BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Center for Teaching and Learning - ECPv6.15.16.1//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:Center for Teaching and Learning
X-ORIGINAL-URL:https://ctl.wustl.edu
X-WR-CALDESC:Events for Center for Teaching and Learning
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/Chicago
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20200308T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20201101T070000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20210314T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20211107T070000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20220313T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20221106T070000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:20230312T080000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
TZNAME:CST
DTSTART:20231105T070000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220915T150000
DTEND;TZID=America/Chicago:20220915T163000
DTSTAMP:20260520T102614
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:20260520T102614
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:20260520T102614
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:20260520T102614
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:20260520T102614
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:20260520T102614
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:20260520T102614
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:20260520T102614
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:20220210T120000
DTEND;TZID=America/Chicago:20220210T130000
DTSTAMP:20260520T102614
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220224T120000
DTEND;TZID=America/Chicago:20220224T130000
DTSTAMP:20260520T102614
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220310T120000
DTEND;TZID=America/Chicago:20220310T130000
DTSTAMP:20260520T102614
CREATED:20220118T201446Z
LAST-MODIFIED:20260206T162155Z
UID:14293-1646913600-1646917200@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/2022-03-10/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220324T120000
DTEND;TZID=America/Chicago:20220324T130000
DTSTAMP:20260520T102614
CREATED:20220118T201446Z
LAST-MODIFIED:20260206T162155Z
UID:14294-1648123200-1648126800@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/2022-03-24/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220407T120000
DTEND;TZID=America/Chicago:20220407T130000
DTSTAMP:20260520T102614
CREATED:20220118T201446Z
LAST-MODIFIED:20260206T162155Z
UID:14295-1649332800-1649336400@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/2022-04-07/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220208T140000
DTEND;TZID=America/Chicago:20220208T150000
DTSTAMP:20260520T102614
CREATED:20220108T004226Z
LAST-MODIFIED:20260206T170108Z
UID:14067-1644328800-1644332400@ctl.wustl.edu
SUMMARY:Spring 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 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 are required to attend all meetings. Participants 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.\n \nMeetings will be from 2-3pm on the following Tuesdays:\n \nDiscussion Schedule:\nFeb 8: Chapter 1: What is Connected Teaching & Chapter 2: One Good Exchange: Connected Teaching When There Isn’t Enough Time\nFeb 22: Chapter 3: “Can I just Text You?”: Maintaining Boundaries in the Digital Age & Chapter 4: Assessment as Relational Practice\nMarch 8: Chapter 5: Lessons Gone Awry and Frustrating Student Interactions: Dealing with Disruption and Resistance in the Learning Space\nMarch 22: Chapter 6: Power and Position & Chapter 7: Emotion and Teaching\nApril 5: Chapter 8: Disappointment and Failure (When Teaching Almost Breaks Your Heart) & Chapter 9: Intellectual Mattering \nFor questions about the Graduate Student & Postdoc Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration has now closed for the Spring 2022 Grad Student Postdoc Reading Community. If you would still like to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu.
URL:https://ctl.wustl.edu/event/spring-2022-graduate-student-and-postdoc-reading-community/2022-02-08/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220222T140000
DTEND;TZID=America/Chicago:20220222T150000
DTSTAMP:20260520T102614
CREATED:20220108T004226Z
LAST-MODIFIED:20260206T170108Z
UID:14296-1645538400-1645542000@ctl.wustl.edu
SUMMARY:Spring 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 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 are required to attend all meetings. Participants 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.\n \nMeetings will be from 2-3pm on the following Tuesdays:\n \nDiscussion Schedule:\nFeb 8: Chapter 1: What is Connected Teaching & Chapter 2: One Good Exchange: Connected Teaching When There Isn’t Enough Time\nFeb 22: Chapter 3: “Can I just Text You?”: Maintaining Boundaries in the Digital Age & Chapter 4: Assessment as Relational Practice\nMarch 8: Chapter 5: Lessons Gone Awry and Frustrating Student Interactions: Dealing with Disruption and Resistance in the Learning Space\nMarch 22: Chapter 6: Power and Position & Chapter 7: Emotion and Teaching\nApril 5: Chapter 8: Disappointment and Failure (When Teaching Almost Breaks Your Heart) & Chapter 9: Intellectual Mattering \nFor questions about the Graduate Student & Postdoc Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration has now closed for the Spring 2022 Grad Student Postdoc Reading Community. If you would still like to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu.
