Fall 2017 Offerings

The Delta Program and the Center for the Integration of Research, Teaching and Learning (CIRTL) Network are pleased to offer the following courses and seminars for the upcoming fall semester. Please note that the registration process for CIRTL and Delta courses are different. All courses are designed to introduce participants to the foundations of teaching and learning. Different courses approach teaching from distinct angles such as teaching with technology and teaching in an internationally diverse classroom but can be taken in any order.

What courses do I need to be prepared to join an internship or certificate cohort?

learning community requirement Fulfills the certificate learning community requirement.
course requirement A full course, fulfills the internship prerequisite.
counts as half a course Half a course. Two half courses are equivalent to a full course.

Internship prerequisite = 1 course requirement
Certificate prerequisites = 2 x course requirement + internship completed + learning community requirement

For more information and to register for a course, click on any of the course titles from the lists below.

List of Fall Online CIRTL Courses

CIRTL courses are generally offered online through Blackboard Collaborate. Registration for CIRTL courses opens on Monday, August 28. MOOC registration will open by the end of the month. For more information and to register click on the title of the course below. You will be prompted to sign in to the CIRTL Network Commons (CNC) or create an account, which you can then use to participate in online courses and workshops. Questions about registration? Contactregistration@cirtl.net.


» Teaching-as-Researchlearning community requirement

» Teaching with Technologycourse requirement

» Creating Assessments for the STEM Classroomcourse requirement

» The College Classroom: Teaching Inclusivelycourse requirement

» Diversity in the College Classroomcourse requirement

» Equity in STEM for All Genderscourse requirement

» MOOC: An Introduction to Evidence-Based Undergraduate STEM Teachingcounts as half a course


Improv to Improve Science Communication and Teaching counts as half a course

Instructors: Anne Lynn Gillian-Daniel

Days and times: Wednesdays 2:00-4:00 pm

Location: 2305 Engineering Hall

Credit Information: 1 credit (EPD 690)

Registration closed.


Using the storytelling and character-development techniques of theatrical improvisation, participants will build confidence, teamwork, leadership, listening and decision-making skills through the performance of short games and scenes. Participants will be able to better think on their feet, manage a constructivist classroom, and communicate science more effectively to both technical and non-technical audiences. Each session will be comprehensive, diverse, and dynamic (in addition to being a lot of fun), and will build on the skills from the week before. Due to the sequential nature of the class and the necessity of building a supportive learning community, please defer taking the course if you know in advance that your schedule will require you to miss more than two classes.

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Teaching in Science and Engineering: The College Classroom course requirement

Instructor: Rosemary Russ
Days and times: Mondays, 1:303:30 pm
Location: 229 Teacher Education

Credit Information: 2 credits (EPD 654)

Registration closed.


In this course, you will gain knowledge on the basics of learning theory and effective teaching methods so you can operate at the forefront of ideas in college education. You will explore your teaching philosophy and how it will impact your future classes, design a course curriculum, engage in micro-teaching, and learn how to monitor and investigate the effectiveness of a learning environment.

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Effective Teaching in an Internationally Diverse Classroom course requirement

Instructor: Michel Wattiaux

Days and times: Fridays, 10 am –12 pm

Location: 2321 Engineering Hall

Credit Information: 2 credits (EPD 690 or Dairy Sci 875)

Registration closed.


Do you wish to become an effective math, engineering, or science instructor, with a deep understanding of how to use international diversity as an asset rather than a liability in your classroom? If so, this course is for you, whether you are a US-born or international graduate student or post-doc. In this course, you will learn the core skills of effective and savvy teachers who can use global perspectives, varied modes of instruction, and differences in students' expectations as tools to increase the learning of every student in their classes.

In essence, this course focuses on the challenges posed by teaching an increasingly diverse student population. Although the course places an emphasis on international instructors and international students, it is not as much about studying cultural, racial and social views as it is to learn how to take advantage of the unique perspectives of each student in our classes to engage them fully in the course content. By the end of the semester, participants who have fully engaged in the activities of this course will have gained knowledge, understanding and hands-on practical skills in creating college courses designed as effective learning environments for their students. This is a discussion-based course modeled after what is now known as "flipped-classroom" and "blended learning."

