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DTSTART;TZID=America/Chicago:20221025T130000
DTEND;TZID=America/Chicago:20221025T133000
DTSTAMP:20260621T080255
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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:20260621T080255
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:20260621T080255
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:20260621T080255
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:20260621T080255
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:20260621T080255
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:20260621T080255
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:20260621T080255
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:20260621T080255
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:20260621T080255
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
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221005T120000
DTEND;TZID=America/Chicago:20221005T130000
DTSTAMP:20260621T080255
CREATED:20220914T215006Z
LAST-MODIFIED:20260206T162609Z
UID:15568-1664971200-1664974800@ctl.wustl.edu
SUMMARY:Using Polls to Jumpstart Student Engagement and Collaboration
DESCRIPTION:Polling is an instructional strategy that faculty can use to anonymously or semi-anonymously engage students in answering questions from background knowledge to personal opinions or experiences with course content and progress. The anonymity of these tools allows students to reflect on their own understanding\, feel more comfortable participating in discussion\, and answer honestly. Furthermore\, polls serve as a formative assessment to help faculty gauge where students are in their learning at different points during a course and respond more directly to student needs. This workshop will introduce different types of polling questions as well as low-tech and high-tech approaches to run polls in your classes. Participants will leave with polling questions that they can implement in their class.\n\n\n\nFor questions about this workshop\, please contact Dr. Sally Wu. \nRegistration
URL:https://ctl.wustl.edu/event/using-polls-to-jumpstart-student-engagement-and-collaboration-10-5-22/
LOCATION:Danforth Campus
CATEGORIES:- Workshop (50-90 minutes, interactive)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221004T150000
DTEND;TZID=America/Chicago:20221004T160000
DTSTAMP:20260621T080255
CREATED:20220729T192915Z
LAST-MODIFIED:20260206T170048Z
UID:15553-1664895600-1664899200@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-2022/2022-10-04/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221004T140000
DTEND;TZID=America/Chicago:20221004T143000
DTSTAMP:20260621T080255
CREATED:20220914T213353Z
LAST-MODIFIED:20260206T154938Z
UID:15566-1664892000-1664893800@ctl.wustl.edu
SUMMARY:Lessons from Small Teaching: Retrieving
DESCRIPTION:Asking students to recall information is a proven strategy to increase learning. In this virtual conversation\, we’ll talk about retrieval practice basics and discuss creative techniques to incorporate retrieval practice into your teaching\, drawing on the “Retrieving” chapter in James Lang’s book Small Teaching. As we’ll see\, retrieval practice goes far beyond giving quizzes or exams and can be easily incorporated into any course in a multitude of ways.\n\n\n\nFor questions about this virtual conversation\, please contact Dr. Rick Moore. \nRegistration
URL:https://ctl.wustl.edu/event/lessons-from-small-teaching-retrieving-10-4-22/
LOCATION:Zoom
CATEGORIES:- Short Session (<30 minutes)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221004T120000
DTEND;TZID=America/Chicago:20221004T133000
DTSTAMP:20260621T080255
CREATED:20220713T193040Z
LAST-MODIFIED:20260206T170724Z
UID:15202-1664884800-1664890200@ctl.wustl.edu
SUMMARY:Navigating Difficult Conversations in the Classroom
