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DTSTART;TZID=America/Chicago:20221110T130000
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DTSTAMP:20260519T234241
CREATED:20220828T153902Z
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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:20221109T110000
DTEND;TZID=America/Chicago:20221109T123000
DTSTAMP:20260519T234241
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:20221107T150000
DTEND;TZID=America/Chicago:20221107T163000
DTSTAMP:20260519T234241
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:20221019T113000
DTEND;TZID=America/Chicago:20221019T130000
DTSTAMP:20260519T234241
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:20221108T150000
DTEND;TZID=America/Chicago:20221108T163000
DTSTAMP:20260519T234241
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:20221005T120000
DTEND;TZID=America/Chicago:20221005T133000
DTSTAMP:20260519T234241
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:20221110T153000
DTEND;TZID=America/Chicago:20221110T170000
DTSTAMP:20260519T234241
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:20220712T110000
DTEND;TZID=America/Chicago:20220712T120000
DTSTAMP:20260519T234241
CREATED:20220505T173709Z
LAST-MODIFIED:20260206T162155Z
UID:14833-1657623600-1657627200@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/2022-07-12/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220714T110000
DTEND;TZID=America/Chicago:20220714T120000
DTSTAMP:20260519T234241
CREATED:20220505T173709Z
LAST-MODIFIED:20260206T162154Z
UID:14835-1657796400-1657800000@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/2022-07-14/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220719T110000
DTEND;TZID=America/Chicago:20220719T120000
DTSTAMP:20260519T234241
CREATED:20220505T173709Z
LAST-MODIFIED:20260206T162154Z
UID:14836-1658228400-1658232000@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/2022-07-19/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220721T110000
DTEND;TZID=America/Chicago:20220721T120000
DTSTAMP:20260519T234241
CREATED:20220505T173709Z
LAST-MODIFIED:20260206T162154Z
UID:14837-1658401200-1658404800@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/2022-07-21/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220726T110000
DTEND;TZID=America/Chicago:20220726T120000
DTSTAMP:20260519T234241
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220728T110000
DTEND;TZID=America/Chicago:20220728T120000
DTSTAMP:20260519T234241
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:20220712T140000
DTEND;TZID=America/Chicago:20220712T150000
DTSTAMP:20260519T234241
CREATED:20220505T173212Z
LAST-MODIFIED:20260206T170048Z
UID:14827-1657634400-1657638000@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/2022-07-12/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220714T140000
DTEND;TZID=America/Chicago:20220714T150000
DTSTAMP:20260519T234241
CREATED:20220505T173212Z
LAST-MODIFIED:20260206T170048Z
UID:14828-1657807200-1657810800@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/2022-07-14/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220719T140000
DTEND;TZID=America/Chicago:20220719T150000
DTSTAMP:20260519T234241
CREATED:20220505T173212Z
LAST-MODIFIED:20260206T170048Z
UID:14829-1658239200-1658242800@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/2022-07-19/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220721T140000
DTEND;TZID=America/Chicago:20220721T150000
DTSTAMP:20260519T234241
CREATED:20220505T173212Z
LAST-MODIFIED:20260206T170048Z
UID:14830-1658412000-1658415600@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/2022-07-21/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220726T140000
DTEND;TZID=America/Chicago:20220726T150000
DTSTAMP:20260519T234241
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:20220728T140000
DTEND;TZID=America/Chicago:20220728T150000
DTSTAMP:20260519T234241
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:20220908T150000
DTEND;TZID=America/Chicago:20220908T163000
DTSTAMP:20260519T234241
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:20220915T150000
DTEND;TZID=America/Chicago:20220915T163000
DTSTAMP:20260519T234241
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:20220922T150000
DTEND;TZID=America/Chicago:20220922T163000
DTSTAMP:20260519T234241
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:20220929T150000
DTEND;TZID=America/Chicago:20220929T163000
DTSTAMP:20260519T234241
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:20220801T110000
DTEND;TZID=America/Chicago:20220801T120000
DTSTAMP:20260519T234241
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:20220802T110000
DTEND;TZID=America/Chicago:20220802T120000
DTSTAMP:20260519T234241
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:20220803T110000
DTEND;TZID=America/Chicago:20220803T120000
