UF has joined the Center for the Integration of Research, Teaching, and Learning (CIRTL) network as a partner institution. The CIRTL network was founded in 2003 to help develop faculty committed to implementing and advancing evidence-based teaching practices that benefit diverse learners, especially in STEM. Program participants may earn three levels of CIRTL certification: Associate, Practitioner, and Scholar. View details on the program and learning outcomes.
Getting Started
- Register for CIRTL events through CTE’s CIRTL events calendar or the CIRTL events webpage.
- Register for one of the CIRTL Passport to Great Teaching Certificates.
- Subscribe to the CIRTL newsletter.
- View upcoming CIRTL workshops below.
CIRTL Associate Certificate
2.
Complete one of several core activity options. You can apply to the Preparing Future Faculty program as your core activity or view all of the core options in the CIRTL Associate certificate drop-down.
3.
Complete one of several elective activity options in the Teaching as Research category listed in the Passport Portal.
4.
Complete one of several elective activity options in the Diversity, Equity, and Inclusion category listed in the Passport Portal.
5.
Complete one of several elective activity options in the Evidence-Based Teaching category listed in the Passport Portal.
CIRTL Practitioner Certificate
4
During semester 1, through monthly workshops and one-on-one mentoring, plan your teaching-as-research project.
5
During semester 2, participate in your teaching-as-research learning community and implement your teaching-as-research project.
6
By the end of semester 2, analyze, write up, and share the results of your teaching-as-research project.
*To complete the CIRTL Scholar certificate, you may publish or present your findings to a regional, national, or international audience.
Events and Resources
- Ongoing Professional Development
- Cross-Network Courses
- Workshops
- Drop-in Events
- Resources > Collections & Topics
Fall 2024 CIRTL Workshops
The CIRTL network offers many free online events and courses to promote teaching and learning in STEM higher education. All UF graduate students, postdocs, faculty, and staff are welcome to register for any CIRTL offerings. CIRTL classes fill up fast. Please register today to secure your spot.
Writing an Effective Teaching Philosophy Statement
Instructors: Rique Campa, Michigan State University and Brian Rybarczyk, University of North Carolina at Chapel Hill
This workshop meets in Zoom on Tuesday, September 17 and 24 at 3-4:30pm Eastern
Registration opens Tuesday, September 3 at 11am Central Time
Learn what a teaching philosophy statement is and how they are used in the academic job hunt and explore your own teaching philosophy in a writing group of peers in this interactive, two-part online workshop. We will discuss elements of teaching statements, evidence of effective teaching tailored for different academic jobs, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s small group writing and feedback process.
The College Classroom
Instructors: Beth Fleener, University of Texas at Arlington;
Peggy Semingson, University of Texas at Arlington; Tiffany Shoop, Virginia Tech
This course meets in Zoom on Tuesdays, September 24 through December 10, at 2-3:30pm Eastern
Registration opens Monday, September 9 at 11am Central Time
Get an introduction to key learning principles and the basics of effective, evidence-based teaching practices in this 12-week course about teaching in the college classroom. This course will focus on developing inclusive, learner-centered approaches to teaching. Participants will explore the interconnectedness of learning objectives, assessment, and learning activities through both discussions of course materials and developing and practicing their own lesson plan.
Writing an Effective Teaching Philosophy Statement
Instructors: Kristin Winet, University of Arizona
Erin Galyen, University of Arizona
This workshop meets in Zoom on Thursday, October 3 and 10 at 12-1:30pm Eastern
Registration opens Monday, September 16 at 11am Central Time
Learn what a teaching philosophy statement is and how they are used in the academic job hunt, and explore your own teaching philosophy in a writing group of peers in this interactive, two-part online workshop. We will discuss elements of teaching statements, evidence of effective teaching tailored for different academic jobs, and strategies to get started or polish existing teaching statements. Participants from all disciplines will become better equipped and prepared to communicate their teaching practice through this workshop’s small group writing and feedback process. Refine their work through peer review feedback.
Overcoming Imposter Phenomena and Building Resiliency as Graduate Students
Instructor: Beth Fleener, University of Texas at Arlington
This one-session online workshop meets in Zoom on Thursday, October 10 at 11am-12:30pm Eastern
Registration OPENS Monday, September 23 at 11am Central Time
Find new ways to build your own resiliency in academia by learning about how to utilize the Change Mindset Model to overcome imposter syndrome and adapt to change through the lens of a growth mindset. Participants will employ self-awareness practices to complete their own professional and personal self-reflection guide through the Change Mindset Model, and will create personalized goals that support them in the areas of facing challenges, encountering difficulties, applying effort, receiving feedback, seeing success in others, making mistakes, and accepting, giving, and/or seeking help.
