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DTSTART;TZID=America/Chicago:20230105T090000
DTEND;TZID=America/Chicago:20230105T093000
DTSTAMP:20260612T130521
CREATED:20221206T224147Z
LAST-MODIFIED:20260206T165058Z
UID:16049-1672909200-1672911000@ctl.wustl.edu
SUMMARY:Teaching in Pooled Classrooms
DESCRIPTION:This session will introduce the equipment installed in WashU pooled classrooms and show you how to use different technologies within the room\, with our Classroom Services staff who know the ins and outs of each classroom. \nFor questions about this tech training\, please contact Doug Hughey\, Classroom Services Manager \nRegistration
URL:https://ctl.wustl.edu/event/teaching-in-pooled-classrooms_2023-01-05/
LOCATION:Zoom
CATEGORIES:- Short Session (<30 minutes)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20230103T100000
DTEND;TZID=America/Chicago:20230103T110000
DTSTAMP:20260612T130521
CREATED:20221206T162053Z
LAST-MODIFIED:20260206T152525Z
UID:16023-1672740000-1672743600@ctl.wustl.edu
SUMMARY:Course Design Institute: January 3 - January 9\, 2023
DESCRIPTION:Redesigning a course over break? Tackling a new-to-you course or a brand new course in the spring? New to WashU and/or new to designing your own course? The CTL’s Course Design Institute (CDI) is for you! \nThis week-long intensive course design institute will guide participants in planning and preparing to teach a course that is supported by the latest research in teaching and learning. During the CDI\, facilitators will model and discuss a range of tools and strategies that can enhance your instruction\, increase student engagement\, ensure alignment between course goals and assessments\, and establish an inclusive learning environment for your students. \nParticipants who fully engage in the program will leave with a significant portion of their course planning finished\, including clearly delineated learning goals\, an assessment/assignment plan\, strategies for student engagement and Canvas use\, a draft of the syllabus and course policies\, and a detailed plan for the first day of class. \nThe CDI will be conducted through a combination of daily self-paced learning modules in Canvas and three\, hour-long synchronous Zoom meetings. Overall time commitment for participating includes 3.5 hours of live engagement\, plus an average of 2-3 hours each day for asynchronous work in Canvas (reading\, watching videos\, working on drafting aspects of your course). \nLive sessions will take place via Zoom on Tuesday\, January 3rd\, Thursday\, January 5th\, and Monday\, January 9th from 10-11am CT. To participate\, faculty must commit to attending the three live sessions. \nProgram Learning Objectives:\nParticipants will: \n\nLearn about and employ backwards design to develop a course plan;\nDesign\, develop\, and build materials for their course including learning goals\, assessment plan\, syllabus\, and more;\nDiscover strategies for helping students thrive\, including ways to promote meaningful interaction and support equitable learning; and\nExperience Canvas from the perspective of a student in a course.\n\nPlease contact Dr. Meg Gregory\, meggregory@wustl.edu with questions about the program. \nNote that this course design institute is primarily open to faculty teaching this Spring or Summer at WashU. If you are a graduate student or postdoc who will be an instructor of record in an upcoming semester and would like to participate\, please contact meggregory@wustl.edu for next steps. A limited number of spots may be available for graduate students and postdocs depending on faculty participant demand. \nRegister Here\nRegistration has now closed. Please contact Dr. Meg Gregory (meggregory@wustl.edu) with questions.
URL:https://ctl.wustl.edu/event/january2023_course-design-institute/
LOCATION:Via Canvas Course and Synchronous Zoom Sessions
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221201T120000
DTEND;TZID=America/Chicago:20221201T130000
DTSTAMP:20260612T130521
CREATED:20220729T192419Z
LAST-MODIFIED:20260206T162057Z
UID:15294-1669896000-1669899600@ctl.wustl.edu
SUMMARY:Fall 2022 Faculty Reading Community
DESCRIPTION:Join fellow faculty and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe Faculty Reading Community discussions in Fall 2022 will involve chapters from Peter Felten and Leo M. Lambert’s recent book\, Relationship-Rich Education: How Human Connections Drive Success in College. In this book\, Felton and Lambert argue that “peer-to-peer\, student-faculty\, and student-staff relationships are the foundations of learning\, belonging\, and achieving in college” (5). Drawing on existing scholarship on student-instructor interactions and mentorship\, as well as on more than 100 interviews with faculty\, staff\, and undergraduate students from across the country\, Felten and Lambert explore the potential powerful promise of and challenges in establishing relationship-rich undergraduate education. \nParticipants are required to attend 4 of 6 meetings. Participants who are local and can pick up their book at WashU will receive a copy of the book courtesy of the CTL. Seats are limited. The plan is for this program to operate under a hybrid model this fall\, with attendance possible in person or via Zoom. More information on format to follow. \nMeetings will be from noon-1pm on the following Thursdays:\n \nDiscussion Schedule:\nSept 22 Introduction and Chapter 1: Considers some general principles of relationship-rich education\nOct 6 Chapter 2: Highlights difficulties of creating and sustaining relationship-rich education\nOct 20 Chapter 3: Examines the importance of institutional culture for establishing relationship-rich experiences\nNov 3 Chapter 4: Surveys classroom practices that support relationship-building\nNov 17 Chapter 5: Details a diverse array of campus programs and services that support relationship-building\nDec 1 Chapter 6: Describes key qualities of effective mentoring interactions \nFor questions about the Faculty Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration\nRegistration is now at capacity for the Fall 2022 faculty reading community.