URL:https://ctl.wustl.edu/event/spring-2022-graduate-student-and-postdoc-reading-community/2022-02-22/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220308T140000
DTEND;TZID=America/Chicago:20220308T150000
DTSTAMP:20260520T102614
CREATED:20220108T004226Z
LAST-MODIFIED:20260206T170108Z
UID:14297-1646748000-1646751600@ctl.wustl.edu
SUMMARY:Spring 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 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 are required to attend all meetings. Participants 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.\n \nMeetings will be from 2-3pm on the following Tuesdays:\n \nDiscussion Schedule:\nFeb 8: Chapter 1: What is Connected Teaching & Chapter 2: One Good Exchange: Connected Teaching When There Isn’t Enough Time\nFeb 22: Chapter 3: “Can I just Text You?”: Maintaining Boundaries in the Digital Age & Chapter 4: Assessment as Relational Practice\nMarch 8: Chapter 5: Lessons Gone Awry and Frustrating Student Interactions: Dealing with Disruption and Resistance in the Learning Space\nMarch 22: Chapter 6: Power and Position & Chapter 7: Emotion and Teaching\nApril 5: Chapter 8: Disappointment and Failure (When Teaching Almost Breaks Your Heart) & Chapter 9: Intellectual Mattering \nFor questions about the Graduate Student & Postdoc Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration has now closed for the Spring 2022 Grad Student Postdoc Reading Community. If you would still like to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu.
URL:https://ctl.wustl.edu/event/spring-2022-graduate-student-and-postdoc-reading-community/2022-03-08/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220322T140000
DTEND;TZID=America/Chicago:20220322T150000
DTSTAMP:20260520T102614
CREATED:20220108T004226Z
LAST-MODIFIED:20260206T170049Z
UID:14298-1647957600-1647961200@ctl.wustl.edu
SUMMARY:Spring 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 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 are required to attend all meetings. Participants 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.\n \nMeetings will be from 2-3pm on the following Tuesdays:\n \nDiscussion Schedule:\nFeb 8: Chapter 1: What is Connected Teaching & Chapter 2: One Good Exchange: Connected Teaching When There Isn’t Enough Time\nFeb 22: Chapter 3: “Can I just Text You?”: Maintaining Boundaries in the Digital Age & Chapter 4: Assessment as Relational Practice\nMarch 8: Chapter 5: Lessons Gone Awry and Frustrating Student Interactions: Dealing with Disruption and Resistance in the Learning Space\nMarch 22: Chapter 6: Power and Position & Chapter 7: Emotion and Teaching\nApril 5: Chapter 8: Disappointment and Failure (When Teaching Almost Breaks Your Heart) & Chapter 9: Intellectual Mattering \nFor questions about the Graduate Student & Postdoc Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration has now closed for the Spring 2022 Grad Student Postdoc Reading Community. If you would still like to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu.
URL:https://ctl.wustl.edu/event/spring-2022-graduate-student-and-postdoc-reading-community/2022-03-22/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220405T140000
DTEND;TZID=America/Chicago:20220405T150000
DTSTAMP:20260520T102614
CREATED:20220108T004226Z
LAST-MODIFIED:20260206T170048Z
UID:14299-1649167200-1649170800@ctl.wustl.edu
SUMMARY:Spring 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 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 are required to attend all meetings. Participants 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.\n \nMeetings will be from 2-3pm on the following Tuesdays:\n \nDiscussion Schedule:\nFeb 8: Chapter 1: What is Connected Teaching & Chapter 2: One Good Exchange: Connected Teaching When There Isn’t Enough Time\nFeb 22: Chapter 3: “Can I just Text You?”: Maintaining Boundaries in the Digital Age & Chapter 4: Assessment as Relational Practice\nMarch 8: Chapter 5: Lessons Gone Awry and Frustrating Student Interactions: Dealing with Disruption and Resistance in the Learning Space\nMarch 22: Chapter 6: Power and Position & Chapter 7: Emotion and Teaching\nApril 5: Chapter 8: Disappointment and Failure (When Teaching Almost Breaks Your Heart) & Chapter 9: Intellectual Mattering \nFor questions about the Graduate Student & Postdoc Reading Community\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nRegistration has now closed for the Spring 2022 Grad Student Postdoc Reading Community. If you would still like to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu.