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Internship Seminar

Instructor: Devin Wixon

Days and times: Fridays 1:00-2:30 pm

Location: 445 Henry Mall, Room 117 (WISCIENCE conference room)

Credit Information: 1 credit (ELPA 502)

Registration closed.


Enrollment is limited to those who have taken a prior Delta course or approved alternative and have attended the pre-internship workshop II or an approved alternative.
The Delta Internship Program offers graduate students and post-docs the opportunity to develop teaching and learning skills in real-world situations. Each semester, the Delta Program supports a new cohort of interns who partner with faculty and staff to improve teaching and learning environments through innovative Teaching-As-Research projects. Interns enroll in this seminar during the semester in which they are implementing their internship project, where they share feedback and learn teaching-as-research skills. Visit the Delta Internship Program website for more information.

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Research Mentor Training Seminar learning community requirement

Section 1

Instructor: Andrew Greenberg

Days and times: Thursdays, 9:55–10:45 am

Location: 2341 Engineering Hall

Credit Information: 1 credit (CBE 562). Counts toward the Learning Community requirement for the Delta Certificate in Teaching and Learning.

Registration closed.


Section 2

Instructor: Amber Smith

Days and times: Tuesdays, 12:00–1:00 pm

Location: 445 Henry Mall, Room 117

Credit Information: 1 credit (INTEGSCI 660). Counts toward the Learning Community requir ement for the Delta Certificate in Teaching and Learning.

Registration closed.


Offered in collaboration between WISCIENCE and Delta, the Research Mentor Training Seminar is designed to help graduate students and postdocs become effective research mentors. Seminar discussions focus on different mentoring styles and strategies for developing confidence, independence, creativity, and communication skills in your current and future mentees. The mentor-training seminar consists of weekly one-hour sessions in which participants address issues in mentoring through facilitated discussions based on collaboration and collective problem solving. Participants will read articles and case studies, write biographies of their mentees, compare their goals with those of their mentees, explore time-management strategies, and write mentoring philosophies. This is a terrific opportunity for new mentors to get off on the right foot, and for experienced mentors to share their wisdom. For more information about the Research Mentor Training Seminar please contact Amber Smith at amber.smith@wisc.edu.

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Effective Teaching with Technology course requirement

Instructors: John Martin

Days and times: Mondays, 1:00-3:00 pm

Location: 1143 Mechanical Engineering

Credit Information: 1 credit (EPD 690)

Registration closed.


Effective Teaching with Technology will help you develop new approaches to the effective use of instructional technology in your teaching practice. You will learn how technological choices can affect the learning of today's diverse student populations. In addition to several mini projects, you will complete a Teaching-as-Research project to study how technology can affect student learning in your discipline. This course is designed for graduate students and postdocs who desire to explore the potential of new instructional tools and methods to improve their teaching practice. The goals of the class are to: 1) provide foundational knowledge for choosing appropriate technological tools for specific learning situations, 2) provide active learning experiences through class sessions and independent projects in the effective use of learning technologies including interactive web applications, multimedia enhanced lectures, social media and course management tools, and 3) promote the importance and scholarship of the evaluation of instructional technology efficacy.

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Communicating Science with Everyone course requirement

Instructor: Trina McMahon

Days and times: Wednesdays 4:00-5:30 pm

Location: TBD

Credit Information: 2 credits (EPD 690)

Registration closed.


Supporting the development of a scientifically literate public has never been more important. Scientists have a responsibility to talk with a broad range of people about the science that they do and its value for society. These people include the stranger on the airplane, a political representative and K-12 students at outreach events in between. While the content may be the same, the approach and messaging will be very different. In this course you will learn about communicating with different audiences by first considering who your audience is and what message is appropriate given that. Through conversations with guest speakers and active practice you will explore different techniques for speaking with diverse audiences. And as a result of taking this course you will develop your skills for moving fluently between different audiences as you communicate about science.

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Service with Youth in STEM course requirement

Instructor: Anna Courtier

Days and times: Wednesdays, 5:00-6:30 pm

Location: 1116 Biochemistry

Credit Information: 2 credits (INTEGSCI 375)

Registration closed.


