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SUMMARY:Maximizing Learning Outcomes from Instructional Demonstration: Balancing Instructor- and Student-Led Experiential Learning
DESCRIPTION:Are you looking to enhance your teaching methods and boost student engagement in your classroom? Join us for a workshop designed for educators who use demonstrations to reinforce learning objectives. In this interactive workshop\, participants will explore the overlap between instructor-led demonstrations and student-led experiential learning\, while considering instructional choices that help shape the execution of in-class demonstrations. They will engage in collaborative discussions with fellow educators and leave the workshop with practical strategies. By the end of this workshop\, participants will be prepared to: \n\nDescribe a relevant instructor-led demonstration in your discipline and how it helps to support student learning\nSelect between instructor-led demonstration and student-executed activity/laboratory for supporting student learning\nOrganize a class session that includes an instructor-led demonstration (e.g. decide where in a lesson plan a demonstration is most valuable)\n\nInstructors\nJesse Streicher\, Stanford University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Tuesday\, February 17th at 9-11pm Gulf / 12-2pm Eastern / 11am-1pm Central / 10am-12pm Arizona / 9-11am Pacific. \nAudience\nThis workshop is ideal for educators\, faculty members\, postdocs\, and instructional designers looking to enhance their teaching toolkit and create dynamic learning experiences in their classrooms. \nRegistration and Enrollment\n**At capacity and closed for registration as of Monday\, February 16th** \nCap: 50. 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 introductory or 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/maximizing-learning-outcomes-from-instructional-demonstration-balancing-instructor-and-student-led-experiential-learning/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251120T130000
DTEND;TZID=America/Chicago:20251120T143000
DTSTAMP:20260515T010259
CREATED:20250804T202607Z
LAST-MODIFIED:20251120T144247Z
UID:10002896-1763643600-1763649000@cirtl.net
SUMMARY:Leveraging Strengths of Neurodiverse Students in the Classroom
DESCRIPTION:Many times the discussion around learning and neurodiversity is deficit based. While it is important to consider the very real learning challenges that many neurodiverse students face in higher education\, it is equally critical to highlight the numerous strengths associated with different neurotypes such as ADHD\, learning disabilities\, autism\, mental health challenges and consider ways to help students leverage strengths for learning. This workshop will provide participants with an overview of neurodiversity and explore what a strength based and neuroaffirming perspective entails. Participants will consider how learning environments can interact with neurodiversity to mobilize strengths or heighten challenges\, and explore neuro-affirming instructional strategies to lower unintentional barriers to learning. By the end of this workshop\, participants will be prepared to: \n\nDescribe the tenets of a neurodiversity affirming paradigm and some neurodiversity related strengths and challenges\nIdentify some neuro-affirming instructional strategies that can help to mobilize neurodiversity-related strengths and lower learning barriers\nAnalyze your current instructional approach for neuro-affirming strategies that you currently utilizing or could integrate into your teaching\n\nInstructors\nMelissa Tamas\, Stanford University\nSavannah Pham\, Stanford University \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Thursday\, November 20th at 11pm-12:30am Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Arizona / 11am-12:30pm Pacific. \nAudience\nThis workshop is designed for graduate students and postdoctoral instructors who want to shine a light on the strengths of neurodiversity and consider ways to mobilize it for learning. No previous experience with neurodiversity is required. \nRegistration and Enrollment\n**Registration closed on Thursday\, November 20th** \nRegistration 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 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 introductory 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.
