BEGIN:VCALENDAR
VERSION:2.0
PRODID:icalendar-ruby
CALSCALE:GREGORIAN
X-WR-CALNAME:Teaching & Learning Consultant Candidate Interviews
X-WR-TIMEZONE:Central Time (US & Canada)
BEGIN:VEVENT
DTSTAMP:20260907T094336Z
UID:tag:localist.com\,2008:EventInstance_52029171014622
DTSTART:20260216T160000Z
DTEND:20260216T165000Z
DESCRIPTION:Want to engage with candidates for the next Koehler Center Teac
 hing & Learning Consultant? Each of five candidate will present a 30-minut
 e faculty professional development session designed for TCU. Dates\, title
 s and descriptions of the 5 sessions follow. Q&A will follow\, and you can
  provide feedback on each candidate. Resumes and CVs of the candidates wil
 l be available at the sessions.\n\n \n\nMonday\, February 16\, 2026 10:00 
 AM to 10:50 AM CT\n\nClear Expectations\, Better Learning: TILT Your Asses
 sments  \n\nStudents often struggle with assignments because expectations 
 aren't clear. This practical workshop introduces the TILT (Transparency in
  Learning and Teaching) framework's three key elements—purpose\, task\, 
 and criteria—and guides you through applying them to your own assessment
 s (or one of our samples!). Leave with concrete strategies to help student
 s understand what success looks like and why the work matters for their le
 arning.\n\n \n\nTuesday\, February 17\, 2026 9:00 AM to 9:50 AM CT\n\nOpti
 mize your time: Evidence based high impact strategies to build student con
 nection\n\nFaculty often face a perceived trade-off between delivering rig
 orous content and implementing active learning\, particularly within the c
 onstraints of large lecture environments. This session provides an overvie
 w of evidence-based\, time-efficient interventions designed to enhance stu
 dent motivation and engagement.\n\n \n\nMonday\, February 23\, 2026 9:00 A
 M to 9:50 AM CT\n\nSmall Shifts\, Big Impact: Refining Student Engagement 
 Through Evidence-Based Teaching Practice\n\nFaculty bring deep disciplinar
 y expertise and established teaching practices to their classrooms. The ch
 allenge is not learning how to teach\, but refining instructional decision
 s that sustain meaningful\, higher-order engagement across different cours
 es\, modalities\, and student populations. In this 30-minute session\, fac
 ulty will examine three research-supported instructional strategies that p
 romote analysis\, reflection\, and transfer of learning. Rather than focus
 ing on techniques in isolation\, the session emphasizes pedagogical reason
 ing and how small\, intentional shifts in structure and questioning can de
 epen student thinking without increasing workload or requiring course rede
 sign. Participants will apply one strategy to a specific instructional mom
 ent in their own course and consider how it supports disciplinary ways of 
 thinking.\n\n \n\nMonday\, February 23\, 2026 2:00 PM to 2:50 AM CT\n\nNav
 igating High-Stakes Teaching Moments: Prepare\, Support\, and Intervene wi
 th Intention\n\nFaculty across disciplines increasingly navigate classroom
  moments that require both quick judgment and thoughtful response\, from e
 merging AI use to requests for flexibility that raise questions about fair
 ness and academic rigor. These situations rarely have simple answers\, yet
  how we respond can shape classroom climate\, student engagement\, and stu
 dent trust. This interactive session draws on the PSI framework (Prepare\,
  Support\, Intervene)\, developed by practitioners in the field of constru
 ctive dialogue\, to guide responses to complex classroom moments. Particip
 ants will apply the framework to realistic scenarios and explore how thoug
 htful preparation\, support\, and intervention can strengthen engagement w
 hile maintaining academic standards. Attendees will leave with adaptable l
 anguage tools they can use immediately in their own courses.\n\n \n\nTuesd
 ay\, February 24\, 2026 12:30 PM to 1:20 AM CT\n\nSeeing Teaching Anew: Ho
 w Supportive Observations Foster Faculty Growth\n\nTeaching observations c
 an offer valuable\, collegial feedback that helps faculty reflect on and r
 efine their instructional approaches. This session introduces the Koehler 
 Center's informal teaching observation program and highlights how supporti
 ve\, non-evaluative feedback can enhance teaching effectiveness and studen
 t learning. Participants will explore the benefits of informal classroom t
 eaching observations\, learn about the observation process\, and consider 
 ways to use feedback for ongoing instructional growth.
