Spring 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 spring 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.

Online CIRTL Courses

The Center for the Integration of Research, Teaching and Learning (CIRTL) Network offers interactive, synchronous, online courses with graduate students and post-docs from across the nation. Most courses (aside from the MOOC) are offered online through Blackboard Collaborate. For more information and to register click on the title of the course below. Questions about registration? Contactregistration@cirtl.net.


» Diversity in the College Classroomcourse requirement

» The College Classroomcourse requirement

» Engaging Students in the Teaching of Statistics (short course)

» Research Mentor Traininglearning community requirement

» CIRTL Reads Journal Club (short course)

» MOOC: Advancing Learning Through Evidence-Based STEM Teachingcounts as half a course (with certificate of completion)


Teaching in Science and Engineering: The College Classroom course requirement

Section 1

Instructor: Dante Fratta

Days and times: Wednesdays, 8:30-10:30 a.m.
Location: 2106 Mechanical Engineering

Credit information: 2 units (EPD 654)

Registration closed.


Section 2

Instructor: Nick Balster

Days and times: Tuesdays and Thursdays, 2:30-4:30 p.m. (starting January 29)
Location: 357 Soils Bldg.

Credit information: 2 units (EPD 654 or Soil Sci 875)

Registration closed.


This course offers participants the opportunity to develop foundational knowledge of a wide range of pedagogical theories, ideas, and practices. The material in the course pulls from classical pedagogical literature as well as the latest science in cognitive research. An emphasis is placed on fostering a learner-centered classroom that highlights the interconnected cycle of teaching, learning, and assessment. Participants will engage in the course material using a Teaching-As-Research (TAR) approach and explore how excellence and diversity are intertwined. Together, we will create a learning community of reflective practitioners of teaching. More specifically, we will examine the literature in teaching and learning, produce learner-centered syllabi, and practice actual teaching in a supportive environment grounded in a TAR approach. After completing this course, participants will have tools to create an inclusive classroom environment that welcomes all learners and use a TAR approach in future classrooms of their own.


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Internship Seminar

Instructor: Devin Wixon

Days and times: Mondays, 12:00-1:30 p.m.

Location: 445 Henry Mall, WISCIENCE Room 117

Credit information: 1 unit (ELPA 502)

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


The Delta Internship Program gives graduate students and postdoctoral researchers 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 they are completing their internship project, and use the time to present their projects to their peers who provide constructive feedback in real-time. Enrollment is limited to only those students who have applied for and been admitted into the internship program. The pre-internship workshops (held the previous semester) are an excellent way to begin planning your project; visit the Delta Internship Program website for more information.


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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 p.m.

Location: 1164 Mechanical Engineering

Credit information: 1 unit (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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Research Mentor Training (graduate students and postdocs) learning community requirement

Section 1

Instructor: Andrew Greenberg
Days and times: Wednesdays, 1:20-2:10 p.m.

Location: 3024 Engineering Hall

Credit information: 1 unit (CBE 562).* Counts toward the learning community requirement for the Delta Certificate.

Registration closed.


Section 2

Instructors: Jess Maher and Beth Meyerand
Days and times: Tuesdays, 1:00-2:00 p.m.

Location: TBD

Credit information: 1 unit (INTEG SCI 660)*. Counts toward the learning community requirement for the Delta Certificate.

Registration closed.


* For-credit option requires having a mentee. For more information contact Amber Smith at amber.smith@wisc.edu.


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, andcommunication 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.


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Exploring How Students Learn with Writing Across the Curriculum course requirement

Instructor: Mike Haen

Days and times: Wednesdays, 3:00-4:30 pm
Location: 6171 Helen C. White

Credit information: 1 unit (EPD 690)

Register online: https://uwmadison.co1.qualtrics.com/jfe/form/SV_8GujzWcyNIgugiV


Research shows that when students write, they actually learn course content more effectively. But this only works when assignments are well-designed and engaging. Join the Writing Across the Curriculum (WAC) Program for this seminar to learn how to use writing to improve student learning—while maximizing your own time! Through course observations across campus, practical readings, and lively discussion, you’ll deepen your theoretical and practical foundation for helping students learn with writing in a range of disciplines. You’ll learn first-hand by observing 1) writing workshops in biology, sociology, and other disciplines that interest you; 2) Writing Center tutorials with student writers; 3) and video of student-instructor conferences about writing in progress across multiple disciplines. WAC program staff will share successful sample teaching materials to help you design more effective, innovative writing assignments; make the most of your time responding to and evaluating student writing; refine methods for conferencing with students on their papers and running peer reviews—and much more! Together, we’ll share diverse, interdisciplinary teaching experiences as we explore how to use writing to promote student learning.