URL:https://ctl.wustl.edu/event/spring-2022-graduate-student-and-postdoc-reading-community/2022-04-05/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210921T153000
DTEND;TZID=America/Chicago:20210921T163000
DTSTAMP:20260520T102614
CREATED:20210831T160159Z
LAST-MODIFIED:20260206T170109Z
UID:13597-1632238200-1632241800@ctl.wustl.edu
SUMMARY:GSPD Reading Community Fall 2021: Small Teaching (Second Edition)
DESCRIPTION:Join fellow advanced-level graduate students\, postdocs\, and Teaching Center staff for sustained cross-disciplinary conversation on critical topics in teaching and learning! \nThe Graduate Student Postdoc Reading Community (GSPD RC) discussion this fall will focus on chapters from the newly revised and updated Small Teaching: Everyday Lessons from the Science of Learning\, which draws on recent discoveries in cognitive psychology and other disciplines and translates these findings into productive\, evidence-based “micro” teaching practices that can energize and enhance your teaching\, but require little additional preparation and grading. \nParticipants who commit to attending all five sessions will receive a copy of the book courtesy of the CTL. Executive summaries of each chapter will be provided prior to each meeting as well. Note: Priority registration will be given to those graduate students in their third years and beyond and to postdocs. Priority registration will also be provided to those who have engaged deeply in other CTL programing (e.g. Teaching Citation\, EPIC\, etc.). \nMeetings will be over Zoom\, from 3:30-4:30 on the following Tuesdays:\nSept 21: Introduction & Chapter 1: Predicting\nOct 5: Chapter 2: Retrieving and Chapter 3: Interleaving\nOct 19: Chapter 4: Connecting and Chapter 5: Practicing\nNov 2: Chapter 6: Explaining and Chapter 7: Belonging\nNov 16: Chapter 8: Motivating and Chapter 9: Learning \nFor questions about the reading community\, please contact Meg Gregory (meggregory@wustl.edu). \nRegister Here
URL:https://ctl.wustl.edu/event/gspd-reading-community-fall-2021-small-teaching-second-edition/2021-09-21/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211005T153000
DTEND;TZID=America/Chicago:20211005T163000
DTSTAMP:20260520T102614
CREATED:20210831T160159Z
LAST-MODIFIED:20260206T170109Z
UID:13598-1633447800-1633451400@ctl.wustl.edu
SUMMARY:GSPD Reading Community Fall 2021: Small Teaching (Second Edition)
DESCRIPTION:Join fellow advanced-level graduate students\, postdocs\, and Teaching Center staff for sustained cross-disciplinary conversation on critical topics in teaching and learning! \nThe Graduate Student Postdoc Reading Community (GSPD RC) discussion this fall will focus on chapters from the newly revised and updated Small Teaching: Everyday Lessons from the Science of Learning\, which draws on recent discoveries in cognitive psychology and other disciplines and translates these findings into productive\, evidence-based “micro” teaching practices that can energize and enhance your teaching\, but require little additional preparation and grading. \nParticipants who commit to attending all five sessions will receive a copy of the book courtesy of the CTL. Executive summaries of each chapter will be provided prior to each meeting as well. Note: Priority registration will be given to those graduate students in their third years and beyond and to postdocs. Priority registration will also be provided to those who have engaged deeply in other CTL programing (e.g. Teaching Citation\, EPIC\, etc.). \nMeetings will be over Zoom\, from 3:30-4:30 on the following Tuesdays:\nSept 21: Introduction & Chapter 1: Predicting\nOct 5: Chapter 2: Retrieving and Chapter 3: Interleaving\nOct 19: Chapter 4: Connecting and Chapter 5: Practicing\nNov 2: Chapter 6: Explaining and Chapter 7: Belonging\nNov 16: Chapter 8: Motivating and Chapter 9: Learning \nFor questions about the reading community\, please contact Meg Gregory (meggregory@wustl.edu). \nRegister Here