DESCRIPTION:While the classroom can be a space for open\, respectful discussion of sensitive or controversial topics\, facilitating such discussions can be a challenging prospect. This advanced-level workshop for graduate students and postdocs in the humanities\, arts\, and social sciences will provide the opportunity for participants to develop strategies for fostering critical thinking\, open-mindedness\, and civil discourse in the classroom. Participants will engage with strategies for laying the groundwork necessary for having difficult conversations\, learn approaches for responding to unexpectedly tense moments\, and practice applying the strategies we discuss to common instructional situations. \nThis workshop will be in person on the Danforth Campus. If you need medical or other accommodations to participate virtually\, please let Dr. Gregory know. \nNote: This workshop was formerly entitled Facilitating Challenging Conversations. \nFor questions about this workshop\, please contact Dr. Meg Gregory. \nRegister Here\nPre-registration is now closed. If you would still like to participate\, please email Dr. Meg Gregory at meggregory@wustl.edu. \n 
URL:https://ctl.wustl.edu/event/10_04_22_navigating-difficult-conversations-in-the-classroom/
LOCATION:Danforth Campus
CATEGORIES:- Advanced Workshop (PDT),- Humanities, Arts & Social Sciences (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20221004T120000
DTEND;TZID=America/Chicago:20221004T123000
DTSTAMP:20260621T080255
CREATED:20220914T212645Z
LAST-MODIFIED:20260206T154938Z
UID:15565-1664884800-1664886600@ctl.wustl.edu
SUMMARY:How's it Really Going?: Making Use of Mid-Semester Opportunities for Student Feedback
DESCRIPTION:As instructors\, we have a sense of how our courses are going for us\, but it’s more challenging to gain an accurate sense of how the course is going from our students’ perspectives. In this virtual conversation\, we’ll discuss how to make the most out of the upcoming student midterm evaluations (which run Oct 7-18th) and exchange ideas on how to gather student feedback in your course more generally.\n\n\n\nFor questions about this virtual conversation\, please contact Dr. Rick Moore. \nRegistration
URL:https://ctl.wustl.edu/event/hows-it-really-going-making-use-of-mid-semester-opportunities-for-student-feedback-10-4-22/
LOCATION:Zoom
CATEGORIES:- Short Session (<30 minutes)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220929T150000
DTEND;TZID=America/Chicago:20220929T163000
DTSTAMP:20260621T080255
CREATED:20220505T153930Z
LAST-MODIFIED:20260206T170841Z
UID:15421-1664463600-1664469000@ctl.wustl.edu
SUMMARY:Jump-Start to Writing a Teaching Philosophy Statement Peer Writing Program Fall 2022
DESCRIPTION:If you are applying for an academic position\, it is increasingly likely that you will be asked to submit a teaching philosophy statement during the application process. Yet\, setting aside the time to write your statement and obtaining feedback from colleagues can be challenging with a busy schedule. The Jump-Start to Writing a Teaching Philosophy Statement Peer Writing Program offers the opportunity for advanced graduate students and postdocs to navigate the initial stages of drafting and revising their statements within a structured format and in a supportive environment. \nDuring the program\, participants will examine sample statements\, reflect on their teaching\, and write and revise three drafts of their teaching philosophy statements. Peer writing groups will offer feedback at each stage of the drafting process\, and Center for Teaching and Learning staff will be on hand to answer questions as well. Note that participants need not have a draft of their statement going into the program. \nParticipants must plan to attend all four virtual meetings on Thursday afternoons Sept 8th – Sept 29th and must also have previously attended the Center for Teaching and Learning’s Writing a Teaching Philosophy Statement workshop. Those who have not taken the workshop previously\, but who wish to participate in Jump-Start should plan to register for and attend the workshop prior to the beginning of the program. The Writing a Teaching Philosophy Statement Workshop will be offered on 8/31/22\, and twice on 9/1/22: Noon and 3:00pm. \nFacilitator: Dr. Meg Gregory \nRegister Here\nRegistration for this program has now closed.