GEO:32.709624;-97.360455
LOCATION:M.E. Sadler Hall\, 210
SUMMARY:Teaching & Learning Consultant Candidate Interviews
URL;VALUE=URI:https://calendar.tcu.edu/event/TLC
CATEGORIES:Workshops
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260907T094336Z
UID:tag:localist.com\,2008:EventInstance_52029171015647
DTSTART:20260217T150000Z
DTEND:20260217T155000Z
DESCRIPTION:Want to engage with candidates for the next Koehler Center Teac
 hing & Learning Consultant? Each of five candidate will present a 30-minut
 e faculty professional development session designed for TCU. Dates\, title
 s and descriptions of the 5 sessions follow. Q&A will follow\, and you can
  provide feedback on each candidate. Resumes and CVs of the candidates wil
 l be available at the sessions.\n\n \n\nMonday\, February 16\, 2026 10:00 
 AM to 10:50 AM CT\n\nClear Expectations\, Better Learning: TILT Your Asses
 sments  \n\nStudents often struggle with assignments because expectations 
 aren't clear. This practical workshop introduces the TILT (Transparency in
  Learning and Teaching) framework's three key elements—purpose\, task\, 
 and criteria—and guides you through applying them to your own assessment
 s (or one of our samples!). Leave with concrete strategies to help student
 s understand what success looks like and why the work matters for their le
 arning.\n\n \n\nTuesday\, February 17\, 2026 9:00 AM to 9:50 AM CT\n\nOpti
 mize your time: Evidence based high impact strategies to build student con
 nection\n\nFaculty often face a perceived trade-off between delivering rig
 orous content and implementing active learning\, particularly within the c
 onstraints of large lecture environments. This session provides an overvie
 w of evidence-based\, time-efficient interventions designed to enhance stu
 dent motivation and engagement.\n\n \n\nMonday\, February 23\, 2026 9:00 A
 M to 9:50 AM CT\n\nSmall Shifts\, Big Impact: Refining Student Engagement 
 Through Evidence-Based Teaching Practice\n\nFaculty bring deep disciplinar
 y expertise and established teaching practices to their classrooms. The ch
 allenge is not learning how to teach\, but refining instructional decision
 s that sustain meaningful\, higher-order engagement across different cours
 es\, modalities\, and student populations. In this 30-minute session\, fac
 ulty will examine three research-supported instructional strategies that p
 romote analysis\, reflection\, and transfer of learning. Rather than focus
 ing on techniques in isolation\, the session emphasizes pedagogical reason
 ing and how small\, intentional shifts in structure and questioning can de
 epen student thinking without increasing workload or requiring course rede
 sign. Participants will apply one strategy to a specific instructional mom
 ent in their own course and consider how it supports disciplinary ways of 
 thinking.\n\n \n\nMonday\, February 23\, 2026 2:00 PM to 2:50 AM CT\n\nNav
 igating High-Stakes Teaching Moments: Prepare\, Support\, and Intervene wi
 th Intention\n\nFaculty across disciplines increasingly navigate classroom
  moments that require both quick judgment and thoughtful response\, from e
 merging AI use to requests for flexibility that raise questions about fair
 ness and academic rigor. These situations rarely have simple answers\, yet
  how we respond can shape classroom climate\, student engagement\, and stu
 dent trust. This interactive session draws on the PSI framework (Prepare\,
  Support\, Intervene)\, developed by practitioners in the field of constru
 ctive dialogue\, to guide responses to complex classroom moments. Particip
 ants will apply the framework to realistic scenarios and explore how thoug
 htful preparation\, support\, and intervention can strengthen engagement w
 hile maintaining academic standards. Attendees will leave with adaptable l
 anguage tools they can use immediately in their own courses.\n\n \n\nTuesd
 ay\, February 24\, 2026 12:30 PM to 1:20 AM CT\n\nSeeing Teaching Anew: Ho
 w Supportive Observations Foster Faculty Growth\n\nTeaching observations c
 an offer valuable\, collegial feedback that helps faculty reflect on and r
 efine their instructional approaches. This session introduces the Koehler 
 Center's informal teaching observation program and highlights how supporti
 ve\, non-evaluative feedback can enhance teaching effectiveness and studen
 t learning. Participants will explore the benefits of informal classroom t
 eaching observations\, learn about the observation process\, and consider 
 ways to use feedback for ongoing instructional growth.