URL:https://ctl.wustl.edu/event/fall-2022-faculty-reading-community/2022-12-01/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221201T113000
DTEND;TZID=America/Chicago:20221201T130000
DTSTAMP:20260612T130521
CREATED:20220828T154551Z
LAST-MODIFIED:20260206T170942Z
UID:15505-1669894200-1669899600@ctl.wustl.edu
SUMMARY:Introduction to Pedagogical Scholarship
DESCRIPTION:So\, you’ve heard the terms scholarly teaching\, SoTL\, TAR\, and DBER\, but what do they mean? How are they related? In this workshop for graduate students and postdocs\, we will define various modes of pedagogical research and discuss similarities and differences between them. Participants will also learn about qualitative and quantitative approaches to pedagogical research as well as about strategies to become more involved in pedagogical scholarship in their classroom. \nNote that while this workshop is part of the STEM pedagogies series\, anyone interested in doing SoTL research or possibly participating in the SoTL seminar is welcome! \nFor questions about this workshop\, contact Dr. Lisa Kuehne\, Assistant Director for Graduate Student and Postdoc Programs. \nRegister here\n\nThe registration has now closed. Please contact Rick Moore with any questions rick.moore@wustl.edu.
URL:https://ctl.wustl.edu/event/introduction-to-pedagogical-scholarship-12-1-22/
LOCATION:Zoom
CATEGORIES:- Advanced Workshop (PDT),- STEM (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221129T150000
DTEND;TZID=America/Chicago:20221129T160000
DTSTAMP:20260612T130521
CREATED:20220729T192915Z
LAST-MODIFIED:20260206T170047Z
UID:15557-1669734000-1669737600@ctl.wustl.edu
SUMMARY:Graduate Student Postdoc Reading Community Fall 2022
DESCRIPTION:Join fellow advanced graduate students\, postdocs\, and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe GSPD Reading Community discussions in Fall 2022 will involve chapters from Peter Felten and Leo M. Lambert’s recent book\, Relationship-Rich Education: How Human Connections Drive Success in College. In this book\, Felton and Lambert argue that “peer-to-peer\, student-faculty\, and student-staff relationships are the foundations of learning\, belonging\, and achieving in college” (5). Drawing on existing scholarship on student-instructor interactions and mentorship\, as well as on more than 100 interviews with faculty\, staff\, and undergraduate students from across the country\, Felten and Lambert explore the potential powerful promise of and challenges in establishing relationship-rich undergraduate education. \nParticipants are required to attend 5 of 6 meetings. Participants who are local and can pick up their book at WashU will receive a copy of the book courtesy of the CTL. Seats are limited. The plan is for this program to operate under a hybrid model this fall\, with attendance possible in person or via Zoom. More information on format to follow. \nNOTE THE NEW TIME!\nMeetings will be from 3-4pm on the following Tuesdays:\n \nDiscussion Schedule:\nSept 20 Introduction and Chapter 1: Considers some general principles of relationship-rich education\nOct 4 Chapter 2: Highlights difficulties of creating and sustaining relationship-rich education\nOct 18 Chapter 3: Examines the importance of institutional culture for establishing relationship-rich experiences\nNov 1 Chapter 4: Surveys classroom practices that support relationship-building\nNov 15 Chapter 5: Details a diverse array of campus programs and services that support relationship-building\nNov 29 Chapter 6: Describes key qualities of effective mentoring interactions \nFor questions about the GSPD Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration
URL:https://ctl.wustl.edu/event/graduate-student-postdoc-reading-community-fall-2022/2022-11-29/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221129T120000
DTEND;TZID=America/Chicago:20221129T123000
DTSTAMP:20260612T130521
CREATED:20220918T222018Z
LAST-MODIFIED:20260206T154939Z
UID:15576-1669723200-1669725000@ctl.wustl.edu
SUMMARY:Effective Student Evaluations and Question Personalization
DESCRIPTION:Instructors have the opportunity to add up to three custom questions to their student course evaluations during the question personalization period. In this session\, we’ll discuss how to write effective questions\, increase student response rates\, and generally make the most out of the student course evaluation process. \nFor questions about this virtual conversation\, please contact Dr. Rick Moore\, Assistant Director of Assessment and Evaluation \n  \nRegistration
URL:https://ctl.wustl.edu/event/effective-student-evaluations-and-question-personalization-11-29-22/
LOCATION:Zoom
CATEGORIES:- Short Session (<30 minutes)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221117T120000
DTEND;TZID=America/Chicago:20221117T130000
DTSTAMP:20260612T130521
CREATED:20220729T192419Z
LAST-MODIFIED:20260206T162057Z
UID:15292-1668686400-1668690000@ctl.wustl.edu
SUMMARY:Fall 2022 Faculty Reading Community
DESCRIPTION:Join fellow faculty and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe Faculty Reading Community discussions in Fall 2022 will involve chapters from Peter Felten and Leo M. Lambert’s recent book\, Relationship-Rich Education: How Human Connections Drive Success in College. In this book\, Felton and Lambert argue that “peer-to-peer\, student-faculty\, and student-staff relationships are the foundations of learning\, belonging\, and achieving in college” (5). Drawing on existing scholarship on student-instructor interactions and mentorship\, as well as on more than 100 interviews with faculty\, staff\, and undergraduate students from across the country\, Felten and Lambert explore the potential powerful promise of and challenges in establishing relationship-rich undergraduate education. \nParticipants are required to attend 4 of 6 meetings. Participants who are local and can pick up their book at WashU will receive a copy of the book courtesy of the CTL. Seats are limited. The plan is for this program to operate under a hybrid model this fall\, with attendance possible in person or via Zoom. More information on format to follow. \nMeetings will be from noon-1pm on the following Thursdays:\n \nDiscussion Schedule:\nSept 22 Introduction and Chapter 1: Considers some general principles of relationship-rich education\nOct 6 Chapter 2: Highlights difficulties of creating and sustaining relationship-rich education\nOct 20 Chapter 3: Examines the importance of institutional culture for establishing relationship-rich experiences\nNov 3 Chapter 4: Surveys classroom practices that support relationship-building\nNov 17 Chapter 5: Details a diverse array of campus programs and services that support relationship-building\nDec 1 Chapter 6: Describes key qualities of effective mentoring interactions \nFor questions about the Faculty Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration\nRegistration is now at capacity for the Fall 2022 faculty reading community.