URL:https://ctl.wustl.edu/event/fall2022_jump-start-to-writing-a-teaching-philosophy-statement-peer-writing-program/2022-09-29/
LOCATION:Zoom
CATEGORIES:- Advanced Workshop (PDT),- Job Market (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220922T150000
DTEND;TZID=America/Chicago:20220922T163000
DTSTAMP:20260621T080255
CREATED:20220505T153930Z
LAST-MODIFIED:20260206T170841Z
UID:15419-1663858800-1663864200@ctl.wustl.edu
SUMMARY:Jump-Start to Writing a Teaching Philosophy Statement Peer Writing Program Fall 2022
DESCRIPTION:If you are applying for an academic position\, it is increasingly likely that you will be asked to submit a teaching philosophy statement during the application process. Yet\, setting aside the time to write your statement and obtaining feedback from colleagues can be challenging with a busy schedule. The Jump-Start to Writing a Teaching Philosophy Statement Peer Writing Program offers the opportunity for advanced graduate students and postdocs to navigate the initial stages of drafting and revising their statements within a structured format and in a supportive environment. \nDuring the program\, participants will examine sample statements\, reflect on their teaching\, and write and revise three drafts of their teaching philosophy statements. Peer writing groups will offer feedback at each stage of the drafting process\, and Center for Teaching and Learning staff will be on hand to answer questions as well. Note that participants need not have a draft of their statement going into the program. \nParticipants must plan to attend all four virtual meetings on Thursday afternoons Sept 8th – Sept 29th and must also have previously attended the Center for Teaching and Learning’s Writing a Teaching Philosophy Statement workshop. Those who have not taken the workshop previously\, but who wish to participate in Jump-Start should plan to register for and attend the workshop prior to the beginning of the program. The Writing a Teaching Philosophy Statement Workshop will be offered on 8/31/22\, and twice on 9/1/22: Noon and 3:00pm. \nFacilitator: Dr. Meg Gregory \nRegister Here\nRegistration for this program has now closed.
URL:https://ctl.wustl.edu/event/fall2022_jump-start-to-writing-a-teaching-philosophy-statement-peer-writing-program/2022-09-22/
LOCATION:Zoom
CATEGORIES:- Advanced Workshop (PDT),- Job Market (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220922T120000
DTEND;TZID=America/Chicago:20220922T130000
DTSTAMP:20260621T080255
CREATED:20220729T192419Z
LAST-MODIFIED:20260206T162057Z
UID:15284-1663848000-1663851600@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/2022-09-22/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220920T150000
DTEND;TZID=America/Chicago:20220920T160000
DTSTAMP:20260621T080255
CREATED:20220729T192915Z
LAST-MODIFIED:20260206T170048Z
UID:15295-1663686000-1663689600@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-2022/2022-09-20/
LOCATION:TBD
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220915T150000
DTEND;TZID=America/Chicago:20220915T163000
DTSTAMP:20260621T080255
CREATED:20220505T153930Z
LAST-MODIFIED:20260206T170841Z
UID:15417-1663254000-1663259400@ctl.wustl.edu
SUMMARY:Jump-Start to Writing a Teaching Philosophy Statement Peer Writing Program Fall 2022
DESCRIPTION:If you are applying for an academic position\, it is increasingly likely that you will be asked to submit a teaching philosophy statement during the application process. Yet\, setting aside the time to write your statement and obtaining feedback from colleagues can be challenging with a busy schedule. The Jump-Start to Writing a Teaching Philosophy Statement Peer Writing Program offers the opportunity for advanced graduate students and postdocs to navigate the initial stages of drafting and revising their statements within a structured format and in a supportive environment. \nDuring the program\, participants will examine sample statements\, reflect on their teaching\, and write and revise three drafts of their teaching philosophy statements. Peer writing groups will offer feedback at each stage of the drafting process\, and Center for Teaching and Learning staff will be on hand to answer questions as well. Note that participants need not have a draft of their statement going into the program. \nParticipants must plan to attend all four virtual meetings on Thursday afternoons Sept 8th – Sept 29th and must also have previously attended the Center for Teaching and Learning’s Writing a Teaching Philosophy Statement workshop. Those who have not taken the workshop previously\, but who wish to participate in Jump-Start should plan to register for and attend the workshop prior to the beginning of the program. The Writing a Teaching Philosophy Statement Workshop will be offered on 8/31/22\, and twice on 9/1/22: Noon and 3:00pm. \nFacilitator: Dr. Meg Gregory \nRegister Here\nRegistration for this program has now closed.