URL:https://ctl.wustl.edu/event/gspd-reading-community-fall-2021-small-teaching-second-edition/2021-10-05/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211019T153000
DTEND;TZID=America/Chicago:20211019T163000
DTSTAMP:20260520T102614
CREATED:20210831T160159Z
LAST-MODIFIED:20260206T170109Z
UID:13599-1634657400-1634661000@ctl.wustl.edu
SUMMARY:GSPD Reading Community Fall 2021: Small Teaching (Second Edition)
DESCRIPTION:Join fellow advanced-level graduate students\, postdocs\, and Teaching Center staff for sustained cross-disciplinary conversation on critical topics in teaching and learning! \nThe Graduate Student Postdoc Reading Community (GSPD RC) discussion this fall will focus on chapters from the newly revised and updated Small Teaching: Everyday Lessons from the Science of Learning\, which draws on recent discoveries in cognitive psychology and other disciplines and translates these findings into productive\, evidence-based “micro” teaching practices that can energize and enhance your teaching\, but require little additional preparation and grading. \nParticipants who commit to attending all five sessions will receive a copy of the book courtesy of the CTL. Executive summaries of each chapter will be provided prior to each meeting as well. Note: Priority registration will be given to those graduate students in their third years and beyond and to postdocs. Priority registration will also be provided to those who have engaged deeply in other CTL programing (e.g. Teaching Citation\, EPIC\, etc.). \nMeetings will be over Zoom\, from 3:30-4:30 on the following Tuesdays:\nSept 21: Introduction & Chapter 1: Predicting\nOct 5: Chapter 2: Retrieving and Chapter 3: Interleaving\nOct 19: Chapter 4: Connecting and Chapter 5: Practicing\nNov 2: Chapter 6: Explaining and Chapter 7: Belonging\nNov 16: Chapter 8: Motivating and Chapter 9: Learning \nFor questions about the reading community\, please contact Meg Gregory (meggregory@wustl.edu). \nRegister Here
URL:https://ctl.wustl.edu/event/gspd-reading-community-fall-2021-small-teaching-second-edition/2021-10-19/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211102T153000
DTEND;TZID=America/Chicago:20211102T163000
DTSTAMP:20260520T102614
CREATED:20210831T160159Z
LAST-MODIFIED:20260206T170108Z
UID:13600-1635867000-1635870600@ctl.wustl.edu
SUMMARY:GSPD Reading Community Fall 2021: Small Teaching (Second Edition)
DESCRIPTION:Join fellow advanced-level graduate students\, postdocs\, and Teaching Center staff for sustained cross-disciplinary conversation on critical topics in teaching and learning! \nThe Graduate Student Postdoc Reading Community (GSPD RC) discussion this fall will focus on chapters from the newly revised and updated Small Teaching: Everyday Lessons from the Science of Learning\, which draws on recent discoveries in cognitive psychology and other disciplines and translates these findings into productive\, evidence-based “micro” teaching practices that can energize and enhance your teaching\, but require little additional preparation and grading. \nParticipants who commit to attending all five sessions will receive a copy of the book courtesy of the CTL. Executive summaries of each chapter will be provided prior to each meeting as well. Note: Priority registration will be given to those graduate students in their third years and beyond and to postdocs. Priority registration will also be provided to those who have engaged deeply in other CTL programing (e.g. Teaching Citation\, EPIC\, etc.). \nMeetings will be over Zoom\, from 3:30-4:30 on the following Tuesdays:\nSept 21: Introduction & Chapter 1: Predicting\nOct 5: Chapter 2: Retrieving and Chapter 3: Interleaving\nOct 19: Chapter 4: Connecting and Chapter 5: Practicing\nNov 2: Chapter 6: Explaining and Chapter 7: Belonging\nNov 16: Chapter 8: Motivating and Chapter 9: Learning \nFor questions about the reading community\, please contact Meg Gregory (meggregory@wustl.edu). \nRegister Here