URL:https://ctl.wustl.edu/event/fall-2022-faculty-reading-community/2022-11-17/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221115T150000
DTEND;TZID=America/Chicago:20221115T160000
DTSTAMP:20260612T130521
CREATED:20220729T192915Z
LAST-MODIFIED:20260206T170047Z
UID:15556-1668524400-1668528000@ctl.wustl.edu
SUMMARY:Graduate Student Postdoc Reading Community Fall 2022
DESCRIPTION:Join fellow advanced graduate students\, postdocs\, and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe GSPD Reading Community discussions in Fall 2022 will involve chapters from Peter Felten and Leo M. Lambert’s recent book\, Relationship-Rich Education: How Human Connections Drive Success in College. In this book\, Felton and Lambert argue that “peer-to-peer\, student-faculty\, and student-staff relationships are the foundations of learning\, belonging\, and achieving in college” (5). Drawing on existing scholarship on student-instructor interactions and mentorship\, as well as on more than 100 interviews with faculty\, staff\, and undergraduate students from across the country\, Felten and Lambert explore the potential powerful promise of and challenges in establishing relationship-rich undergraduate education. \nParticipants are required to attend 5 of 6 meetings. Participants who are local and can pick up their book at WashU will receive a copy of the book courtesy of the CTL. Seats are limited. The plan is for this program to operate under a hybrid model this fall\, with attendance possible in person or via Zoom. More information on format to follow. \nNOTE THE NEW TIME!\nMeetings will be from 3-4pm on the following Tuesdays:\n \nDiscussion Schedule:\nSept 20 Introduction and Chapter 1: Considers some general principles of relationship-rich education\nOct 4 Chapter 2: Highlights difficulties of creating and sustaining relationship-rich education\nOct 18 Chapter 3: Examines the importance of institutional culture for establishing relationship-rich experiences\nNov 1 Chapter 4: Surveys classroom practices that support relationship-building\nNov 15 Chapter 5: Details a diverse array of campus programs and services that support relationship-building\nNov 29 Chapter 6: Describes key qualities of effective mentoring interactions \nFor questions about the GSPD Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration
URL:https://ctl.wustl.edu/event/graduate-student-postdoc-reading-community-fall-2022/2022-11-15/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221110T153000
DTEND;TZID=America/Chicago:20221110T170000
DTSTAMP:20260612T130521
CREATED:20220713T192643Z
LAST-MODIFIED:20260206T170724Z
UID:15201-1668094200-1668099600@ctl.wustl.edu
SUMMARY:Incorporating Active Learning During Class Time
DESCRIPTION:Research overwhelmingly supports the idea that active learning\, “opportunities for students to meaningfully talk and listen\, write\, read\, and reflect on the content\, ideas\, issues\, and concerns of an academic subject” leads to greater learning gains than methods of teaching that situate students as passive receptors of knowledge (Meyer & Jones\, 1993). Yet sometimes factors like course content\, class size\, and student readiness lend themselves to more traditional methods like lecture. In this workshop\, participants will examine the research related to active learning in the humanities\, arts\, and social sciences\, and discuss how to incorporate active learning strategies effectively into their courses. \nFor questions about this workshop\, please contact Dr. Meg Gregory. \nRegister Here\nRegistration for this workshop has now closed. If you would still like to participate\, please contact Dr. Gregory for the Zoom link. \n 
URL:https://ctl.wustl.edu/event/11_10_22_incorporating-active-learning-during-class-time/
LOCATION:Zoom
CATEGORIES:- Advanced Workshop (PDT),- Humanities, Arts & Social Sciences (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221110T130000
DTEND;TZID=America/Chicago:20221110T143000
DTSTAMP:20260612T130521
CREATED:20220828T153902Z
LAST-MODIFIED:20250731T192556Z
UID:15504-1668085200-1668090600@ctl.wustl.edu
SUMMARY:Efficient\, Reflective and Effective Strategies for Grading
DESCRIPTION:Evaluating student work\, particularly for large classes or long assignments\, requires time and effort. Graduate students and postdocs can benefit from adopting efficient strategies that help to ensure fair application of points while making good use of their time. Grading can further be a reflective activity that provides feedback to the grader about student comprehension\, which can then be used to inform future interactions with students and faculty. Grading is also an effective tool for guiding students to deeper understanding through thoughtful\, targeted feedback on their effort. \nIn this workshop\, participants will work together to explore various grading strategies while also discussing other aspects of assessing student work\, such as communicating with faculty about grading criteria and policy\, achieving consistency during grading and responding to common student concerns about grades. \nRegister here
URL:https://ctl.wustl.edu/event/efficient-reflective-and-effective-strategies-for-grading_11-10-22/
LOCATION:Zoom
CATEGORIES:- Foundations in Teaching (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221109T130000
DTEND;TZID=America/Chicago:20221109T133000
DTSTAMP:20260612T130521
CREATED:20220918T221553Z
LAST-MODIFIED:20260206T154939Z
UID:15575-1667998800-1668000600@ctl.wustl.edu
SUMMARY:Lessons from Small Teaching: Practicing
DESCRIPTION:This virtual conversation is for instructors who assign projects\, papers\, performances\, or other big end-of-term assignments and want to help students produce higher-quality work that showcase their skills. If you have graded student work at the end of the semester that has not met your expectations\, this is the session for you! We will discuss ways to sequence in skill-building opportunities in your class\, based on James Lang’s chapter in Small Teaching on the value of Practicing. \nFor questions about this event\, please contact Dr. Sally Wu\, Assistant Director for Educational Technology. \nRegistration