URL:https://cirtl.net/event/leveraging-strengths-of-neurodiverse-students-in-the-classroom/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251111T100000
DTEND;TZID=America/Chicago:20251111T120000
DTSTAMP:20260515T010259
CREATED:20250728T194818Z
LAST-MODIFIED:20251027T150224Z
UID:10002895-1762855200-1762862400@cirtl.net
SUMMARY:Examining and Analyzing Culturally Sustaining Pedagogy in Post-Secondary Contexts
DESCRIPTION:In the current U.S. political climate\, where diversity\, equity\, and inclusion (DEI) initiatives face increasing scrutiny and legislative challenges\, learning about culturally sustaining pedagogy (CSP) is more crucial than ever. Participants will learn the importance of using instructional strategies that affirm and sustain the cultural and linguistic identities of diverse students and how to foster a dynamic learning environment using CSP principles. Through collaboration and discussion\, participants will identify and apply these principles as well as reflect on their own cultural identities and biases\, challenge dominant narratives\, and promote critical thinking in their classrooms. By the end of this workshop\, participants will be prepared to: \n\nIdentify How CSP supports teaching and learning in higher education\nApply CSP principles to participant’s discipline or field of study\nDifferentiate Between CSP and Non-CSP practices in teaching and learning\nPlan one or more course-related materials or activities using CSP principles\n\nInstructors\nNakisha Whittington\, Stanford University \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Tuesday\, November 11th at 8-10pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 9-11am Arizona / 8-10am Pacific. \nAudience\nThis workshop is designed for graduate students at any stage in their career who want to learn more about engaging and transformative ways to teach. \nRegistration and Enrollment\nREGISTER NOW \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\nUsing alt-text on images in reading materials\nSending pre-session reminders 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 introductory 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.
URL:https://cirtl.net/event/examining-and-analyzing-culturally-sustaining-pedagogy-in-post-secondary-contexts/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250722T120000
DTEND;TZID=America/Chicago:20250722T133000
DTSTAMP:20260515T010259
CREATED:20250422T140254Z
LAST-MODIFIED:20250630T150041Z
UID:10002862-1753185600-1753191000@cirtl.net
SUMMARY:Exploring Teaching Across Institutions: A Photographic Journey
DESCRIPTION:Explore selections from a comprehensive contemporary photographic project depicting higher education in the US during this interactive\, single-session workshop. Using photographs from the project and an open-source photo collection\, participants will observe and reflect on teaching and learning in action across a wide variety of institutions and disciplines\, and will come away with insights about the roles of instructors and students\, in-class learning\, spaces and technologies that support (or hinder) teaching and learning\, and more. They will also explore how visual representations of their work could contribute to professional materials. By the end of this workshop\, participants will be prepared to: \n\nObserve and reflect on teaching using photographs as a prompt and source of insight\nApply insights from observations to their own teaching\n\nInstructors\nCassandra Horii\, Stanford University\nMartin Springborg\, Dakota County Technical College \nWorkshop Schedule\nThis one-session online workshop meets on Tuesday\, July 22 at 9-10:30pm Gulf / 2-3:30pm Atlantic / 1-2:30pm Eastern / 12-1:30pm Central / 11am-12:30pm Mountain / 10-11:30am Pacific/Arizona. \nAudience\nThis workshop is first and foremost for participants that wish to apply reflective insights to their own teaching practices\, but all interested in visual representations of teaching and learning across different institutions and disciplines are welcome. \nRegistration and Enrollment\nThis workshop has no cap\, and registration is now open. It will remain open until the workshop begins on Tuesday\, July 22. \nREGISTER NOW \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\nSharing materials (slides\, activity instructions\, etc.)\nEnabling live captioning during the session\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 known high-impact\, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.\n\nProfessional development\n\nIdentify skills and resources that help you navigate different career pathways\nPractice reflection that can apply to evidence-based teaching and other aspects of professional development
URL:https://cirtl.net/event/exploring-teaching-across-institutions-a-photographic-journey/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20241024T130000
DTEND;TZID=America/Chicago:20241024T143000
DTSTAMP:20260515T010259
CREATED:20240806T175409Z
LAST-MODIFIED:20241025T135246Z
UID:10000825-1729774800-1729780200@cirtl.net
SUMMARY:Creating Effective and Inclusive Learning Experiences for Neurodiverse Students