URL:https://ctl.wustl.edu/event/gspd-reading-community-fall-2021-small-teaching-second-edition/2021-11-02/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211116T153000
DTEND;TZID=America/Chicago:20211116T163000
DTSTAMP:20260520T102614
CREATED:20210831T160159Z
LAST-MODIFIED:20260206T170108Z
UID:13601-1637076600-1637080200@ctl.wustl.edu
SUMMARY:GSPD Reading Community Fall 2021: Small Teaching (Second Edition)
DESCRIPTION:Join fellow advanced-level graduate students\, postdocs\, and Teaching Center staff for sustained cross-disciplinary conversation on critical topics in teaching and learning! \nThe Graduate Student Postdoc Reading Community (GSPD RC) discussion this fall will focus on chapters from the newly revised and updated Small Teaching: Everyday Lessons from the Science of Learning\, which draws on recent discoveries in cognitive psychology and other disciplines and translates these findings into productive\, evidence-based “micro” teaching practices that can energize and enhance your teaching\, but require little additional preparation and grading. \nParticipants who commit to attending all five sessions will receive a copy of the book courtesy of the CTL. Executive summaries of each chapter will be provided prior to each meeting as well. Note: Priority registration will be given to those graduate students in their third years and beyond and to postdocs. Priority registration will also be provided to those who have engaged deeply in other CTL programing (e.g. Teaching Citation\, EPIC\, etc.). \nMeetings will be over Zoom\, from 3:30-4:30 on the following Tuesdays:\nSept 21: Introduction & Chapter 1: Predicting\nOct 5: Chapter 2: Retrieving and Chapter 3: Interleaving\nOct 19: Chapter 4: Connecting and Chapter 5: Practicing\nNov 2: Chapter 6: Explaining and Chapter 7: Belonging\nNov 16: Chapter 8: Motivating and Chapter 9: Learning \nFor questions about the reading community\, please contact Meg Gregory (meggregory@wustl.edu). \nRegister Here
URL:https://ctl.wustl.edu/event/gspd-reading-community-fall-2021-small-teaching-second-edition/2021-11-16/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210923T120000
DTEND;TZID=America/Chicago:20210923T130000
DTSTAMP:20260520T102614
CREATED:20210831T154755Z
LAST-MODIFIED:20260206T162155Z
UID:13591-1632398400-1632402000@ctl.wustl.edu
SUMMARY:Fall 2021 Faculty Reading Community: Small Teaching (Second Edition)
DESCRIPTION:Due to demand\, registration for the faculty reading community is now closed. Should you still wish to participate\, please contact Meg Gregory at meggregory@wustl.edu.\nJoin colleagues and Center for Teaching and Learning staff for sustained cross-disciplinary conversation on critical topics in teaching and learning! \nThe Faculty Reading Community (FRC) discussion this fall will focus on chapters from the newly revised and updated Small Teaching: Everyday Lessons from the Science of Learning\, which draws on recent discoveries in cognitive psychology and other disciplines and translates these findings into productive\, evidence-based “micro” teaching practices that can energize and enhance your teaching\, but require little additional preparation and grading. \nFaculty participants who commit to attending at least four sessions will receive a copy of the book courtesy of the CTL. Executive summaries of each chapter will be provided prior to each meeting as well. \nMeetings will be over Zoom\, from noon-1pm on the following Thursdays: \nDiscussion Schedule:\nSept 23: Introduction & Chapter 1: Predicting\nOct 7: Chapter 2: Retrieving and Chapter 3: Interleaving\nOct 21: Chapter 4: Connecting and Chapter 5: Practicing\nNov 4: Chapter 6: Explaining and Chapter 7: Belonging\nNov 18: Chapter 8: Motivating and Chapter 9: Learning \nFor questions about the FRC\, please contact Meg Gregory (meggregory@wustl.edu). \n 
URL:https://ctl.wustl.edu/event/fall-2021-faculty-reading-community-small-teaching-second-edition/2021-09-23/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211007T120000