URL:https://ctl.wustl.edu/event/lessons-from-small-teaching-practicing-11-9-22/
LOCATION:Zoom
CATEGORIES:- Short Session (<30 minutes)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221109T120000
DTEND;TZID=America/Chicago:20221109T123000
DTSTAMP:20260612T130521
CREATED:20220918T221006Z
LAST-MODIFIED:20260206T165111Z
UID:15574-1667995200-1667997000@ctl.wustl.edu
SUMMARY:Introduction to Annoto
DESCRIPTION:Learn how Annoto turns passive video watching into an active and collaborative experience. Annoto allows students and instructors comment on any video content and provides actionable data on student watch time and engagement with videos. \nFor questions about this tech training\, please contact Dr. Sally Wu\, Assistant Director for Educational Technology \nRegistration
URL:https://ctl.wustl.edu/event/introduction-to-annoto-11-09-22/
LOCATION:Zoom
CATEGORIES:- Short Session (<30 minutes)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221109T110000
DTEND;TZID=America/Chicago:20221109T123000
DTSTAMP:20260612T130521
CREATED:20220828T153646Z
LAST-MODIFIED:20250731T192557Z
UID:15503-1667991600-1667997000@ctl.wustl.edu
SUMMARY:Efficient\, Reflective and Effective Strategies for Grading
DESCRIPTION:Evaluating student work\, particularly for large classes or long assignments\, requires time and effort. Graduate students and postdocs can benefit from adopting efficient strategies that help to ensure fair application of points while making good use of their time. Grading can further be a reflective activity that provides feedback to the grader about student comprehension\, which can then be used to inform future interactions with students and faculty. Grading is also an effective tool for guiding students to deeper understanding through thoughtful\, targeted feedback on their effort. \nIn this workshop\, participants will work together to explore various grading strategies while also discussing other aspects of assessing student work\, such as communicating with faculty about grading criteria and policy\, achieving consistency during grading and responding to common student concerns about grades. \nRegistration
URL:https://ctl.wustl.edu/event/efficient-reflective-and-effective-strategies-for-grading_11-09-22/
LOCATION:Zoom
CATEGORIES:- Foundations in Teaching (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221108T150000
DTEND;TZID=America/Chicago:20221108T163000
DTSTAMP:20260612T130521
CREATED:20220713T213044Z
LAST-MODIFIED:20260206T170827Z
UID:15213-1667919600-1667925000@ctl.wustl.edu
SUMMARY:Creating a Teaching Portfolio
DESCRIPTION:  \nFor teaching-focused positions\, it’s common on the academic job market to be asked for “evidence of teaching effectiveness” or a “teaching portfolio.” In this workshop for graduate students and postdocs\, participants will identify key components of a teaching portfolio and discover appropriate structures and organizational strategies for their teaching related documents. Participants will also examine approaches for effectively framing their teaching experiences and teaching-related qualifications so that the portfolio provides a clear narrative that communicates evidence of their commitment to teaching. \nRegistration for workshops in this series are only open to postdocs and graduate students who are in their third years or beyond. If you should have need to take this workshop earlier\, please reach out to Dr. Meg Gregory\, Associate Director of Faculty Programs and Services. \nRegister Here\nRegistration for this workshop has now closed. If you would still like to participate\, please email Dr. Meg Gregory at meggregory@wustl.edu for the Zoom link. \n 
URL:https://ctl.wustl.edu/event/11_08_22_creating-a-teaching-portfolio/
LOCATION:Zoom
CATEGORIES:- Advanced Workshop (PDT),- Job Market (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221108T120000
DTEND;TZID=America/Chicago:20221108T125000
DTSTAMP:20260612T130521
CREATED:20221027T180905Z
LAST-MODIFIED:20260206T165721Z
UID:15725-1667908800-1667911800@ctl.wustl.edu
SUMMARY:Facilitating Inclusive and Engaging Classroom Discussions
DESCRIPTION:*Back by popular demand!* \nWhile as faculty we hope to engage student learners\, facilitating a true discussion in the classroom is one of the most challenging aspects of teaching with active learning. In this workshop\, participants will examine strategies for structuring a successful\, inclusive discussion and consider ways to move beyond instructor-student-instructor patterns of response. Participants will also review a variety of question types and discussion structures that are likely to spur different kinds of productive student engagement. \nFor questions about this workshop\, contact Dr. Meg Gregory\, Associate Director for Faculty Programs and Services \nRegistration\nRegistration has now closed for this event. If you still wish to participate\, please email Meg at meggregory@wustl.edu
URL:https://ctl.wustl.edu/event/11_8_22_facilitating-inclusive-and-engaging-classroom-discussions/
LOCATION:Zoom
CATEGORIES:- Workshop (50-90 minutes, interactive)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221107T150000
DTEND;TZID=America/Chicago:20221107T163000
DTSTAMP:20260612T130521
CREATED:20220828T153408Z
LAST-MODIFIED:20250731T192557Z
UID:15502-1667833200-1667838600@ctl.wustl.edu
SUMMARY:Efficient\, Reflective and Effective Strategies for Grading
DESCRIPTION:Evaluating student work\, particularly for large classes or long assignments\, requires time and effort. Graduate students and postdocs can benefit from adopting efficient strategies that help to ensure fair application of points while making good use of their time. Grading can further be a reflective activity that provides feedback to the grader about student comprehension\, which can then be used to inform future interactions with students and faculty. Grading is also an effective tool for guiding students to deeper understanding through thoughtful\, targeted feedback on their effort. \nIn this workshop\, participants will work together to explore various grading strategies while also discussing other aspects of assessing student work\, such as communicating with faculty about grading criteria and policy\, achieving consistency during grading and responding to common student concerns about grades. \nRegister here