Preparing a Teaching Demo for a Job Interview
Instructors: Chas Brua, Pennsylvania State University and Beate Brunow, Pennsylvania State University
This one-session online workshop meets in Zoom on Thursday, October 17 at 12:30-2pm Eastern
Registration opens Monday, September 30 at 11am Central Time
As part of the interview process for a faculty position, you may be asked to lead a teaching demonstration. In this interactive workshop, we’ll discuss ways to go into your teaching demo with preparedness, confidence, and adaptability. Participants will explore considerations related to their audience, factors affecting content, logistics (including technology), and teaching/learning interactions. Participants will also strategize ways to cope with unexpected challenges that could emerge during a teaching demo.
A Student-Centered Approach for Reducing Plagiarism
Instructors: Teresa Hooper, University of Tennessee and Robert Jacobsen, University of Tennessee
This two-session online workshop meets on Mondays, October 21 and October 28 at 11:30am-1pm Eastern
REGISTRATION OPENS MONDAY, SEPTEMBER 23 AT 11AM CENTRAL TIME
Consider how student-centered, accessible, and contextual course design can reduce students’ propensity to cheat and improve learning for all. With the advent of generative AI, contract cheating, and app-based cheating, fears about preventing plagiarism are running high. This two-part workshop offers attendees a comprehensive look at a different paradigm for preventing plagiarism, one that uses a student-centered, accessible, and contextual course design to reduce students’ propensity to cheat. Participants will learn about adapting the concept of plagiarism to a Gen Y context, how to effectively convey those ideas to their students and, how they can take steps to design assignments that reduce the circumstances that lead to plagiarism.
Fostering a Growth Mindset and Developing a Sense of Belonging in Your Students
Instructors: Emily Potratz, University of Illinois at Chicago and Lauren Woods, University of Illinois at Chicago
This one-session online workshop meets on Thursday, October 24 at 11am-1pm Eastern
REGISTRATION OPENS MONDAY, SEPTEMBER 30 AT 11AM CENTRAL TIME
Learn from social and educational psychology in this one-part workshop on how instructors can foster growth mindsets in their students, and how that in turn can foster greater student motivation, achievement, and belonging. What factors hold back or push students forward in learning and performing the best they can? How do students react to successes and challenges?
Creating Effective and Inclusive Learning Experiences for Neurodiverse Students
Instructors: Melissa Tamas, Stanford University and Michelle Ming-Hsuan Pang, Stanford University
This one-session online workshop meets in Zoom on Thursday, October 24 at 2-3:30pm Eastern
REGISTRATION OPENS Monday, October 7 at 11am Central Time
Graduate student and postdoctoral instructors provide important face to face support and instruction to a diverse population of students in large lectures as well as smaller seminars. Therefore, it is key that they understand how to cultivate a learning environment that is inclusive and effective for all types of learners, especially neurodivergent learners. Students with ADHD, autism, learning disabilities, and mental health challenges are entering into higher education in greater numbers and they can face unique obstacles when they arrive. Participants in this workshop will come away with an expanded understanding of neurodivergent students, and start to develop strategies that create an effective and inclusive learning environment for neurodivergent learners.
Postdoc Teaching Practicum
Instructor: Natalie Westwood, University of British Columbia
This 5-part mentorship program has synchronous sessions on Thursday, December 5, January 9, February 6, March 6, and April 3 at 1-3pm Eastern (note that the course spans the 2024-2025 winter). Participants will be expected to do extensive independent work and work with their teaching mentors outside of these monthly sessions.
Work with an experienced instructor in your discipline to enhance your understanding and experience of teaching a university course in this 5-month mentorship program. During the mentorship program, you will observe a mentor in their teaching, teach guest lectures and receive feedback on your teaching, discuss approaches to teaching with your mentors, and engage in group discussions of teaching with other participants. Throughout the program, you will also attend a series of synchronous sessions on teaching development topics, like lesson planning; teaching portfolios; equity, diversity & inclusion; and teaching-as-research.