DTEND;TZID=America/Chicago:20211007T130000
DTSTAMP:20260520T102614
CREATED:20210831T154755Z
LAST-MODIFIED:20260206T162155Z
UID:13593-1633608000-1633611600@ctl.wustl.edu
SUMMARY:Fall 2021 Faculty Reading Community: Small Teaching (Second Edition)
DESCRIPTION:Due to demand\, registration for the faculty reading community is now closed. Should you still wish to participate\, please contact Meg Gregory at meggregory@wustl.edu.\nJoin colleagues and Center for Teaching and Learning staff for sustained cross-disciplinary conversation on critical topics in teaching and learning! \nThe Faculty Reading Community (FRC) discussion this fall will focus on chapters from the newly revised and updated Small Teaching: Everyday Lessons from the Science of Learning\, which draws on recent discoveries in cognitive psychology and other disciplines and translates these findings into productive\, evidence-based “micro” teaching practices that can energize and enhance your teaching\, but require little additional preparation and grading. \nFaculty participants who commit to attending at least four sessions will receive a copy of the book courtesy of the CTL. Executive summaries of each chapter will be provided prior to each meeting as well. \nMeetings will be over Zoom\, from noon-1pm on the following Thursdays: \nDiscussion Schedule:\nSept 23: Introduction & Chapter 1: Predicting\nOct 7: Chapter 2: Retrieving and Chapter 3: Interleaving\nOct 21: Chapter 4: Connecting and Chapter 5: Practicing\nNov 4: Chapter 6: Explaining and Chapter 7: Belonging\nNov 18: Chapter 8: Motivating and Chapter 9: Learning \nFor questions about the FRC\, please contact Meg Gregory (meggregory@wustl.edu). \n 
URL:https://ctl.wustl.edu/event/fall-2021-faculty-reading-community-small-teaching-second-edition/2021-10-07/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211021T120000
DTEND;TZID=America/Chicago:20211021T130000
DTSTAMP:20260520T102614
CREATED:20210831T154755Z
LAST-MODIFIED:20260206T162155Z
UID:13594-1634817600-1634821200@ctl.wustl.edu
SUMMARY:Fall 2021 Faculty Reading Community: Small Teaching (Second Edition)
DESCRIPTION:Due to demand\, registration for the faculty reading community is now closed. Should you still wish to participate\, please contact Meg Gregory at meggregory@wustl.edu.\nJoin colleagues and Center for Teaching and Learning staff for sustained cross-disciplinary conversation on critical topics in teaching and learning! \nThe Faculty Reading Community (FRC) discussion this fall will focus on chapters from the newly revised and updated Small Teaching: Everyday Lessons from the Science of Learning\, which draws on recent discoveries in cognitive psychology and other disciplines and translates these findings into productive\, evidence-based “micro” teaching practices that can energize and enhance your teaching\, but require little additional preparation and grading. \nFaculty participants who commit to attending at least four sessions will receive a copy of the book courtesy of the CTL. Executive summaries of each chapter will be provided prior to each meeting as well. \nMeetings will be over Zoom\, from noon-1pm on the following Thursdays: \nDiscussion Schedule:\nSept 23: Introduction & Chapter 1: Predicting\nOct 7: Chapter 2: Retrieving and Chapter 3: Interleaving\nOct 21: Chapter 4: Connecting and Chapter 5: Practicing\nNov 4: Chapter 6: Explaining and Chapter 7: Belonging\nNov 18: Chapter 8: Motivating and Chapter 9: Learning \nFor questions about the FRC\, please contact Meg Gregory (meggregory@wustl.edu). \n 
URL:https://ctl.wustl.edu/event/fall-2021-faculty-reading-community-small-teaching-second-edition/2021-10-21/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211104T120000
DTEND;TZID=America/Chicago:20211104T130000
DTSTAMP:20260520T102614
CREATED:20210831T154755Z
LAST-MODIFIED:20260206T162155Z
UID:13595-1636027200-1636030800@ctl.wustl.edu
SUMMARY:Fall 2021 Faculty Reading Community: Small Teaching (Second Edition)