URL:https://ctl.wustl.edu/event/efficient-reflective-and-effective-strategies-for-grading-11-7-22/
LOCATION:Zoom
CATEGORIES:- Foundations in Teaching (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221103T120000
DTEND;TZID=America/Chicago:20221103T130000
DTSTAMP:20260612T130521
CREATED:20220729T192419Z
LAST-MODIFIED:20260206T162057Z
UID:15290-1667476800-1667480400@ctl.wustl.edu
SUMMARY:Fall 2022 Faculty Reading Community
DESCRIPTION:Join fellow faculty and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe Faculty Reading Community discussions in Fall 2022 will involve chapters from Peter Felten and Leo M. Lambert’s recent book\, Relationship-Rich Education: How Human Connections Drive Success in College. In this book\, Felton and Lambert argue that “peer-to-peer\, student-faculty\, and student-staff relationships are the foundations of learning\, belonging\, and achieving in college” (5). Drawing on existing scholarship on student-instructor interactions and mentorship\, as well as on more than 100 interviews with faculty\, staff\, and undergraduate students from across the country\, Felten and Lambert explore the potential powerful promise of and challenges in establishing relationship-rich undergraduate education. \nParticipants are required to attend 4 of 6 meetings. Participants who are local and can pick up their book at WashU will receive a copy of the book courtesy of the CTL. Seats are limited. The plan is for this program to operate under a hybrid model this fall\, with attendance possible in person or via Zoom. More information on format to follow. \nMeetings will be from noon-1pm on the following Thursdays:\n \nDiscussion Schedule:\nSept 22 Introduction and Chapter 1: Considers some general principles of relationship-rich education\nOct 6 Chapter 2: Highlights difficulties of creating and sustaining relationship-rich education\nOct 20 Chapter 3: Examines the importance of institutional culture for establishing relationship-rich experiences\nNov 3 Chapter 4: Surveys classroom practices that support relationship-building\nNov 17 Chapter 5: Details a diverse array of campus programs and services that support relationship-building\nDec 1 Chapter 6: Describes key qualities of effective mentoring interactions \nFor questions about the Faculty Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration\nRegistration is now at capacity for the Fall 2022 faculty reading community.
URL:https://ctl.wustl.edu/event/fall-2022-faculty-reading-community/2022-11-03/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221101T150000
DTEND;TZID=America/Chicago:20221101T160000
DTSTAMP:20260612T130521
CREATED:20220729T192915Z
LAST-MODIFIED:20260206T170047Z
UID:15555-1667314800-1667318400@ctl.wustl.edu
SUMMARY:Graduate Student Postdoc Reading Community Fall 2022
DESCRIPTION:Join fellow advanced graduate students\, postdocs\, and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe GSPD Reading Community discussions in Fall 2022 will involve chapters from Peter Felten and Leo M. Lambert’s recent book\, Relationship-Rich Education: How Human Connections Drive Success in College. In this book\, Felton and Lambert argue that “peer-to-peer\, student-faculty\, and student-staff relationships are the foundations of learning\, belonging\, and achieving in college” (5). Drawing on existing scholarship on student-instructor interactions and mentorship\, as well as on more than 100 interviews with faculty\, staff\, and undergraduate students from across the country\, Felten and Lambert explore the potential powerful promise of and challenges in establishing relationship-rich undergraduate education. \nParticipants are required to attend 5 of 6 meetings. Participants who are local and can pick up their book at WashU will receive a copy of the book courtesy of the CTL. Seats are limited. The plan is for this program to operate under a hybrid model this fall\, with attendance possible in person or via Zoom. More information on format to follow. \nNOTE THE NEW TIME!\nMeetings will be from 3-4pm on the following Tuesdays:\n \nDiscussion Schedule:\nSept 20 Introduction and Chapter 1: Considers some general principles of relationship-rich education\nOct 4 Chapter 2: Highlights difficulties of creating and sustaining relationship-rich education\nOct 18 Chapter 3: Examines the importance of institutional culture for establishing relationship-rich experiences\nNov 1 Chapter 4: Surveys classroom practices that support relationship-building\nNov 15 Chapter 5: Details a diverse array of campus programs and services that support relationship-building\nNov 29 Chapter 6: Describes key qualities of effective mentoring interactions \nFor questions about the GSPD Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration
URL:https://ctl.wustl.edu/event/graduate-student-postdoc-reading-community-fall-2022/2022-11-01/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221027T120000
DTEND;TZID=America/Chicago:20221027T130000
DTSTAMP:20260612T130521
CREATED:20220918T220224Z
LAST-MODIFIED:20260206T165721Z
UID:15572-1666872000-1666875600@ctl.wustl.edu
SUMMARY:Facilitating Inclusive and Engaging Classroom Discussions
DESCRIPTION:While as faculty we hope to engage student learners\, facilitating a true discussion in the classroom is one of the most challenging aspects of teaching with active learning. In this workshop\, participants will examine strategies for structuring a successful\, inclusive discussion and consider ways to move beyond instructor-student-instructor patterns of response. Participants will also review a variety of question types and discussion structures that are likely to spur different kinds of productive student engagement. \nFor questions about this workshop\, contact Dr. Meg Gregory\, Associate Director for Faculty Programs and Services \nRegistration\nRegistration has now closed. Should you wish to participate\, please email Meg at meggregory@wustl.edu.
