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DTSTART;TZID=America/Chicago:20251023T100000
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UID:10002897-1761213600-1761220800@cirtl.net
SUMMARY:Fostering a Growth Mindset and Developing a Sense of Belonging in Your Students
DESCRIPTION:Learn from social and educational psychology in this one-part workshop on how instructors can foster growth mindsets in their students\, and how that in turn can foster greater student motivation\, achievement\, and belonging. What factors hold back or push students forward in learning and performing the best they can? How do students react to successes and challenges? By the end of this workshop\, participants will be prepared to: \n\nUnderstand the differences and relationship between growth mindset and sense of belonging\nConsider how students’ and instructors’ mindsets can impact student achievement and motivation\nIdentify concrete strategies to foster a growth mindset and sense of belonging in students\n\nInstructors\nEmily Potratz\, University of Illinois at Chicago\nLauren Woods\, University of Illinois at Chicago \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Thursday\, October 23rd at 7-9pm Gulf / 11am-1pm Eastern / 10am-12pm Central / 8-10am Pacific/Arizona. \nAudience\nThis workshop is for any educator interested in learning more about how to foster a growth mindset and develop a sense of belonging in their students. \nRegistration and Enrollment\nNo cap; registration opens on Monday\, September 29th at 10am CT and closes the day of the workshop.\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\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 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/fostering-a-growth-mindset-and-developing-a-sense-of-belonging-in-your-students-2/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250916T100000
DTEND;TZID=America/Chicago:20250916T111500
DTSTAMP:20260423T130936
CREATED:20250804T202410Z
LAST-MODIFIED:20250909T194456Z
UID:10002898-1758016800-1758021300@cirtl.net
SUMMARY:The Metacognitive Feedback Loop
DESCRIPTION:Student success tends to be measured through assessment and grades\, but this workshop will focus on how to promote student success by providing students with metacognitive feedback. Metacognition plays a key part for learning and growth\, urging instructors to consider how their feedback can help both themselves and their students think about their learning process and success. Participants will learn about the value of encouraging metacognitive reflection for students\, explore strategies and strengths of various feedback practices\, and reflect on how their feedback impacts student learning. They will also practice composing metacognitive feedback and discuss practical ways of implementing it in the classroom. By the end of this workshop\, participants will be prepared to: \n\nDiscuss the benefits of metacognitive reflection in courses\nIdentify multiple strategies for giving metacognitive feedback\nReflect on your own metacognitive process to aid in designing feedback\n\nInstructors\nJennifer Torres\, University of Illinois at Chicago \nWorkshop Schedule\nThis one-session workshop meets online in Zoom on Tuesday\, September 16th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona. \nAudience\nThis workshop is for any educator interested in learning more about metacognitive feedback and how to implement it in the classroom. \nRegistration and Enrollment\n**Closed for registration as of Wednesday\, September 3rd** \nCap 40; registration opens on Tuesday\, September 2nd at 10am CT and closes once 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 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.\nGoal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
URL:https://cirtl.net/event/the-metacognitive-feedback-loop/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20250225T133000
DTEND;TZID=America/Chicago:20250225T150000
DTSTAMP:20260423T130936
CREATED:20241126T212942Z
LAST-MODIFIED:20250905T184409Z
UID:10002829-1740490200-1740495600@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy\, learn how to articulate that philosophy across a variety of disciplines\, and refine strategies for dealing with mentoring challenges. \nThe content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring\, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. \nThis course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER\, the research base of mentorship\, or to request a CIMER training for your institution\, visit https://cimerproject.org/. \nInstructors\nSarah Larsen\, University of Houston\nLauren Woods\, University of Illinois\, Chicago \nCourse Schedule\nThis intensive 5-week seminar meets online on Tuesdays from January 28 through February 25 at 11:30pm-1am Gulf / 3:30-5pm Atlantic / 2:30-4pm Eastern / 1:30-3pm Central / 12:30-2pm Mountain / 11:30am-1pm Pacific. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading\, reflection\, and some writing. \nAudience\nThis seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines\, but generally relevant to anyone interested in learning how to support undergraduate mentees. \nRegistration and Enrollment\n**At capacity and closed for registration as of Monday January 13** \nThis short course has a cap of 20 students. Registration is open from Monday\, January 13 at 9pm Gulf / 1pm Atlantic / 12pm Eastern / 11am Central / 10am Mountain / 9am Pacific\, until capacity is reached. We expect this course to reach capacity within 1 week. 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 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\nUsing alt-text on images in reading materials\nSending weekly reminders with upcoming assignments to all students\nSending weekly reminders with missing assignments to students who have late work\nSharing materials for synchronous sessions with students via Moodle (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\nAllowing students to make up absences and submit work late with no penalty\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This seminar is designed around the following learning outcomes. \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 LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training-3/2025-02-25/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20241024T100000
