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DTSTART;TZID=America/Chicago:20260302T100000
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SUMMARY:Decentering Grades: Getting Started with Ungrading for Future Faculty
DESCRIPTION:Have you or your students been frustrated by grading structures in class? Have you ever felt that education has become too much about grading and ranking\, rather than exploration and learning? The need to reshape the conventional means of assessing student work has become more pressing with the prevalent (mis)use of AI. The recent movement to “ungrade” education offers many tactics for instructors to provide meaningful feedback and nurture students’ intrinsic motivation\, while decentering or doing without grades and the challenges they pose to deep learning. This workshop introduces a few common ungrading practices and explores how they can be adapted for use for graduate instructors and TAs\, who often face greater institutional constraints when designing assessment plans. By the end of this workshop\, participants will be prepared to: \n\nUnderstand the definition and purpose of ungrading\nSelect ungrading practices on the basis of your teaching philosophy\, course objectives\, and external constraints\nApply ungrading principles to design an assessment scheme for an assignment\n\nInstructors\nRuilin Fan\, Columbia University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Monday\, March 2nd at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific. \nAudience\nThis session is designed for future faculty or instructors who may have limited power to change the overall course setup and class policies but who want to decenter grades in some way. Participants should have some experience with assessing student work. \nRegistration and Enrollment\n**At capacity and closed for registration as of Friday\, February 20th** \nCap: 30. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/decentering-grades-getting-started-with-ungrading-for-future-faculty/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260121T100000
DTEND;TZID=America/Chicago:20260121T120000
DTSTAMP:20260408T061159
CREATED:20251201T201511Z
LAST-MODIFIED:20260112T212245Z
UID:10002945-1768989600-1768996800@cirtl.net
SUMMARY:Pedagogies of Care: Accessible Teaching\, Systemic Barriers\, & Care in Your Discipline
DESCRIPTION:How can educators sustain care for themselves and their students amid growing institutional pressures\, shifting technologies\, and increasing demands on their time and attention? In this workshop\, participants will reflect on what care looks like in their classrooms\, what gets in the way of practicing it\, and how their disciplines shape (or neglect) its meaning. Through open discussion and reflective activities\, participants will examine tensions between institutional expectations and inclusive teaching values\, explore systemic barriers that reproduce harm or hinder access\, trace the ethical and cultural lineages that inform their pedagogical approaches\, and imagine practices of care that foster more just\, accessible\, and sustainable teaching and learning environments. By the end of this workshop\, participants will be prepared to: \n\nReflect on how care\, identity\, access\, and classroom climate shape their teaching and learning environments\nIdentify institutional and systemic factors that support or constrain care-centered and inclusive pedagogical practices\nAnalyze how disciplinary traditions and cultural lineages inform approaches to care in teaching and learning\nArticulate a preliminary “Pedagogy of Care” commitment or set of guiding practices to inform future course design and classroom engagement\n\nInstructors\nKelsey Reeder\, Columbia University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Wednesday\, January 21st at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific. \nAudience\nThis session is designed for educators with some teaching experience who have already begun reflecting on their teaching practice. Participants will get the most out of the sessions if they have prior exposure to concepts such as inclusive teaching\, course design\, or classroom climate\, whether through formal workshops or their own pedagogical reflection and experimentation. \nRegistration and Enrollment\n**At capacity and closed for registration as of Monday\, January 5th** \nThis course/workshop is at capacity and registration is closed. CIRTL’s self-paced teaching and learning courses are open for learning at any time\, on your own schedule. And CIRTL’s professional development event series\, taking place online on Thursdays starting January 22\, is uncapped and open for registration. \nCap: 25. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu) who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nAbout CIRTL Programming\nCIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order\, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming\, all CIRTL programming aligns with four broad learning goals; within those goals\, programming might provide participants with an introductory\, intermediate\, or advanced learning experience. \nThis course supports the following CIRTL learning goals at an intermediate level: \n\nGoal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.\nGoal 2: Connect with community to enhance teaching. See more Goal 2 programming.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.\nGoal 4: Prepare for an impactful career. See more Goal 4 programming.
URL:https://cirtl.net/event/pedagogies-of-care-accessible-teaching-systemic-barriers-care-in-your-discipline/
CATEGORIES:Workshop
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DTSTART;TZID=America/Chicago:20240611T110000
DTEND;TZID=America/Chicago:20240611T150000
DTSTAMP:20260408T061159
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:20230928T133000
DTEND;TZID=America/Chicago:20230928T150000
DTSTAMP:20260408T061159
CREATED:20230728T160309Z
LAST-MODIFIED:20230925T155910Z
UID:10000589-1695907800-1695913200@cirtl.net
SUMMARY:Teaching Discomfort: Facilitating Challenging Discussions in the Classroom
DESCRIPTION:REGISTER BY SEPTEMBER 21 \nLearn best practices on navigating challenging classroom discussions in this two-part workshop. In STEM disciplines\, where knowledge is considered to be “objective\,” instructors can be caught off-guard when challenging topics – especially ones that relate to social or cultural trauma – arise. In this workshop\, participants will learn best practices for “difficult knowledge”—content that causes students to analyze social trauma (Britzman 1998)—in diverse disciplinary contexts\, and apply those practices to design a pedagogical tool applicable in their own classrooms. In doing so\, participants will gain a better understanding of how to address pressing ideological issues in their discipline and incorporate them in their teaching. By the end of this workshop\, participants will be able to: \n\nDefine “difficult knowledge\,” explain its impact on students\, and identify examples from their own field\nDescribe and apply best practices for addressing difficult knowledge topics in their classrooms\nCreate a pedagogical tool that addresses a difficult knowledge topic in their field\n\nThis workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals. \nInstructors\nValerie Hsieh\, Columbia University\nValeria Spacciante\, Columbia University\nAbby Schroering\, Columbia University \nWorkshop Schedule\nThis workshop meets in Zoom on Thursdays\, September 21 and 28 at 3:30-5PM AT / 2:30-4PM ET / 1:30-3PM CT / 12:30-2PM MT / 11:30AM-1PM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking to learn approaches to facilitating challenging classroom discussions at the college level. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Thursday\, September 21.\nREGISTER BY SEPTEMBER 21 \nAccessibility\nIf you have a disability\, please let us know your learning needs. 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\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 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
URL:https://cirtl.net/event/teaching-discomfort-facilitating-challenging-discussions-in-the-classroom/2023-09-28/
CATEGORIES:Workshop
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