URL:https://ctl.wustl.edu/event/fall2022_jump-start-to-writing-a-teaching-philosophy-statement-peer-writing-program/2022-09-15/
LOCATION:Zoom
CATEGORIES:- Advanced Workshop (PDT),- Job Market (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220908T150000
DTEND;TZID=America/Chicago:20220908T163000
DTSTAMP:20260621T080255
CREATED:20220505T153930Z
LAST-MODIFIED:20260206T170841Z
UID:14783-1662649200-1662654600@ctl.wustl.edu
SUMMARY:Jump-Start to Writing a Teaching Philosophy Statement Peer Writing Program Fall 2022
DESCRIPTION:If you are applying for an academic position\, it is increasingly likely that you will be asked to submit a teaching philosophy statement during the application process. Yet\, setting aside the time to write your statement and obtaining feedback from colleagues can be challenging with a busy schedule. The Jump-Start to Writing a Teaching Philosophy Statement Peer Writing Program offers the opportunity for advanced graduate students and postdocs to navigate the initial stages of drafting and revising their statements within a structured format and in a supportive environment. \nDuring the program\, participants will examine sample statements\, reflect on their teaching\, and write and revise three drafts of their teaching philosophy statements. Peer writing groups will offer feedback at each stage of the drafting process\, and Center for Teaching and Learning staff will be on hand to answer questions as well. Note that participants need not have a draft of their statement going into the program. \nParticipants must plan to attend all four virtual meetings on Thursday afternoons Sept 8th – Sept 29th and must also have previously attended the Center for Teaching and Learning’s Writing a Teaching Philosophy Statement workshop. Those who have not taken the workshop previously\, but who wish to participate in Jump-Start should plan to register for and attend the workshop prior to the beginning of the program. The Writing a Teaching Philosophy Statement Workshop will be offered on 8/31/22\, and twice on 9/1/22: Noon and 3:00pm. \nFacilitator: Dr. Meg Gregory \nRegister Here\nRegistration for this program has now closed.
URL:https://ctl.wustl.edu/event/fall2022_jump-start-to-writing-a-teaching-philosophy-statement-peer-writing-program/2022-09-08/
LOCATION:Zoom
CATEGORIES:- Advanced Workshop (PDT),- Job Market (PDT)
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220805T110000
DTEND;TZID=America/Chicago:20220805T120000
DTSTAMP:20260621T080255
CREATED:20220505T151231Z
LAST-MODIFIED:20260206T152525Z
UID:14758-1659697200-1659700800@ctl.wustl.edu
SUMMARY:Course Design Institute: August 1 - August 5
DESCRIPTION:Redesigning a course this summer? Tackling a new-to-you course or a brand new course in the fall? New to WashU and/or new to designing your own course? The CTL’s Course Design Institute (CDI) is for you! \nThis week-long 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 synchronous 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 August 1st\, August 3rd\, and August 5th from 11-noon 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 or Dr. Rick Moore\, rick.moore@wustl.edu\, with questions about the program. \nNote that this course design institute is primarily open to faculty teaching this Summer or Fall at WashU. If you are a graduate student or postdoc who will be an instructor of record and would like to participate\, please contact ctl@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 for the August CDI is now closed. If you still wish to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu
URL:https://ctl.wustl.edu/event/8_1_22_8_5_22_course-design-institute/2022-08-05/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220804T110000
DTEND;TZID=America/Chicago:20220804T120000
DTSTAMP:20260621T080255
CREATED:20220505T151231Z
LAST-MODIFIED:20260206T152525Z
UID:14757-1659610800-1659614400@ctl.wustl.edu
SUMMARY:Course Design Institute: August 1 - August 5
DESCRIPTION:Redesigning a course this summer? Tackling a new-to-you course or a brand new course in the fall? New to WashU and/or new to designing your own course? The CTL’s Course Design Institute (CDI) is for you! \nThis week-long 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 synchronous 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 August 1st\, August 3rd\, and August 5th from 11-noon 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 or Dr. Rick Moore\, rick.moore@wustl.edu\, with questions about the program. \nNote that this course design institute is primarily open to faculty teaching this Summer or Fall at WashU. If you are a graduate student or postdoc who will be an instructor of record and would like to participate\, please contact ctl@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 for the August CDI is now closed. If you still wish to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu
