Effective Assessment Strategies for Large Undergraduate Courses
Learn more about and apply scalable, innovative assessment strategies tailored for large undergraduate courses where instructors face time and workload challenges. No cap, register now.
All programming aligns with CIRTL’s 4 learning goals at introductory, intermediate, or advanced levels. Here, you can see programming that provides participants with an introductory exposure to learning goal topics.
Incorporating Active Learning
Active learning is a commonly-used phrase that many have different conceptions of or attribute different characteristics to. In this 4-part, self-paced online workshop, learn the basic components along with the benefits and limitations of active learning. Participants will use this knowledge to determine when active learning would be a benefit to the learning process and how they can apply new…
When a Student Falls Behind
Given the rapid pace and large volume of technical content in STEM courses, instructors often see students fall behind the cadence of content in the course for a variety of reasons in a variety of ways. Once a student falls behind, this can impede learning significantly. This 5-part, self-paced online course introduces how can instructors create policies and support for…
Effective Teaching and Learning: Promoting Student Engagement and Motivation Through Reflective and Metacognitive Strategies
Post-graduate STEM education presents unique opportunities and challenges in shaping professionals who can address complex scientific, technological, and societal issues. This 4-part, self-paced online course is designed to equip educators with innovative teaching strategies and pedagogies that inspire transformative learning, deepen engagement, and foster meaningful connections between theoretical knowledge and professional practice. By the end of this course, participants will…
Quick Take: How to Plan a Single Class Session
Explore and apply 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. Cap: 25; at capacity and closed for registration.
Writing an Effective Teaching Philosophy Statement (October)
Learn what a teaching philosophy statement is and how they are used in the academic job hunt. Cap 50; at capacity and closed for registration.
Shared Voices, Shared Decisions: Sociocracy for Educators and Leaders in Higher Ed
Explore connections among governance, power structures, and participatory equity in higher education in this course on sociocracy. Cap: 50; registration opens on Monday, September 29th at 10am CT and closes once capacity is reached.
Making Large Classes Feel Smaller
Reflect on the challenges of teaching in large classes and your own pedagogical values as an instructor in order to find creative ways to support student learning and engagement. This 4-part, self-paced online course explores common logistical challenges in large classes, considers how to apply evidence-based teaching practices in these environments, and invites participants to develop their own ideas for…
An Introduction to Evidence-Based Undergraduate STEM Teaching
Learn evidence-based teaching fundamentals in this 8-module, self-paced, asynchronous online course designed for future faculty in STEM disciplines (science, technology, engineering, and math). Originally created with funding from the National Sciences Foundation and iteratively updated to reflect contemporary teaching and learning topics, this course brings together faculty, staff, and other teaching and learning experts from across the United States to…
Writing an Effective Teaching Philosophy Statement (September)
Learn what a teaching philosophy statement is and how they are used in the academic job hunt. Cap 50; registration is closed.