URL:https://ctl.wustl.edu/event/facilitating-inclusive-and-engaging-classroom-discussions-10-27-22/
LOCATION:Zoom
CATEGORIES:- Workshop (50-90 minutes, interactive)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221026T120000
DTEND;TZID=America/Chicago:20221026T130000
DTSTAMP:20260612T130521
CREATED:20221005T185933Z
LAST-MODIFIED:20260206T165721Z
UID:15622-1666785600-1666789200@ctl.wustl.edu
SUMMARY:Supporting Students in Distress
DESCRIPTION:As we pass the middle of the semester\, we enter a time when students increasingly struggle to maintain their mental health and well-being. In this workshop\, we will discuss signs that a student may be in distress and work through a variety of scenarios to consider strategies for how instructors can communicate with and assist these students. We will also review when and how to make referrals to counseling resources on the Danforth campus. The workshop will be co-led by the Center for Teaching & Learning and the Habif Health & Wellness Center. \nFaculty from any part of WashU are welcome to attend\, although the resources shared will be most beneficial to faculty teaching on the Danforth Campus (support options differ on the Medical Campus). \nFor questions about this workshop\, please contact Dr. Rick Moore. \nRegistration
URL:https://ctl.wustl.edu/event/10_26_22_supporting-students-in-distress/
LOCATION:Zoom
CATEGORIES:- Co-Sponsored Event,- Workshop (50-90 minutes, interactive)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221025T130000
DTEND;TZID=America/Chicago:20221025T133000
DTSTAMP:20260612T130521
CREATED:20220918T215756Z
LAST-MODIFIED:20260206T154938Z
UID:15571-1666702800-1666704600@ctl.wustl.edu
SUMMARY:Lessons from Small Teaching: Connecting
DESCRIPTION:Educational research has suggested that a fundamental difference between novice learners’ understanding and experts’ understanding has to do with the complexity of connections among facts\, skills\, and concepts that they know. Experts have robust\, flexible knowledge networks\, while novice learners often do not. In Chapter 4 of James Lang’s Small Teaching\, he argues that faculty play a critical role in supporting student learning by “helping them forge rich\, interconnected networks of knowledge—ones that enable each existing piece of information in our content area to connect with lots of other information\, concepts\, and ideas” (96). In this virtual conversation\, we’ll discuss ways to “create an environment that facilitates the formation” of connections that we hope students will make in our courses (99). We will also discuss ways of helping students correct misconceptions and forge more correct\, more meaningful\, and lasting connections among ideas. \nFor questions about this virtual conversation\, please contact Dr. Meg Gregory\, Associate Director for Faculty Programs and Services \nRegistration\nEarly registration for this event has closed. If you would still like to participate\, please email Meg Gregory at meggregory@wustl.edu for the Zoom link.
URL:https://ctl.wustl.edu/event/lessons-from-small-teaching-connecting-10-25-22/
LOCATION:Zoom
CATEGORIES:- Short Session (<30 minutes)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221020T120000
DTEND;TZID=America/Chicago:20221020T130000
DTSTAMP:20260612T130521
CREATED:20220729T192419Z
LAST-MODIFIED:20260206T162057Z
UID:15288-1666267200-1666270800@ctl.wustl.edu
SUMMARY:Fall 2022 Faculty Reading Community
DESCRIPTION:Join fellow faculty and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe Faculty Reading Community discussions in Fall 2022 will involve chapters from Peter Felten and Leo M. Lambert’s recent book\, Relationship-Rich Education: How Human Connections Drive Success in College. In this book\, Felton and Lambert argue that “peer-to-peer\, student-faculty\, and student-staff relationships are the foundations of learning\, belonging\, and achieving in college” (5). Drawing on existing scholarship on student-instructor interactions and mentorship\, as well as on more than 100 interviews with faculty\, staff\, and undergraduate students from across the country\, Felten and Lambert explore the potential powerful promise of and challenges in establishing relationship-rich undergraduate education. \nParticipants are required to attend 4 of 6 meetings. Participants who are local and can pick up their book at WashU will receive a copy of the book courtesy of the CTL. Seats are limited. The plan is for this program to operate under a hybrid model this fall\, with attendance possible in person or via Zoom. More information on format to follow. \nMeetings will be from noon-1pm on the following Thursdays:\n \nDiscussion Schedule:\nSept 22 Introduction and Chapter 1: Considers some general principles of relationship-rich education\nOct 6 Chapter 2: Highlights difficulties of creating and sustaining relationship-rich education\nOct 20 Chapter 3: Examines the importance of institutional culture for establishing relationship-rich experiences\nNov 3 Chapter 4: Surveys classroom practices that support relationship-building\nNov 17 Chapter 5: Details a diverse array of campus programs and services that support relationship-building\nDec 1 Chapter 6: Describes key qualities of effective mentoring interactions \nFor questions about the Faculty Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration\nRegistration is now at capacity for the Fall 2022 faculty reading community.