URL:https://ctl.wustl.edu/event/8_1_22_8_5_22_course-design-institute/2022-08-04/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220803T110000
DTEND;TZID=America/Chicago:20220803T120000
DTSTAMP:20260621T080255
CREATED:20220505T151231Z
LAST-MODIFIED:20260206T152525Z
UID:14756-1659524400-1659528000@ctl.wustl.edu
SUMMARY:Course Design Institute: August 1 - August 5
DESCRIPTION:Redesigning a course this summer? Tackling a new-to-you course or a brand new course in the fall? New to WashU and/or new to designing your own course? The CTL’s Course Design Institute (CDI) is for you! \nThis week-long 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 synchronous 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 August 1st\, August 3rd\, and August 5th from 11-noon 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 or Dr. Rick Moore\, rick.moore@wustl.edu\, with questions about the program. \nNote that this course design institute is primarily open to faculty teaching this Summer or Fall at WashU. If you are a graduate student or postdoc who will be an instructor of record and would like to participate\, please contact ctl@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 for the August CDI is now closed. If you still wish to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu
URL:https://ctl.wustl.edu/event/8_1_22_8_5_22_course-design-institute/2022-08-03/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220802T110000
DTEND;TZID=America/Chicago:20220802T120000
DTSTAMP:20260621T080255
CREATED:20220505T151231Z
LAST-MODIFIED:20260206T152525Z
UID:14755-1659438000-1659441600@ctl.wustl.edu
SUMMARY:Course Design Institute: August 1 - August 5
DESCRIPTION:Redesigning a course this summer? Tackling a new-to-you course or a brand new course in the fall? New to WashU and/or new to designing your own course? The CTL’s Course Design Institute (CDI) is for you! \nThis week-long 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 synchronous 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 August 1st\, August 3rd\, and August 5th from 11-noon 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 or Dr. Rick Moore\, rick.moore@wustl.edu\, with questions about the program. \nNote that this course design institute is primarily open to faculty teaching this Summer or Fall at WashU. If you are a graduate student or postdoc who will be an instructor of record and would like to participate\, please contact ctl@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 for the August CDI is now closed. If you still wish to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu
URL:https://ctl.wustl.edu/event/8_1_22_8_5_22_course-design-institute/2022-08-02/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220801T110000
DTEND;TZID=America/Chicago:20220801T120000
DTSTAMP:20260621T080255
CREATED:20220505T151231Z
LAST-MODIFIED:20260206T152356Z
UID:14754-1659351600-1659355200@ctl.wustl.edu
SUMMARY:Course Design Institute: August 1 - August 5
DESCRIPTION:Redesigning a course this summer? Tackling a new-to-you course or a brand new course in the fall? New to WashU and/or new to designing your own course? The CTL’s Course Design Institute (CDI) is for you! \nThis week-long 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 synchronous 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 August 1st\, August 3rd\, and August 5th from 11-noon 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 or Dr. Rick Moore\, rick.moore@wustl.edu\, with questions about the program. \nNote that this course design institute is primarily open to faculty teaching this Summer or Fall at WashU. If you are a graduate student or postdoc who will be an instructor of record and would like to participate\, please contact ctl@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 for the August CDI is now closed. If you still wish to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu
URL:https://ctl.wustl.edu/event/8_1_22_8_5_22_course-design-institute/2022-08-01/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220728T140000