DESCRIPTION:Graduate student and postdoctoral instructors provide important face to face support and instruction to a diverse population of students in large lectures as well as smaller seminars. Therefore\, it is key that they understand how to cultivate a learning environment that is inclusive and effective for all types of learners\, especially neurodivergent learners. Students with ADHD\, autism\, learning disabilities\, and mental health challenges are entering into higher education in greater numbers and they can face unique obstacles when they arrive. Participants in this workshop will come away with an expanded understanding of neurodivergent students\, and start to develop strategies that create an effective and inclusive learning environment for neurodivergeng learners. By the end of this workshop\, participants will be able to: \n\nDescribe the current understanding of neurodiversity and the impact of several common types of neurodiversity on undergraduate student learning\nDistinguish between extraneous and intrinsic cognitive load in the context of classroom activities and assessments\nAnalyze classroom activities and assessments for possible negative impacts on neurodivergent learners\, as well as strategies for mitigating such impacts\n\nInstructors\nMelissa Tamas\, Stanford University\nMichelle Ming-Hsuan Pang\, Stanford University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Thursday\, October 24 at 10-11:30pm Gulf / 3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. \nAudience\nThis workshop is designed for graduate students and postdoctoral scholars who want to learn more about neurodivergent learners and strategies to support them in the college classroom. \nRegistration and Enrollment\n*10/14/2024 Update: This workshop is at capacity and closed for registration.*\nCap: 80. Registration opens on Monday\, October 7th. Once open\, it will remain open until capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nEvidence-based Teaching\nLearning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed. Describe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/creating-effective-and-inclusive-learning-experiences-for-neurodiverse-students/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20240731T120000
DTEND;TZID=America/Chicago:20240731T133000
DTSTAMP:20260515T010259
CREATED:20240424T153623Z
LAST-MODIFIED:20240709T170344Z
UID:10000753-1722427200-1722432600@cirtl.net
SUMMARY:Navigating the Academic Hand-off: Graduate Students and Postdocs as Scientific Trainers
DESCRIPTION:Passing down scientific knowledge is a common but often overlooked part of work for advanced graduate students and postdocs working with more junior student researchers. In this workshop\, you will apply teaching and learning strategies to streamline your research training\, develop training resources\, and assess your trainee’s learning. Together\, we’ll explore how to identify knowledge bottlenecks\, how to articulate training needs and goals\, and how to improve collaboration on training with the various trainees you’re guiding through these processes. By the end of this workshop\, you will be able to: \n\nDescribe a training task in which you\, as a trainee\, encountered a bottleneck and how you overcame it.\nAssess your training approach for the above task to recognize where you may overlook complexity faced by a new trainee.\nAnalyze your process to accomplish this task and construct a procedure to ease trainee’s learning\, practice\, and mastery.\nLeave with documented steps for a future training scenario they expect to encounter with a novice researcher\n\nInstructors\nJesse Streicher\, Stanford University\nAmanda Modell\, Stanford University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Wednesday\, July 31 at 2-3:30pm Atlantic / 1-2:30pm Eastern / 12-1:30pm Central / 11am-12:30pm Mountain / 10-11:30am Pacific. \nAudience\nThis workshop is designed for advanced grad students or postdocs in STEM/SBE disciplines who have responsibility for training junior graduate students. \nRegistration and Enrollment\n** At capacity and closed for registration as of Tuesday\, July 9. ** \nCap: 40. Registration opens on Monday\, July 8 at 11am Central Time; once open\, registration will close when capacity is reached or on Friday\, July 26\, whichever comes first. 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.\n\nAssociate: Learning communities\n\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/navigating-the-academic-hand-off/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231214T120000
DTEND;TZID=America/Chicago:20231214T133000
DTSTAMP:20260515T010259
CREATED:20230728T154839Z
LAST-MODIFIED:20231211T203929Z
UID:10000587-1702555200-1702560600@cirtl.net
SUMMARY:Getting Started with Universal Design for Learning
DESCRIPTION:We know the one-size-fits-all approach to learning design is not optimal. But how do we incorporate flexibility into teaching and learning while still maintaining rigorous learning? In this workshop\, participants will learn the three principles that underpin Universal Design for Learning (UDL)\, an evidence-based pedagogical framework that fosters motivated\, resourceful\, and strategic learners. They will have the opportunity to apply these principles to a teaching artifact of their choice\, be it a syllabus\, assignment\, and/or teaching practice. Participants will come away with an expanded understanding of learner variability\, how it can be leveraged as an asset in the classroom\, and how to make learning more accessible for their students. No previous experience with UDL is necessary. By the end of this workshop\, participants will be able to: \n\nIdentify the 3 main principles of Universal Design for Learning\nExplain why each principle is important to consider when designing inclusive learning opportunities\nCritique a proposed learning activity and identify potential barriers to equitable access\nPropose ways of re-designing a learning community to foster equity by following the principles of UDL\n\nThis workshop is part of CIRTL’s fall programming on accessibility. \nInstructors\nKatie Healey\, University of California\, Davis\nAmanda Modell\, Stanford University \nWorkshop Schedule\nThis workshop meets in Zoom on Thursdays\, December 7 and 14 at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, faculty\, and instructional staff in STEM/SBE disciplines\, but generally relevant to anyone looking for an introduction to Universal Design for Learning (UDL) and accessible teaching practices at the college level. \nRegistration & Enrollment\nNo cap. Registration opens Monday\, August 14 and closes Thursday\, December 7. \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 session information 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: 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 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/getting-started-with-universal-design-for-learning-2/2023-12-14/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230314T130000