UW–Madison undergraduate and graduate students in the sciences have interest, enthusiasm and expertise in many diverse areas of science, from biology to engineering. Many of them have a sincere interest in sharing their enthusiasm and knowledge with younger students but do not have the tools to do so. Though they have adequate scientific background, they need to learn about the learning process, the needs andlearning styles of children, techniques for engaging young people in the process of science, means of evaluating informal learning experiences, and techniques for reflecting on their own learning from community service experiences. This course provides them content information, hands-on experiences, and opportunities for dialogue and reflective practices directly connected to their experience in leading science. Students may lead an After School Science Club or collaborate with an elementary teacher in a classroom. The course is part of the Adult Role Models in Science (ARMS) program, a partnership program with the goal of enhancing science education in elementary and middle schools. This course is offered through WISCIENCE. The course requires a one-year commitment to the community partner and is a 2 semester sequence. All placements are located within the Madison community. For more information see: http://biology.wisc.edu/EngageChildren.htm

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Teaching-as-Research learning community requirement

Instructors: Adrienne Williams and Denise Pope (University of California Irvine)

Days and times: Mondays, 1:00-2:30 pm (October 2 - December 4)

Location: online

This course runs from October 2 to December 4.

Register HERE starting Monday, August 28 through Monday, September 25. You will be prompted to create a CIRTL account if you do not already have one.


Teaching-as-Research involves taking a deliberate and systematic approach to investigating, reflecting on, and improving one’s own teaching (see: https://www.cirtl.net/p/core-ideas-teaching-as-research). A Teaching-as-Research project follows an inquiry cycle: formulating a question about student learning; defining measures of success; identifying or creating assessments and learning activities; implementing the learning activity; collecting, analyzing, and interpreting data; and reflecting on the experience. This course will provide a mentored learning community for participants who wish to develop and plan a Teaching-as-Research project (to be carried out in 2018) in a STEM or SBE discipline. Participants will work on refining their research question, conducting a literature review, composing learning objectives for their project, and identifying appropriate learning activities and assessments that align with those objectives. Throughout the course, participants will draft components of their project plan and provide feedback on each other’s work; they will have a completed plan by the end of the course. Sessions will be highly interactive and require active engagement and participation. This is an intermediate-level course and assumes a working knowledge of, and experience with, evidence-based teaching methods. When registering, potential participants will be asked to fill out an application.

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Teaching with Technology course requirement

Instructor: Robert Linsenmeier (Northwestern University)

Days and times: Mondays 10:30am-12:00 pm

Location: online

This course runs from October 2-December 4.

Register HERE starting Monday, August 28 through Monday, September 25. You will be prompted to create a CIRTL account if you do not already have one.


This course is directed toward STEM graduate students and postdoctoral fellows wishing to enhance their understanding of instructional options that rely on educational technologies that go beyond the use of chalk or whiteboards. Instructors have many options for communicating with students, having students work together, connecting classwork to the world outside the classroom, offloading some aspects of the course in favor of emphasizing others during synchronous meetings, doing formative and summative assessment, and enhancing the ability for students to gain more practice, do independent work, or obtain deeper mastery of a subject. It is technologies in this spectrum, used to assess traditional classroom instruction, that we will focus on in this course. We will not be able to cover all technologies, and believe that it is more important to be able to critically evaluate learning technologies than to focus too narrowly on how to use a certain subset, as technologies evolve (and can become extinct) rather rapidly. The CIRTL Core ideas wll inform many of the topics in the course.

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Creating Assessments for the STEM Classroom course requirement

Instructors: April Dukes and Julie Briski (University of Pittsburgh)

Days and times: Tuesdays 10:30 am-12:00 pm

Location: online

This course runs from October 3 to November 28.

Register HERE starting Monday, August 28 through Monday, September 25. You will be prompted to create a CIRTL account if you do not already have one.


Creating an assessment tool that measures your intended student learning outcomes is critical. You don’t know if you have achieved the learning outcome unless you've properly measured it! This 7-week course is intended to help participants learn and develop skills associated with creating and implementing assessments particular to STEM courses. Each week, students will have pre-reading assignments related to the assessment topic and a short assignment to complete prior to attending the weekly synchronous session. Each synchronous session will review aspects of the technique (i.e., development issues, implementation and administration, when best to apply, etc.), provide examples, and give participants the opportunity to work in small groups on developing their own assessments. The last session will be devoted to learning how to use the data from the various assessments to guide instruction.