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Exploring Practices in the Classroom (EPIC): A Learning Community for TAs learning community requirement

Days and times: Thursdays, 9:00-10:00 a.m. (starting February 1)
Location: 117 WISCIENCE, 445 Henry Mall

Credit information: 1 unit (optional)

Counts towards the learning community requierments for the Delta Certificate.

Registration closed.


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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Diversity in the College Classroom course requirement

Duration: January 29-March 19
Days and times: Mondays, 2:00-3:30 p.m.

Location: Online in Blackboard Collaborate


For more information and to register visit https://www.cirtl.net/courses/244.


Understand the theory behind how diversity affects learning and develop practical classroom strategies in this course designed for STEM/SBE grad students and postdocs. Students will 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. Together, students and instructors 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.


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The College Classroom course requirement

Duration: January 31-April 11

Days and times: Wednesdays, 10:30 a.m.-12:00 p.m.
Location: Online in Blackboard Collaborate


For more information and to register visit https://www.cirtl.net/courses/247.


Get an introduction to key learning principles and the basics of effective teaching practices in this course about teaching in the STEM college classroom. Students will explore how people learn, discuss how to monitor and investigate the effectiveness of the learning environment, learn what it means to create an inclusive classroom environment that engages all learners, and utilize backward design to develop a microteaching project. An emphasis on a learning-centered classroom will provide students with a perspective that highlights the interconnected cycle of teaching, assessment, and learning such that they gain the knowledge and skills to be effective teachers in the college classroom. Topics for this course will include:

1. How people learn

2. Expertise/Mindset

3. Learning outcomes

4. Assessments / Feedback

5. Active learning / Peer instruction

6. Using active learning and assessment to guide instruction

7. Diversity

8. Transparency

9. The first day of class

10. Microteaching presentations (Day 1)

11. Microteaching presentations (Day 2)


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Engaging Students in the Teaching of Statistics

Duration: March 14-April 11
Days and times: Wednesdays, 1:00-3:00 p.m.

Location: Online in Blackboard Collaborate


For more information and to register visit https://www.cirtl.net/courses/275.


Learn about engaging, evidence-based pedagogical practices for statistics in this short course designed for current and future instructors (both those teaching in statistics departments and in departments that make considerable use of statistics such as psychology, ecology, etc.). Participants will learn about backwards design, develop an understanding of diversity that maximizes everyone's learning, and explore approaches to engage students actively in their own learning. Students who complete this course will:

1. comprehend the role that backwards design plays in successful teaching

2. be able to use Bloom’s taxonomy in developing learning objectives and teaching plans

3. be able to construct assessment tools

4. comprehend the importance of student diversity

5. be able to employ inclusive teaching practices with a focus on active learning


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Research Mentor Training learning community requirement

Duration: January 30-April 10

Days and times: Tuesdays, 1:30-2:45 p.m.
Location: Online in Blackboard Collaborate


For more information and to register visit https://www.cirtl.net/courses/261


Work with a community of peers to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy, learn how to articulate that philosophy across a variety of disciplines, and refine strategies for dealing with mentoring challenges. The content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring. Seminar topics include:

  • Aligning Expectations and Assessing Competencies
  • Promoting Professional Development
  • Maintaining Effective Communication
  • Broadening Mentor/Mentee Experiences through Role-Play
  • Enhancing Intercultural Awareness
  • Fostering Equity and Inclusion in the Research Context
  • Fostering Independence
  • Cultivating Ethical Behavior
  • Articulating a Mentoring Philosophy and Plan

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CIRTL Reads Journal Club

Duration: January 30-April 17
Days and times: Tuesdays, sessions will take place during the 10:30 a.m.-12:30 p.m. window, specific start and end times are TBD.

Location: Online in Blackboard Collaborate


For more information and to register visit https://www.cirtl.net/courses/210.


CIRTL Reads is an online journal club and discussion group that reads and discusses articles in STEM pedagogy and current trends in STEM education. Participants in this short course will gain a deeper understanding of STEM teaching and the CIRTL Core Ideas.


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