DESCRIPTION:Due to demand\, registration for the faculty reading community is now closed. Should you still wish to participate\, please contact Meg Gregory at meggregory@wustl.edu.\nJoin colleagues and Center for Teaching and Learning staff for sustained cross-disciplinary conversation on critical topics in teaching and learning! \nThe Faculty Reading Community (FRC) discussion this fall will focus on chapters from the newly revised and updated Small Teaching: Everyday Lessons from the Science of Learning\, which draws on recent discoveries in cognitive psychology and other disciplines and translates these findings into productive\, evidence-based “micro” teaching practices that can energize and enhance your teaching\, but require little additional preparation and grading. \nFaculty participants who commit to attending at least four sessions will receive a copy of the book courtesy of the CTL. Executive summaries of each chapter will be provided prior to each meeting as well. \nMeetings will be over Zoom\, from noon-1pm on the following Thursdays: \nDiscussion Schedule:\nSept 23: Introduction & Chapter 1: Predicting\nOct 7: Chapter 2: Retrieving and Chapter 3: Interleaving\nOct 21: Chapter 4: Connecting and Chapter 5: Practicing\nNov 4: Chapter 6: Explaining and Chapter 7: Belonging\nNov 18: Chapter 8: Motivating and Chapter 9: Learning \nFor questions about the FRC\, please contact Meg Gregory (meggregory@wustl.edu). \n 
URL:https://ctl.wustl.edu/event/fall-2021-faculty-reading-community-small-teaching-second-edition/2021-11-04/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211118T120000
DTEND;TZID=America/Chicago:20211118T130000
DTSTAMP:20260520T102614
CREATED:20210831T154755Z
LAST-MODIFIED:20260206T162155Z
UID:13596-1637236800-1637240400@ctl.wustl.edu
SUMMARY:Fall 2021 Faculty Reading Community: Small Teaching (Second Edition)
DESCRIPTION:Due to demand\, registration for the faculty reading community is now closed. Should you still wish to participate\, please contact Meg Gregory at meggregory@wustl.edu.\nJoin colleagues and Center for Teaching and Learning staff for sustained cross-disciplinary conversation on critical topics in teaching and learning! \nThe Faculty Reading Community (FRC) discussion this fall will focus on chapters from the newly revised and updated Small Teaching: Everyday Lessons from the Science of Learning\, which draws on recent discoveries in cognitive psychology and other disciplines and translates these findings into productive\, evidence-based “micro” teaching practices that can energize and enhance your teaching\, but require little additional preparation and grading. \nFaculty participants who commit to attending at least four sessions will receive a copy of the book courtesy of the CTL. Executive summaries of each chapter will be provided prior to each meeting as well. \nMeetings will be over Zoom\, from noon-1pm on the following Thursdays: \nDiscussion Schedule:\nSept 23: Introduction & Chapter 1: Predicting\nOct 7: Chapter 2: Retrieving and Chapter 3: Interleaving\nOct 21: Chapter 4: Connecting and Chapter 5: Practicing\nNov 4: Chapter 6: Explaining and Chapter 7: Belonging\nNov 18: Chapter 8: Motivating and Chapter 9: Learning \nFor questions about the FRC\, please contact Meg Gregory (meggregory@wustl.edu). \n 
URL:https://ctl.wustl.edu/event/fall-2021-faculty-reading-community-small-teaching-second-edition/2021-11-18/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210802T140000
DTEND;TZID=America/Chicago:20210802T150000
DTSTAMP:20260520T102614
CREATED:20210707T144138Z
LAST-MODIFIED:20260206T170109Z
UID:12836-1627912800-1627916400@ctl.wustl.edu
SUMMARY:Summer 2021 Graduate Student Postdoc Reading Community