Learning Objectives:

1. Become literate in assessment terminology

2. Determine which assessments might work best for different types of learning objectives

3. Become familiar with and learn how to develop common assessments: surveys, rubrics, test questions, clicker questions

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The College Classroom: Teaching Inclusively course requirement

Instructors: Frederick Boehm, Brett Nachman, Rick Nordheim and Don Gillian-Daniel (University of Wisconsin-Madison)

Days and times: Tuesdays 1:00-3:00 pm

Location: online

This course runs from October 3 to November 28.

Register HERE starting Monday, August 28 through Monday, September 25. You will be prompted to create a CIRTL account if you do not already have one.


As an instructor, how can you show that you care, and contribute to the success of an increasingly diverse student body (e.g., race, gender, socio-economic status, career stage, age, etc.)? Join us in this course as we address these questions, and build your skills to promote the academic success of all students in your current and future classrooms. Through readings, discussions, case scenarios, and the development of an inclusive micro-teaching plan, we will reflect on and develop practical strategies to address critical issues of diversity that impact college students and their educational success. This course is focused on the practical application of learning about teaching inclusively. Emphasis in the course will be placed on real-time strategies for both addressing hot moments, microaggressions and difficult conversations in the classroom, and for planning an effective, inclusive teaching session.

As a result of taking this course, participants will:

1. Develop an appreciation for the experiences of diverse learners in higher education;

2. Demonstrate understanding of diversity, equity and inclusivity as they relate to teaching and student learning;

3. Practice addressing - in real time - difficult conversations in the classroom;

4. Recognize the range of inclusive pedagogical practices and develop the ability to implement one or more in a classroom setting;

5. Develop and demonstrate an inclusive micro-teaching plan.

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Diversity in the College Classroom course requirement

Instructors: Jenny Frederick (Yale University) and Kate Williams (Georgia Institute of Technology)

Days and times: Wednesdays 11:00 am-12:30 pm

Location: online

This course runs from October 4 to December 6.

Register HERE starting Monday, August 28 through Monday, September 25. You will be prompted to create a CIRTL account if you do not already have one.


The purpose of this course is to explore what is known and theorized about the ways that diversity affects learning and, in turn, help educators develop practical classroom strategies that address diversity. We will examine various definitions of diversity, consider research on bias, and build a community of inquiry around ways diversity affects both our teaching and student learning.

When you leave this course, you will have constructed:

1. a personally meaningful definition of “diversity” and related terms

2. knowledge of some of the fundamental literature on diversity that pertains to STEM and SBE (social/behavioral/economics) fields

3. a rationale for why you include the content you do in your teaching, and an understanding of how the selection of this content is influenced by your definition of diversity

4. a toolbox of tips and ideas on how you might address diversity in future courses you will teach (demonstrated in the Inclusive Teaching Plan assignment and the Diversity Statement Workshop activity)

5. a community of peers who are a resource for your teaching career

6. experience with learning in an online environment with students from diverse institutions.

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Equity in STEM for All Genders course requirement

Instructors: Lisa Berry (University of Texas at Arlington), Don Gillian-Daniel (University of Wisconsin-Madison), Kaury Kucera (Yale University)

Days and times: Thursdays 10:30 am-12:30 pm

Location: online

This course runs from October 5 to December 7.

Register HERE starting Monday, August 28 through Monday, September 25. You will be prompted to create a CIRTL account if you do not already have one.


Literacy and advocacy that empower students to engage in long-term positive change is important for the progress of gender equity in STEM. Students in this course will gain knowledge of the ways that gender bias impacts STEM training and careers. Discussion will focus on strategies to recognize bias, intervene, and advocate for equity. 


Participants will increase awareness of gender bias through analysis of identity, roles, and contexts where gender bias manifests in STEM university situations using videos that portray gender bias through narrative and expert interviews paired with empirical research (Pietri, 2017). Attention to classroom relationships will expand intervention strategies to research mentorship and academic advising. As a result of participating in this course, participants will create a peer reviewed professional biography, learn and practice documented strategies to combat gender bias in STEM, collaboratively develop strategies for STEM classrooms, and gain exposure to STEM professionals who address gender bias in their careers.


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