DTEND;TZID=America/Chicago:20241024T120000
DTSTAMP:20260423T130936
CREATED:20240719T194201Z
LAST-MODIFIED:20240930T202147Z
UID:10000759-1729764000-1729771200@cirtl.net
SUMMARY:Fostering a Growth Mindset and Developing a Sense of Belonging in Your Students
DESCRIPTION:Learn from social and educational psychology in this one-part workshop on how instructors can foster growth mindsets in their students\, and how that in turn can foster greater student motivation\, achievement\, and belonging. What factors hold back or push students forward in learning and performing the best they can? How do students react to successes and challenges? By the end of this workshop\, participants will be prepared to: \n\nUnderstand the differences and relationship between growth mindset and sense of belonging\nConsider how students’ and instructors’ mindsets can impact student achievement and motivation\nIdentify concrete strategies to foster a growth mindset and sense of belonging in students\n\nInstructors\nEmily Potratz\, University of Illinois at Chicago\nLauren Woods\, University of Illinois at Chicago \nWorkshop Schedule\nThis one-session online workshop meets on Thursday\, October 24 at 7-9pm Gulf / 12-2pm Atlantic / 11am-1pm Eastern / 10am-12pm Central / 9-11am Mountain / 8-10am Pacific. \nAudience\nThis workshop is for any educator interested in learning more about how to foster a growth mindset and develop a sense of belonging in their students. \nRegistration and Enrollment\nREGISTER NOW\nThis workshop has no cap\, and registration opens Monday\, September 30th. Once registration opens\, it will remain open until the day of the workshop on Thursday\, October 24th. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: 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 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.\n\nPractitioner: Learning communities\n\nImplement one or more learning community strategies for students in a learning experience.\nIntegrate one or more learning community strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.\n\nPractitioner: Learning through diversity\n\nImplement one or more Learning-through-Diversity strategies in a teaching experience.\nIntegrate one or more Learning-through-Diversity techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.
URL:https://cirtl.net/event/fostering-a-growth-mindset-and-developing-a-sense-of-belonging-in-your-students/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20231127T110000
DTEND;TZID=America/Chicago:20231127T130000
DTSTAMP:20260423T130936
CREATED:20230728T153359Z
LAST-MODIFIED:20231108T195715Z
UID:10000637-1701082800-1701090000@cirtl.net
SUMMARY:Supporting Neurodivergent Students
DESCRIPTION:Learn about common forms of neurodiversity\, the obstacles that neurodivergent students might encounter in academia\, and teaching strategies to overcome those obstacles in this two-part workshop. In part one\, participants will learn key basics about neurodiversity\, on topics including conditions such as dyslexia\, dyspraxia\, autism\, and ADHD\, common obstacles faced by neurodivergent students\, and strategies and resources for supporting neurodivergent students. In part two\, participants will brainstorm\, refine\, and detail an individualized and actionable teaching approach to create more inclusive learning experiences for all students based on strengths-based learning and Universal Design for Learning (UDL) principles. By the end of this workshop\, participants will be able to: \n\nDescribe what neurodiversity is and its common forms and experiences\nRecognize ways that neurodivergent students may experience difficulties with typical teaching methods\nExplain the difference between the medical and social models of disability\nBrainstorm new methods for creating inclusive and accessible classes for neurodivergent students\n\nThis workshop is part of CIRTL’s fall programming on accessibility. \nInstructors\nBailey Szustak\, University of Illinois Chicago\nHelen Rottier\, University of Illinois Chicago \nWorkshop Schedule\nAll participants will attend a first session on Wednesday\, November 8; then\, participants can choose from attending one of two follow-up sessions on either Monday\, November 20 or 27. Sessions take place in Zoom at 1-3PM AT / 12-2PM ET / 11AM-1PM CT / 10AM-12PM MT / 9-11AM PT. \nAudience\nThis workshop is designed first and foremost for graduate students\, postdoctoral researchers\, faculty\, and instructional staff  in STEM/SBE disciplines\, but is generally relevant to anyone looking for an introduction to neurodiversity in college-level teaching and learning environments. \nRegistration & Enrollment\nNo cap. Registration opens on Monday\, August 14\, and closes Wednesday\, November 8. \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 community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning\n\nAssociate: Learning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning\nDescribe several learning-through-diversity (LtD) techniques and strategies\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/supporting-neurodivergent-students-2/2023-11-27/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230227T123000
