of Bloom’s Taxonomy the course is analogous to a CIRTL Associate level of learning. Participants who complete this course will be able to describe evidence-based leadership practices\nThose who complete this course will be able to describe evidence-based leadership practices for change. This course supports developing a leadership identity\, examining organizational features that are characteristic of higher education institutions\, and exploring theories of change and leadership that will support participants’ ability to engage in systemic change focused on inclusive teaching and learning. These aims are based on conversations with the CIRTL  network over the past several years.
URL:https://cirtl.net/event/change-leadership-for-inclusive-teaching-and-learning-2/2024-06-25/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240627T110000
DTEND;TZID=America/Chicago:20240627T123000
DTSTAMP:20260425T063725
CREATED:20240419T184959Z
LAST-MODIFIED:20240626T141847Z
UID:10000754-1719486000-1719491400@cirtl.net
SUMMARY:Quick Take: How to Plan a Single Class Session
DESCRIPTION: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: \n\nIdentify several “big ideas” in their disciplines (core concepts/skills).\nAlign learning objectives\, assessments\, and learning activities for a single class session based on the big idea they selected.\n\nInstructors\nChas Brua\, Pennsylvania State University\nJohn Elia\, Pennsylvania State University\nShannon McClellan Brooks\, Pennsylvania State University \nWorkshop Schedule\nThis 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. \nAudience\nThis workshop is designed for grad students and postdocs who have had some teaching or TAing experience. \nRegistration and Enrollment\n** At capacity and closed for registration as of Thursday\, June 6. ** \nCap: 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. \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\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 assessment techniques and recognize their alignment with particular types of 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/quick-take-how-to-plan-a-single-class-session/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240627T130000
DTEND;TZID=America/Chicago:20240627T143000
DTSTAMP:20260425T063725
CREATED:20240418T203902Z
LAST-MODIFIED:20240724T180856Z
UID:10000737-1719493200-1719498600@cirtl.net
SUMMARY:Change Leadership for Inclusive Teaching and Learning
DESCRIPTION:This intensive\, 5-week online course aims to strengthen undergraduate STEM education by preparing graduate students\, postdoctoral scholars\, and early career-faculty to be change agents in their roles in higher education. Through participation in this course\, participants will be equipped with the knowledge and skills to inspire and influence others\, analyze their institution’s structure and become agents of change. By the end of this course\, participants will: \n\nDevelop a professional identity as a Change Agent\nExamine higher education institutions as complex organizations\, as well as analyzing leadership approaches and change theories\nDevelop strategies\, skills\, and abilities appropriate for serving as a Change Agent while holding a position as an early-career faculty member\n\nInstructors\nKelly Clark\, Johns Hopkins University\nRachel Kennison\, University of California\, Los Angeles\nL.J. McElravy\, University of Nebraska – Lincoln \nCourse Schedule\nThis 10-session\, 5-week course meets online on Tuesdays and Thursdays from June 11 through July 18 at  3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. There is no class the week of July 1. \nWorkload\nStudents should plan to spend several hours working through asynchronous materials outside of sessions each week. \nRegistration & Enrollment\nThis course has a cap of 40 students. \nRegistration is opens on Monday\, April 22\, and closes Monday\, May 20. This course builds on a foundational understanding of evidence based teaching\, and interested participants will need to share their teaching and/or teaching development experience in a brief course application. Instructors will review applications 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 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\nSending weekly reminders with upcoming assignments to all students\nSending reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Canvas (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\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\nThis course will form the initial engagement pathway for participants to achieve the foundational learning outcomes of the CIRTL Change Leadership Development Program. This course requires participants to have achieved at least the CIRTL Associate level. In terms of Bloom’s Taxonomy the course is analogous to a CIRTL Associate level of learning. Participants who complete this course will be able to describe evidence-based leadership practices\nThose who complete this course will be able to describe evidence-based leadership practices for change. This course supports developing a leadership identity\, examining organizational features that are characteristic of higher education institutions\, and exploring theories of change and leadership that will support participants’ ability to engage in systemic change focused on inclusive teaching and learning. These aims are based on conversations with the CIRTL  network over the past several years.
URL:https://cirtl.net/event/change-leadership-for-inclusive-teaching-and-learning-2/2024-06-27/
CATEGORIES:Course
END:VEVENT
END:VCALENDAR