Fall 2018 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 is open until September 24, 2018. Questions about registration? Contactregistration@cirtl.net.


» Equity in STEM for All Genders
» Practicum in Developing Assessments
» Planning Your Teaching-as-Research Project


Inclusive Practice in the College Classroom course requirement

Instructor: Gabriel Javier (Assistant Dean of Students; Director, Multicultural Student Center)

Days and times: Tuesdays, 3:00-5:00 pm

Location: Multicultural Student Center (MSC) Classroom

Credit Information: 2 credits (EPD 690)

Course full. To be placed on waitlist visit: https://uwmadison.co1.qualtrics.com/jfe/form/SV_dppbnhHPrAkNaVT


As an instructor, what are ways that you can reduce barriers between a student and their learning experience? What practices do you employ to signify that your learning environment is inclusive? How might the multiple, intersecting identities that you have interact with those of your students’? This course explores strategies that you can employ in designing your learning environments in ways that contribute to the success of an increasingly diverse student body. Using a framework of multiple identity development, intersectionality, and social justice, this course will employ multiple modes of learning (e.g. panels, small group discussion, case studies) to encourage critical thinking around inclusive teaching practice.

As a result of taking this course, participants will:

  1. Demonstrate an understanding of social identities, power, privilege, equity, and diversity as it applies to classroom and learning environments
  2. Be able to use different approaches to promote inclusive teaching
  3. Navigate difficult conversations

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

Instructor: Anne Lynn Gillian-Daniel

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

Location: TBD

Credit Information: 1 credit (EPD 690)

Course full. To be placed on waitlist visit: https://uwmadison.co1.qualtrics.com/jfe/form/SV_dppbnhHPrAkNaVT


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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Inquiry-Based Learning in the College Classroom course requirement

Instructors: Janet Batzli and Seth McGee
Days and times: Thursdays, 10:30 am-12:00 pm
Location: 341 Noland

Credit Information: 2 credits (EPD 690)

Course full. To be placed on the waitlist visit: https://uwmadison.co1.qualtrics.com/jfe/form/SV_dppbnhHPrAkNaVT


This course explores approaches for fostering inquiry-based learning -- in which students use their own observations to pose questions, investigate problems, and generate conclusions -- in a variety of classroom settings from the lab to the lecture hall. Drawing on current research, you will observe and practice applying the principles of inquiry-based learning in different contexts and how to design inquiry activities that are effective at engaging students. You will utilize the process of backward design to develop learning objectives that are aligned with assessments of student investigations, and consider how to foster inquiry when students are working in groups. Finally, you will design your own inquiry-based learning activity appropriate to your discipline that you could implement in your future lab classroom or other teaching and learning setting.

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Effective Teaching in an Internationally Diverse Classroom course requirement

Instructor: Michel Wattiaux

Days and times: Fridays, 10:00 am –12:00 pm (first class will meet on Sept. 14th)

Location: 2309 Engineering Hall

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

Registration link: https://uwmadison.co1.qualtrics.com/jfe/form/SV_dppbnhHPrAkNaVT


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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Research Mentor Training Seminar learning community requirement

Section 1

Facilitators: Ginny Moore, Liza Chang

Days and times: Wednesdays 9:00-10:00 a.m. (10 weeks)

Location: TBD

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

Registration link: https://uwmadison.co1.qualtrics.com/jfe/form/SV_41L2q4272EZDijH


Section 2

Facilitator: Andrew Greenberg

Days and times: Thursdays 9:55-10:45 a.m. (10 weeks)

Location: 2239 Engineering Hall

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

Registration link: https://uwmadison.co1.qualtrics.com/jfe/form/SV_41L2q4272EZDijH


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: TBD

Credit Information: 2 credits (EPD 690)

Registration link: https://uwmadison.co1.qualtrics.com/jfe/form/SV_dppbnhHPrAkNaVT


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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Exploring Practices in the Classroom (EPIC): a learning community for TAs learning community requirement

Instructor: Jessica Maher

Days and times: Wednesdays, 9:00-10:00 am (10 weeks, starts the second week of classes)

Location: TBD

Credit Information: 1 credit (EPD 690). Counts towards the learning community requierments for the Delta Certificate.

Course full. To be placed on the waitlist visit: https://uwmadison.co1.qualtrics.com/jfe/form/SV_dppbnhHPrAkNaVT


As graduate teaching assistants, it can be challenging to balance the immediate needs of teaching with your own development as an effective instructor. The EPIC interdisciplinary learning community of graduate TAs will help you develop an effective, inclusive classroom as well as navigate teaching challenges as they emerge throughout the semester. Through engaging in a 10-week seminar, participants will develop relationships with other graduate TAs who are interested and invested in these conversations, develop new tools and gain feedback on various teaching approaches, and build toward future teaching goals. New and experienced TAs are welcome. Questions can be directed to the seminar facilitator, Jessica Maher (jessica.maher@wisc.edu).

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Internship Seminar

Instructor: Devin Wixon

Days and times: Wednesdays 12:00-1:30 pm

Location: TBD

Credit Information: 1 credit (ELPA 502)

To register, contact Devin Wixon at wixon@wisc.edu.


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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Equity in STEM for All Genders course requirement

Days and times: This 9-week course has weekly online sessions at 1:00-3:00 pm CT on Thursdays from Thursday, October 4 through Thursday, December 6 (there will be no class the week of Thanksgiving).

Location: Online through Blackboard Collaborate

Credit Information: Counts as a course for the Internship and Certificate prerequisites.

Registration link: https://www.cirtl.net/courses/308


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. Learn more...

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Practicum in Developing Assessments

Days and times: This 3-week course has biweekly online sessions at 12:00-2:00 pm CT on Tuesday, October 2, 16, and 30.

Location: Online through Blackboard Collaborate

To register visit https://www.cirtl.net/courses/351


Fair and consistent measurement of learning outcomes can be extremely difficult for new instructors. Creating assessment tools which measure your intended student learning goals is critical to the success of students in undergraduate courses. This 3-session short course is intended to help participants develop and receive feedback for two commonly used STEM assessments, multiple choice questions and classroom activities (CATs). Each session, participants will complete pre-reading assignments related to the assessment topic. In between sessions, participants will share their draft assessments and provide peer feedback prior to attending the next synchronous session. Learn more...

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