DTSTAMP:20260519T234241
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:20220804T110000
DTEND;TZID=America/Chicago:20220804T120000
DTSTAMP:20260519T234241
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:20220805T110000
DTEND;TZID=America/Chicago:20220805T120000
DTSTAMP:20260519T234241
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
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220210T120000
DTEND;TZID=America/Chicago:20220210T130000
DTSTAMP:20260519T234241
CREATED:20220118T201446Z
LAST-MODIFIED:20260206T162155Z
UID:14117-1644494400-1644498000@ctl.wustl.edu
SUMMARY:Spring 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 spring will involve chapters from Harriet Schwartz’s recent book\, Connected Teaching: Relationship\, Power\, and Mattering in Higher Education. In this book\, Schwartz argues for “connected teaching\,” teaching which is founded upon relationships built between instructors and their students. Informed by Relational-Cultural Theory (RCT) and drawing on empirical and established theoretical literature from teaching and psychology\, as well as leadership and organizational studies\, Schwartz provides both theoretical backing and practical suggestions for understanding teaching as a relational practice. \nParticipants should plan to attend 4 out of 5 meetings. Participants will receive a copy of the book courtesy of the CTL. Priority registration will be given to those who are in a full-time teaching role. Seats are limited. This program will take place via Zoom.\n \nMeetings will be from Noon-1:00pm on the following Thursdays:\n \nDiscussion Schedule:\nFeb 10: Chapter 1: What is Connected Teaching & Chapter 2: One Good Exchange: Connected Teaching When There Isn’t Enough Time\nFeb 24: Chapter 3: “Can I just Text You?”: Maintaining Boundaries in the Digital Age & Chapter 4: Assessment as Relational Practice\nMarch 10: Chapter 5: Lessons Gone Awry and Frustrating Student Interactions: Dealing with Disruption and Resistance in the Learning Space\nMarch 24: Chapter 6: Power and Position & Chapter 7: Emotion and Teaching\nApril 7: Chapter 8: Disappointment and Failure (When Teaching Almost Breaks Your Heart) & Chapter 9: Intellectual Mattering \nFor questions about the Faculty Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegister Here\nRegistration has reached capacity and has now closed. If you would still like to be involved\, please contact Meg Gregory at meggregory@wustl.edu.
URL:https://ctl.wustl.edu/event/spring-2022-faculty-reading-community/2022-02-10/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220224T120000
DTEND;TZID=America/Chicago:20220224T130000
DTSTAMP:20260519T234241
CREATED:20220118T201446Z
LAST-MODIFIED:20260206T162155Z
UID:14292-1645704000-1645707600@ctl.wustl.edu
SUMMARY:Spring 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 spring will involve chapters from Harriet Schwartz’s recent book\, Connected Teaching: Relationship\, Power\, and Mattering in Higher Education. In this book\, Schwartz argues for “connected teaching\,” teaching which is founded upon relationships built between instructors and their students. Informed by Relational-Cultural Theory (RCT) and drawing on empirical and established theoretical literature from teaching and psychology\, as well as leadership and organizational studies\, Schwartz provides both theoretical backing and practical suggestions for understanding teaching as a relational practice. \nParticipants should plan to attend 4 out of 5 meetings. Participants will receive a copy of the book courtesy of the CTL. Priority registration will be given to those who are in a full-time teaching role. Seats are limited. This program will take place via Zoom.\n \nMeetings will be from Noon-1:00pm on the following Thursdays:\n \nDiscussion Schedule:\nFeb 10: Chapter 1: What is Connected Teaching & Chapter 2: One Good Exchange: Connected Teaching When There Isn’t Enough Time\nFeb 24: Chapter 3: “Can I just Text You?”: Maintaining Boundaries in the Digital Age & Chapter 4: Assessment as Relational Practice\nMarch 10: Chapter 5: Lessons Gone Awry and Frustrating Student Interactions: Dealing with Disruption and Resistance in the Learning Space\nMarch 24: Chapter 6: Power and Position & Chapter 7: Emotion and Teaching\nApril 7: Chapter 8: Disappointment and Failure (When Teaching Almost Breaks Your Heart) & Chapter 9: Intellectual Mattering \nFor questions about the Faculty Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegister Here\nRegistration has reached capacity and has now closed. If you would still like to be involved\, please contact Meg Gregory at meggregory@wustl.edu.
URL:https://ctl.wustl.edu/event/spring-2022-faculty-reading-community/2022-02-24/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
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END:VCALENDAR