DTEND;TZID=America/Chicago:20230227T140000
DTSTAMP:20260423T130936
CREATED:20221215T181333Z
LAST-MODIFIED:20230407T183250Z
UID:10000510-1677501000-1677506400@cirtl.net
SUMMARY:Research Mentor Training
DESCRIPTION:* This course is at capacity and closed for registration as of Wednesday\, January 11. Registrants are notified of their enrollment status within 2 business days of registration closing. * \n\nWork with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy\, learn how to articulate that philosophy across a variety of disciplines\, and refine strategies for dealing with mentoring challenges. \nThe content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring\, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. Seminar topics include: \n\nAligning Expectations and Assessing Competencies\nEffective Communication\nFostering Independence\, Self-efficacy\, and Professional Development\nFostering Equity and Inclusion in a Research Context\nConflict Resolution\, Feedback\, Well-being\nArticulating a Mentoring Philosophy and Plan\n\nThis course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER\, the research base of mentorship\, or to request a CIMER training for your institution\, visit https://cimerproject.org/. \nInstructors\nValerie Fako Miller – University of Illinois at Chicago\nPaula Kavathas – Yale University \nCourse Schedule\nThis intensive 6-week course meets online on Mondays from January 23 to February 27 at 2:30-4PM AT / 1:30-3PM ET / 12:30-2PM CT / 11:30AM-1PM MT / 10:30AM-12PM PT. \nWorkload\nInstructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. \nRegistration and Enrollment\nThis short course has a cap of 20 students. Registration is open from Tuesday\, January 10\, until capacity is reached or until Wednesday\, January 18\, 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 Community\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing LCs comprising a diverse group of learners.\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\nDescribe how an instructor’s beliefs and biases can influence student learning.
URL:https://cirtl.net/event/research-mentor-training-spring2023/2023-02-27/
CATEGORIES:Course
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220928T130000
DTEND;TZID=America/Chicago:20220928T150000
DTSTAMP:20260423T130936
CREATED:20220628T011953Z
LAST-MODIFIED:20230823T175244Z
UID:10000016-1664370000-1664377200@cirtl.net
SUMMARY:Supporting Neurodivergent Students
DESCRIPTION:Want to better support your students with neurodiversity? In this workshop\, we will review common forms of neurodiversity such as dyslexia\, dyspraxia\, autism\, and ADHD and identify obstacles faced by neurodivergent students in academia. You will be introduced to strategies and resources for supporting these students\, and explore ways to implement these strategies through group collaboration. By the end of this workshop\, participants will be prepared to: \n\nDescribe what neurodiversity is and its common forms and experiences.\nRecognize ways that neurodivergent students may experience difficulties with typical teaching methods.\nExplain the difference between the medical and social models of disability.\nBrainstorm new methods for creating inclusive and accessible classes for neurodivergent students.\n\nRegistration Closed \nWorkshop Schedule\nThis one-session online workshop meets on Wednesday\, September 28 at 3-5PM AT / 2-4PM ET / 1-3PM CT / 12-2PM MT / 11AM-1PM PT. \nRegistration & Enrollment\nThis workshop has a cap of 50 students. Registration is open from Monday\, August 9 until capacity is reached or until Friday\, September 23\, 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: 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 Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe 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 and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/supporting-neurodivergent-students/
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220927T103000
DTEND;TZID=America/Chicago:20220927T120000
DTSTAMP:20260423T130936
CREATED:20220705T005412Z
LAST-MODIFIED:20230823T175309Z
UID:10000018-1664274600-1664280000@cirtl.net
SUMMARY:Writing an Effective Teaching Philosophy Statement
DESCRIPTION:Draft a peer-reviewed statement that reflects your teaching beliefs and experiences in this interactive\, two-part online workshop. Participants will work to draft and edit a teaching statement\, which is often required for US academic job applications. We will discuss elements of teaching statements\, evidence of effective teaching tailored for different academic jobs\, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s collaborative\, peer-review process. \nRegistration Closed \nWorkshop Schedule\nThis two-session online workshop meets on Tuesday\, September 13 and 27 at 12:30-2PM AT / 11:30AM-1PM ET / 10:30AM-12PM CT / 9:30-11AM MT / 8:30-10AM PT. \nWorkload\nParticipants will be expected to draft (or revise an existing draft of) a teaching philosophy statement. \nRegistration & Enrollment\nThis workshop is limited to 50 participants. Registration is open from Monday\, August 9 until capacity is reached or until Friday\, September 9\, 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: Evidence-Based Teaching\n\nDescribe and recognize the value of realistic well-defined\, achievable\, measurable and student-centered learning goals.\n\nAssociate: Learning Community\n\nRecognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.\n\nAssociate: Learning-through-Diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.
URL:https://cirtl.net/event/writing-an-effective-teaching-philosophy-statement/2022-09-27/
CATEGORIES:Workshop
END:VEVENT
END:VCALENDAR