DTEND;TZID=America/Chicago:20220728T150000
DTSTAMP:20260621T080255
CREATED:20220505T173212Z
LAST-MODIFIED:20260206T170048Z
UID:14832-1659016800-1659020400@ctl.wustl.edu
SUMMARY:Summer 2022 Graduate Student and Postdoc Reading Community
DESCRIPTION:Join fellow graduate students\, postdocs\, and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe GSPD Reading Community discussion this summer will involve chapters from Kathryn C. Oleson’s recent book\, Promoting Inclusive Classroom Dynamics in Higher Education. In this book\, Oleson draws on recent research in educational psychology\, as well as on Universal Design for Learning (UDL) and social justice theory to provide practical strategies that can be used to create an inclusive environment where all students are able to learn and thrive. \nParticipants are required to attend all meetings. Participants who are local and can pick up their book at WashU will receive a copy of the book courtesy of the CTL. Priority registration will be given to those who are in their 3rd years or beyond and who have engaged with the CTL in other contexts. Seats are limited. This program will take place via Zoom to accommodate those who are not in Saint Louis for the summer. \nMeetings will be from 2-3pm on the following Tuesdays and Thursdays: \nDiscussion Schedule:\nJuly 12: Chapter 1: Instructors (Considers instructors’ intersecting personal and social identities and their expectations for themselves and students.)\nJuly 14: Chapter 2: Students (Considers students’ backgrounds and basic psychological needs of autonomy\, competence\, and belonging.)\nJuly 19: Chapter 3: Context and Content (Considers universal design for learning in combination with social justice and multiculturalism in presenting methods about how to make the classroom more welcoming\, meaningful\, and engaging for students.)\nJuly 21: Chapter 4: Class Dynamics I (Focuses on preparation for having difficult conversations in the classroom.)\nJuly 26: Chapter 5: Class Dynamics II (Focuses on in-the-moment strategies that help manage discomfort about sensitive topics while supporting students identities.)\nJuly 28: Chapter 6: Conclusion \nFor questions about the Graduate Student & Postdoc Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration\nRegistration for this reading community has now closed. For questions\, please contact Meg.
URL:https://ctl.wustl.edu/event/summer-2022-graduate-student-and-postdoc-reading-community/2022-07-28/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220728T110000
DTEND;TZID=America/Chicago:20220728T120000
DTSTAMP:20260621T080255
CREATED:20220505T173709Z
LAST-MODIFIED:20260206T162057Z
UID:14839-1659006000-1659009600@ctl.wustl.edu
SUMMARY:Summer 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 discussion this summer will involve chapters from Kathryn C. Oleson’s recent book\, Promoting Inclusive Classroom Dynamics in Higher Education. In this book\, Oleson draws on recent research in educational psychology\, as well as on Universal Design for Learning (UDL) and social justice theory to provide practical strategies that can be used to create an inclusive environment where all students are able to learn and thrive. \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. This program will take place via Zoom to accommodate those who are not in Saint Louis for the summer. \nMeetings will be from 11am-noon on the following Tuesdays and Thursdays: \nDiscussion Schedule:\nJuly 12: Chapter 1: Instructors (Considers instructors’ intersecting personal and social identities and their expectations for themselves and students.)\nJuly 14: Chapter 2: Students (Considers students’ backgrounds and basic psychological needs of autonomy\, competence\, and belonging.)\nJuly 19: Chapter 3: Context and Content (Considers universal design for learning in combination with social justice and multiculturalism in presenting methods about how to make the classroom more welcoming\, meaningful\, and engaging for students.)\nJuly 21: Chapter 4: Class Dynamics I (Focuses on preparation for having difficult conversations in the classroom.)\nJuly 26: Chapter 5: Class Dynamics II (Focuses on in-the-moment strategies that help manage discomfort about sensitive topics while supporting students identities.)\nJuly 28: Chapter 6: Conclusion \nFor questions about the Faculty Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration\nRegistration for this reading community has now closed. For questions\, please contact Meg.