DESCRIPTION:Registration for the August GSPD RC has now closed. If you would still like to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nJoin graduate student and postdoc colleagues and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe Graduate Student and Postdoc Reading Community (GSPD RC) discussion this August will involve chapters from Tracie Marcella Addy et al.’s recent book\, What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching\, which focuses on key principles of inclusive\, equity-minded instructors. It draws ideas from a variety of disciplines and kinds of classroom environments\, providing concrete strategies for designing inclusive courses\, fostering social belonging among student learners\, assessing equitably\, and facilitating class inclusively. Throughout the book\, there are many opportunities for self-reflection on one’s own courses. \n Participants are required to commit to four of the five Zoom sessions. Priority registration will be given to those graduate students in their third years and beyond and to postdocs. Priority registration will also be provided to those who have engaged deeply in other CTL programing (e.g. Teaching Citation\, EPIC\, etc.).\n \nParticipants should plan to acquire a copy of the book on their own. (The CTL encourages you to support local independent booksellers with your purchase: Subterranean Books or The Novel Neighbor). \nMeetings will be on Mondays and Wednesdays in August:\n \nDiscussion Schedule:\nAugust 2: Chapter 1: The What and Why of Inclusive Teaching\nAugust 4: Chapter 2: What Do They Know About Being Inclusive?\nAugust 9: Chapter 3: How Do They Design an Inclusive Course?\nAugust 11: Chapter 4: How Do They Make Students Feel Welcome?\nAugust 16: Chapter 5: How Do They Conduct Class Inclusively?
URL:https://ctl.wustl.edu/event/summer-2021-graduate-student-postdoc-reading-community/2021-08-02/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20210804T140000
DTEND;TZID=America/Chicago:20210804T150000
DTSTAMP:20260520T102614
CREATED:20210707T144138Z
LAST-MODIFIED:20260206T170109Z
UID:12837-1628085600-1628089200@ctl.wustl.edu
SUMMARY:Summer 2021 Graduate Student Postdoc Reading Community
DESCRIPTION:Registration for the August GSPD RC has now closed. If you would still like to participate\, please contact Dr. Meg Gregory at meggregory@wustl.edu. \nJoin graduate student and postdoc colleagues and CTL staff for sustained cross-disciplinary conversation on critical topics in teaching and learning. \nThe Graduate Student and Postdoc Reading Community (GSPD RC) discussion this August will involve chapters from Tracie Marcella Addy et al.’s recent book\, What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching\, which focuses on key principles of inclusive\, equity-minded instructors. It draws ideas from a variety of disciplines and kinds of classroom environments\, providing concrete strategies for designing inclusive courses\, fostering social belonging among student learners\, assessing equitably\, and facilitating class inclusively. Throughout the book\, there are many opportunities for self-reflection on one’s own courses. \n Participants are required to commit to four of the five Zoom sessions. Priority registration will be given to those graduate students in their third years and beyond and to postdocs. Priority registration will also be provided to those who have engaged deeply in other CTL programing (e.g. Teaching Citation\, EPIC\, etc.).\n \nParticipants should plan to acquire a copy of the book on their own. (The CTL encourages you to support local independent booksellers with your purchase: Subterranean Books or The Novel Neighbor). \nMeetings will be on Mondays and Wednesdays in August:\n \nDiscussion Schedule:\nAugust 2: Chapter 1: The What and Why of Inclusive Teaching\nAugust 4: Chapter 2: What Do They Know About Being Inclusive?\nAugust 9: Chapter 3: How Do They Design an Inclusive Course?\nAugust 11: Chapter 4: How Do They Make Students Feel Welcome?\nAugust 16: Chapter 5: How Do They Conduct Class Inclusively?
URL:https://ctl.wustl.edu/event/summer-2021-graduate-student-postdoc-reading-community/2021-08-04/
LOCATION:Zoom
CATEGORIES:- Multiple Meetings
END:VEVENT
END:VCALENDAR