DTEND;TZID=America/Chicago:20230314T143000
DTSTAMP:20260515T010259
CREATED:20221215T181644Z
LAST-MODIFIED:20230110T165641Z
UID:10000523-1678798800-1678804200@cirtl.net
SUMMARY:Communicating to Learn: Incorporating Scientific Communication into STEM Courses
DESCRIPTION:Many instructors are eager to help students develop critical skills that extend beyond the classroom or the major. This is sometimes explained as teaching students to “think like a scientist” or “think like an engineer”\, but how do we actually accomplish this goal? In this workshop\, we will highlight the value of “communicating to learn” and show how communication-based assessments and activities can promote critical thinking and foster deeper learning of technical content. By the end of this workshop\, participants will be prepared to: \n\narticulate the benefits of using communication-based assessments and activities in STEM courses\nidentify higher-order learning goals in your discipline that can be served by communication-based assessments and activities\ndesign a communication-based assessment or activity for your course\n\n REGISTER \nInstructor\nRajan Kumar – Stanford University \nWorkshop Schedule\nThis one-session online workshop meets on Tuesday\, March 14 at 3-4:30 AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT. \nRegistration\nThis workshop is open to the public (no cap). Registration opens January 10. You must register in order to attend; you will receive Zoom information upon registration. \nAccessibility\nWe strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs\, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations. \n\nLearning Outcomes\nAssociate: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic and 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\nPractitioner: Evidence-Based Teaching\n\nImplement one or more evidence-based teaching strategies for students in a learning experience.\nIntegrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.
URL:https://cirtl.net/event/communicating-to-learn-incorporating-scientific-communication-into-stem-courses/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221109T120000
DTEND;TZID=America/Chicago:20221109T133000
DTSTAMP:20260515T010259
CREATED:20220816T180254Z
LAST-MODIFIED:20230823T175345Z
UID:10000456-1667995200-1668000600@cirtl.net
SUMMARY:Getting Started with Universal Design for Learning
DESCRIPTION:We know the one-size-fits-all approach to learning design is not optimal. But how do we incorporate flexibility into teaching and learning while still maintaining rigorous learning? In this workshop\, participants will learn the three principles that underpin Universal Design for Learning (UDL)\, a pedagogical framework backed by neuroscience that fosters motivated\, resourceful\, and strategic learners. They will have the opportunity to apply these principles to a teaching artifact of their choice\, be it a syllabus\, assignment\, and/or teaching practice. Participants will come away with an expanded understanding of learner variability\, how it can be leveraged as an asset in the classroom\, and how to make learning more accessible for their students. No previous experience with UDL is necessary. By the end of this workshop\, participants will be prepared to: \n\nIdentify the 3 main principles of Universal Design for Learning\nExplain why each principle is important to consider when designing inclusive learning opportunities\nCritique a proposed learning activity and identify potential barriers to equitable access\nPropose ways of re-designing a learning community to foster equity by following the principles of UDL\n\nRegistration Closed \nWorkshop Schedule\nThis two-session online workshop meets on Wednesday\, November 2 and November 9 at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT. \nRegistration & Enrollment\nThis workshop has a cap of 75 students. Registration is open from Monday\, August 9 until capacity is reached or until Friday\, October 28\, whichever comes first. 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\nWe strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs\, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations. \n\nLearning Outcomes\nAssociate: Learning-through-Diversity\n\nDescribe the scope of diversity in learning environments\, of both students and instructor. (*Including but not limited to backgrounds\, race\, gender\, ability\, socio-economic status\, ethnicity\, gender preference\, and cognitive skills)\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 how an instructor’s beliefs and biases can influence student learning.\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.
URL:https://cirtl.net/event/getting-started-with-universal-design-for-learning/2022-11-09/
CATEGORIES:Workshop
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