URL:https://ctl.wustl.edu/event/fall-2022-faculty-reading-community/2022-10-20/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221019T113000
DTEND;TZID=America/Chicago:20221019T130000
DTSTAMP:20260612T130521
CREATED:20220826T132207Z
LAST-MODIFIED:20260206T170942Z
UID:15498-1666179000-1666184400@ctl.wustl.edu
SUMMARY:Inclusive Teaching in STEM: Creating a Sense of Belonging in Your Classroom
DESCRIPTION:“Do I belong here?” Oftentimes\, this is the first question students ask themselves when they are in new and unfamiliar academic environments. Students’ answers to this question are critical because welcoming learning experiences in the classroom can encourage students to persist in their STEM majors and bolster their science identities. In this workshop\, we will discuss evidence-based strategies that can foster student belonging in STEM college classrooms.   \nFor questions about this workshop\, please contact Dr. Denise Leonard.  \n\n 
URL:https://ctl.wustl.edu/event/inclusive-teaching-in-stem-creating-a-sense-of-belonging-in-your-classroom/
LOCATION:Zoom
CATEGORIES:- Advanced Workshop (PDT),- STEM (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221018T150000
DTEND;TZID=America/Chicago:20221018T160000
DTSTAMP:20260612T130521
CREATED:20220729T192915Z
LAST-MODIFIED:20260206T170048Z
UID:15554-1666105200-1666108800@ctl.wustl.edu
SUMMARY:Graduate Student Postdoc Reading Community Fall 2022
DESCRIPTION:Join fellow advanced graduate students\, postdocs\, and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe GSPD Reading Community discussions in Fall 2022 will involve chapters from Peter Felten and Leo M. Lambert’s recent book\, Relationship-Rich Education: How Human Connections Drive Success in College. In this book\, Felton and Lambert argue that “peer-to-peer\, student-faculty\, and student-staff relationships are the foundations of learning\, belonging\, and achieving in college” (5). Drawing on existing scholarship on student-instructor interactions and mentorship\, as well as on more than 100 interviews with faculty\, staff\, and undergraduate students from across the country\, Felten and Lambert explore the potential powerful promise of and challenges in establishing relationship-rich undergraduate education. \nParticipants are required to attend 5 of 6 meetings. Participants who are local and can pick up their book at WashU will receive a copy of the book courtesy of the CTL. Seats are limited. The plan is for this program to operate under a hybrid model this fall\, with attendance possible in person or via Zoom. More information on format to follow. \nNOTE THE NEW TIME!\nMeetings will be from 3-4pm on the following Tuesdays:\n \nDiscussion Schedule:\nSept 20 Introduction and Chapter 1: Considers some general principles of relationship-rich education\nOct 4 Chapter 2: Highlights difficulties of creating and sustaining relationship-rich education\nOct 18 Chapter 3: Examines the importance of institutional culture for establishing relationship-rich experiences\nNov 1 Chapter 4: Surveys classroom practices that support relationship-building\nNov 15 Chapter 5: Details a diverse array of campus programs and services that support relationship-building\nNov 29 Chapter 6: Describes key qualities of effective mentoring interactions \nFor questions about the GSPD Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration
URL:https://ctl.wustl.edu/event/graduate-student-postdoc-reading-community-fall-2022/2022-10-18/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221014T150000
DTEND;TZID=America/Chicago:20221014T163000
DTSTAMP:20260612T130521
CREATED:20220914T222439Z
LAST-MODIFIED:20260206T165721Z
UID:15570-1665759600-1665765000@ctl.wustl.edu
SUMMARY:Writing a Teaching Statement for Promotion at WashU
DESCRIPTION:In this workshop open to faculty at WashU\, we will discuss the teaching philosophy statement component needed as part of documents prepared for promotion at the university. We will examine conventions associated with such statements\, describe concrete aspects of your teaching to address in your statement\, and offer a space to brainstorm and reflect on your teaching as you prepare to compose or revise your statement of teaching philosophy. Note that this session is longer than most of our faculty offerings in an attempt to give you space during the workshop to begin/continue to draft ideas for your statement. While this workshop will be in person\, Zoom accommodations are available for those who need them.\n\n\n\nIf you have questions about this workshop or would like to discuss virtual accommodations\, please contact Dr. Meg Gregory. \nRegistration\nRegistration has now closed. If you’d still like to participate\, please email Meg at meggregory@wustl.edu.
URL:https://ctl.wustl.edu/event/writing-a-teaching-statement-for-tenure-and-promotion-at-washu-10-14-22/
LOCATION:Danforth Campus
CATEGORIES:- Workshop (50-90 minutes, interactive)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221008T090000
DTEND;TZID=America/Chicago:20221008T163000
DTSTAMP:20260612T130521
CREATED:20221003T173602Z
LAST-MODIFIED:20260206T152104Z
UID:15608-1665219600-1665246600@ctl.wustl.edu
SUMMARY:Embracing our Diversity through Language: Foreign Language Association of Missouri (FLAM) Conference
DESCRIPTION:We invite you to join us at Embracing our Diversity through Language at Washington University in Saint Louis on October 7 and 8\, 2022\, presented by FLAM and Center for Teaching and Technology at Washington University in St. Louis. \n​Our Keynote Speaker is Akash Patel\, ACTFL President-Elect\, and Founder of the Happy World Foundation that brings native speakers of different countries to language classrooms in the United States. He is also a 2018 Global Teacher Finalist and a National Council Member at the United Nations Association of the USA. In addition\, check out over 35 presentations from professionals in the field. \nClick here to learn more and register
URL:https://ctl.wustl.edu/event/flam2022/
LOCATION:Danforth Campus
CATEGORIES:- Co-Sponsored Event,- Special Event
ATTACH;FMTTYPE=application/pdf:https://ctl.wustl.edu/wp-content/uploads/2022/10/1-R-2022-Front-Cover-_-Color-1.pdf
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221006T150000
DTEND;TZID=America/Chicago:20221006T163000
DTSTAMP:20260612T130521
CREATED:20220713T212637Z
LAST-MODIFIED:20260206T170827Z