URL:https://ctl.wustl.edu/event/summer2022_faculty_reading_community/2022-07-28/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220726T140000
DTEND;TZID=America/Chicago:20220726T150000
DTSTAMP:20260621T080255
CREATED:20220505T173212Z
LAST-MODIFIED:20260206T170048Z
UID:14831-1658844000-1658847600@ctl.wustl.edu
SUMMARY:Summer 2022 Graduate Student and Postdoc Reading Community
DESCRIPTION:Join fellow graduate students\, postdocs\, and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe GSPD Reading Community discussion this summer will involve chapters from Kathryn C. Oleson’s recent book\, Promoting Inclusive Classroom Dynamics in Higher Education. In this book\, Oleson draws on recent research in educational psychology\, as well as on Universal Design for Learning (UDL) and social justice theory to provide practical strategies that can be used to create an inclusive environment where all students are able to learn and thrive. \nParticipants are required to attend all meetings. Participants who are local and can pick up their book at WashU will receive a copy of the book courtesy of the CTL. Priority registration will be given to those who are in their 3rd years or beyond and who have engaged with the CTL in other contexts. Seats are limited. This program will take place via Zoom to accommodate those who are not in Saint Louis for the summer. \nMeetings will be from 2-3pm on the following Tuesdays and Thursdays: \nDiscussion Schedule:\nJuly 12: Chapter 1: Instructors (Considers instructors’ intersecting personal and social identities and their expectations for themselves and students.)\nJuly 14: Chapter 2: Students (Considers students’ backgrounds and basic psychological needs of autonomy\, competence\, and belonging.)\nJuly 19: Chapter 3: Context and Content (Considers universal design for learning in combination with social justice and multiculturalism in presenting methods about how to make the classroom more welcoming\, meaningful\, and engaging for students.)\nJuly 21: Chapter 4: Class Dynamics I (Focuses on preparation for having difficult conversations in the classroom.)\nJuly 26: Chapter 5: Class Dynamics II (Focuses on in-the-moment strategies that help manage discomfort about sensitive topics while supporting students identities.)\nJuly 28: Chapter 6: Conclusion \nFor questions about the Graduate Student & Postdoc Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration\nRegistration for this reading community has now closed. For questions\, please contact Meg.
URL:https://ctl.wustl.edu/event/summer-2022-graduate-student-and-postdoc-reading-community/2022-07-26/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220726T110000
DTEND;TZID=America/Chicago:20220726T120000
DTSTAMP:20260621T080255
CREATED:20220505T173709Z
LAST-MODIFIED:20260206T162057Z
UID:14838-1658833200-1658836800@ctl.wustl.edu
SUMMARY:Summer 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 discussion this summer will involve chapters from Kathryn C. Oleson’s recent book\, Promoting Inclusive Classroom Dynamics in Higher Education. In this book\, Oleson draws on recent research in educational psychology\, as well as on Universal Design for Learning (UDL) and social justice theory to provide practical strategies that can be used to create an inclusive environment where all students are able to learn and thrive. \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. This program will take place via Zoom to accommodate those who are not in Saint Louis for the summer. \nMeetings will be from 11am-noon on the following Tuesdays and Thursdays: \nDiscussion Schedule:\nJuly 12: Chapter 1: Instructors (Considers instructors’ intersecting personal and social identities and their expectations for themselves and students.)\nJuly 14: Chapter 2: Students (Considers students’ backgrounds and basic psychological needs of autonomy\, competence\, and belonging.)\nJuly 19: Chapter 3: Context and Content (Considers universal design for learning in combination with social justice and multiculturalism in presenting methods about how to make the classroom more welcoming\, meaningful\, and engaging for students.)\nJuly 21: Chapter 4: Class Dynamics I (Focuses on preparation for having difficult conversations in the classroom.)\nJuly 26: Chapter 5: Class Dynamics II (Focuses on in-the-moment strategies that help manage discomfort about sensitive topics while supporting students identities.)\nJuly 28: Chapter 6: Conclusion \nFor questions about the Faculty Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration\nRegistration for this reading community has now closed. For questions\, please contact Meg.
URL:https://ctl.wustl.edu/event/summer2022_faculty_reading_community/2022-07-26/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
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