UID:15212-1665068400-1665073800@ctl.wustl.edu
SUMMARY:Writing a Diversity and Inclusion Statement for the Job Market
DESCRIPTION:Increasingly\, candidates for academic positions are asked to address their commitment to diversity\, inclusion\, and equity (DEI) in the classroom in their job market materials. In this workshop\, we will explore how to communicate this commitment effectively. Participants will examine the purpose of a DEI statement\, identify generic expectations and conventions of the statement\, learn about how this statement can complement other job market documents\, and discuss strategies for demonstrating a clearly defined commitment to diversity\, inclusion\, and equity. \nWorkshops in this series are only open to postdocs and graduate students in their third year and beyond. If you need the workshop sooner than that\, for example because you are in a terminal 3-year program\, please email Dr. Gregory to register. \nFor questions about this workshop\, please contact Dr. Meg Gregory. \nRegister Here\nRegistration has now closed. If you would still like to participate\, please email Meg at meggregory@wustl.edu
URL:https://ctl.wustl.edu/event/10_06_22_writing-a-diversity-and-inclusion-statement-for-the-job-market/
LOCATION:Danforth Campus
CATEGORIES:- Advanced Workshop (PDT),- Job Market (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221006T130000
DTEND;TZID=America/Chicago:20221006T133000
DTSTAMP:20260612T130521
CREATED:20220914T215632Z
LAST-MODIFIED:20260206T154938Z
UID:15569-1665061200-1665063000@ctl.wustl.edu
SUMMARY:Creating Accessible and Interactive PDFs for Digital Reading
DESCRIPTION:Students read on screens all the time\, but due to constraints in digital reading tools\, they may not be engaging deeply with the new ideas\, worlds\, and people available at their fingertips. This virtual conversation introduces several ways to support digital reading\, particularly when reading with PDFs\, a common document file type provided to students through Canvas and other tools. We will discuss how to make PDFs accessible and interactive for all students\, coupled with instructional tools and strategies that help students engage more deeply with their reading materials in your classes.\n\n\n\nFor questions about this virtual conversation\, please contact Dr. Sally Wu. \nRegistration
URL:https://ctl.wustl.edu/event/creating-accessible-and-interactive-pdfs-for-digital-reading-10-6-22/
LOCATION:Zoom
CATEGORIES:- Short Session (<30 minutes)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221006T120000
DTEND;TZID=America/Chicago:20221006T130000
DTSTAMP:20260612T130521
CREATED:20220729T192419Z
LAST-MODIFIED:20260206T162057Z
UID:15286-1665057600-1665061200@ctl.wustl.edu
SUMMARY:Fall 2022 Faculty Reading Community
DESCRIPTION:Join fellow faculty and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe Faculty Reading Community discussions in Fall 2022 will involve chapters from Peter Felten and Leo M. Lambert’s recent book\, Relationship-Rich Education: How Human Connections Drive Success in College. In this book\, Felton and Lambert argue that “peer-to-peer\, student-faculty\, and student-staff relationships are the foundations of learning\, belonging\, and achieving in college” (5). Drawing on existing scholarship on student-instructor interactions and mentorship\, as well as on more than 100 interviews with faculty\, staff\, and undergraduate students from across the country\, Felten and Lambert explore the potential powerful promise of and challenges in establishing relationship-rich undergraduate education. \nParticipants are required to attend 4 of 6 meetings. Participants who are local and can pick up their book at WashU will receive a copy of the book courtesy of the CTL. Seats are limited. The plan is for this program to operate under a hybrid model this fall\, with attendance possible in person or via Zoom. More information on format to follow. \nMeetings will be from noon-1pm on the following Thursdays:\n \nDiscussion Schedule:\nSept 22 Introduction and Chapter 1: Considers some general principles of relationship-rich education\nOct 6 Chapter 2: Highlights difficulties of creating and sustaining relationship-rich education\nOct 20 Chapter 3: Examines the importance of institutional culture for establishing relationship-rich experiences\nNov 3 Chapter 4: Surveys classroom practices that support relationship-building\nNov 17 Chapter 5: Details a diverse array of campus programs and services that support relationship-building\nDec 1 Chapter 6: Describes key qualities of effective mentoring interactions \nFor questions about the Faculty Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration\nRegistration is now at capacity for the Fall 2022 faculty reading community.
URL:https://ctl.wustl.edu/event/fall-2022-faculty-reading-community/2022-10-06/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221005T120000
DTEND;TZID=America/Chicago:20221005T133000
DTSTAMP:20260612T130521
CREATED:20220713T212524Z
LAST-MODIFIED:20260206T170840Z
UID:15211-1664971200-1664976600@ctl.wustl.edu
SUMMARY:Writing a Diversity and Inclusion Statement for the Job Market
DESCRIPTION:Increasingly\, candidates for academic positions are asked to address their commitment to diversity\, inclusion\, and equity (DEI) in the classroom in their job market materials. In this workshop\, we will explore how to communicate this commitment effectively. Participants will examine the purpose of a DEI statement\, identify generic expectations and conventions of the statement\, learn about how this statement can complement other job market documents\, and discuss strategies for demonstrating a clearly defined commitment to diversity\, inclusion\, and equity. \nWorkshops in this series are only open to postdocs and graduate students in their third year and beyond. If you need the workshop sooner than that\, for example because you are in a terminal 3-year program\, please email Dr. Gregory to register. \nFor questions about this workshop\, please contact Dr. Meg Gregory. \nRegister Here\nRegistration for this workshop has now closed. If you’d still like to participate\, please email Dr. Gregory at meggregory@wustl.edu.
URL:https://ctl.wustl.edu/event/10_05_22_writing-a-diversity-and-inclusion-statement-for-the-job-market/
LOCATION:Zoom
CATEGORIES:- Advanced Workshop (PDT),- Job Market (PDT)
END:VEVENT
END:VCALENDAR