GEO:32.709624;-97.360455
LOCATION:M.E. Sadler Hall\, 210
SUMMARY:Teaching & Learning Consultant Candidate Interviews
URL;VALUE=URI:https://calendar.tcu.edu/event/TLC
CATEGORIES:Workshops
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260907T094336Z
UID:tag:localist.com\,2008:EventInstance_52029171016672
DTSTART:20260223T150000Z
DTEND:20260223T155000Z
DESCRIPTION:Want to engage with candidates for the next Koehler Center Teac
 hing & Learning Consultant? Each of five candidate will present a 30-minut
 e faculty professional development session designed for TCU. Dates\, title
 s and descriptions of the 5 sessions follow. Q&A will follow\, and you can
  provide feedback on each candidate. Resumes and CVs of the candidates wil
 l be available at the sessions.\n\n \n\nMonday\, February 16\, 2026 10:00 
 AM to 10:50 AM CT\n\nClear Expectations\, Better Learning: TILT Your Asses
 sments  \n\nStudents often struggle with assignments because expectations 
 aren't clear. This practical workshop introduces the TILT (Transparency in
  Learning and Teaching) framework's three key elements—purpose\, task\, 
 and criteria—and guides you through applying them to your own assessment
 s (or one of our samples!). Leave with concrete strategies to help student
 s understand what success looks like and why the work matters for their le
 arning.\n\n \n\nTuesday\, February 17\, 2026 9:00 AM to 9:50 AM CT\n\nOpti
 mize your time: Evidence based high impact strategies to build student con
 nection\n\nFaculty often face a perceived trade-off between delivering rig
 orous content and implementing active learning\, particularly within the c
 onstraints of large lecture environments. This session provides an overvie
 w of evidence-based\, time-efficient interventions designed to enhance stu
 dent motivation and engagement.\n\n \n\nMonday\, February 23\, 2026 9:00 A
 M to 9:50 AM CT\n\nSmall Shifts\, Big Impact: Refining Student Engagement 
 Through Evidence-Based Teaching Practice\n\nFaculty bring deep disciplinar
 y expertise and established teaching practices to their classrooms. The ch
 allenge is not learning how to teach\, but refining instructional decision
 s that sustain meaningful\, higher-order engagement across different cours
 es\, modalities\, and student populations. In this 30-minute session\, fac
 ulty will examine three research-supported instructional strategies that p
 romote analysis\, reflection\, and transfer of learning. Rather than focus
 ing on techniques in isolation\, the session emphasizes pedagogical reason
 ing and how small\, intentional shifts in structure and questioning can de
 epen student thinking without increasing workload or requiring course rede
 sign. Participants will apply one strategy to a specific instructional mom
 ent in their own course and consider how it supports disciplinary ways of 
 thinking.\n\n \n\nMonday\, February 23\, 2026 2:00 PM to 2:50 AM CT\n\nNav
 igating High-Stakes Teaching Moments: Prepare\, Support\, and Intervene wi
 th Intention\n\nFaculty across disciplines increasingly navigate classroom
  moments that require both quick judgment and thoughtful response\, from e
 merging AI use to requests for flexibility that raise questions about fair
 ness and academic rigor. These situations rarely have simple answers\, yet
  how we respond can shape classroom climate\, student engagement\, and stu
 dent trust. This interactive session draws on the PSI framework (Prepare\,
  Support\, Intervene)\, developed by practitioners in the field of constru
 ctive dialogue\, to guide responses to complex classroom moments. Particip
 ants will apply the framework to realistic scenarios and explore how thoug
 htful preparation\, support\, and intervention can strengthen engagement w
 hile maintaining academic standards. Attendees will leave with adaptable l
 anguage tools they can use immediately in their own courses.\n\n \n\nTuesd
 ay\, February 24\, 2026 12:30 PM to 1:20 AM CT\n\nSeeing Teaching Anew: Ho
 w Supportive Observations Foster Faculty Growth\n\nTeaching observations c
 an offer valuable\, collegial feedback that helps faculty reflect on and r
 efine their instructional approaches. This session introduces the Koehler 
 Center's informal teaching observation program and highlights how supporti
 ve\, non-evaluative feedback can enhance teaching effectiveness and studen
 t learning. Participants will explore the benefits of informal classroom t
 eaching observations\, learn about the observation process\, and consider 
 ways to use feedback for ongoing instructional growth.
GEO:32.709624;-97.360455
LOCATION:M.E. Sadler Hall\, 210
SUMMARY:Teaching & Learning Consultant Candidate Interviews
URL;VALUE=URI:https://calendar.tcu.edu/event/TLC
CATEGORIES:Workshops
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260907T094336Z
UID:tag:localist.com\,2008:EventInstance_52029171017697
DTSTART:20260223T200000Z
DTEND:20260224T085000Z
DESCRIPTION:Want to engage with candidates for the next Koehler Center Teac
 hing & Learning Consultant? Each of five candidate will present a 30-minut
 e faculty professional development session designed for TCU. Dates\, title
 s and descriptions of the 5 sessions follow. Q&A will follow\, and you can
  provide feedback on each candidate. Resumes and CVs of the candidates wil
 l be available at the sessions.\n\n \n\nMonday\, February 16\, 2026 10:00 
 AM to 10:50 AM CT\n\nClear Expectations\, Better Learning: TILT Your Asses
 sments  \n\nStudents often struggle with assignments because expectations 
 aren't clear. This practical workshop introduces the TILT (Transparency in
  Learning and Teaching) framework's three key elements—purpose\, task\, 
 and criteria—and guides you through applying them to your own assessment
 s (or one of our samples!). Leave with concrete strategies to help student
 s understand what success looks like and why the work matters for their le
 arning.\n\n \n\nTuesday\, February 17\, 2026 9:00 AM to 9:50 AM CT\n\nOpti
 mize your time: Evidence based high impact strategies to build student con
 nection\n\nFaculty often face a perceived trade-off between delivering rig
 orous content and implementing active learning\, particularly within the c
 onstraints of large lecture environments. This session provides an overvie
 w of evidence-based\, time-efficient interventions designed to enhance stu
 dent motivation and engagement.\n\n \n\nMonday\, February 23\, 2026 9:00 A
 M to 9:50 AM CT\n\nSmall Shifts\, Big Impact: Refining Student Engagement 
 Through Evidence-Based Teaching Practice\n\nFaculty bring deep disciplinar
 y expertise and established teaching practices to their classrooms. The ch
 allenge is not learning how to teach\, but refining instructional decision
 s that sustain meaningful\, higher-order engagement across different cours
 es\, modalities\, and student populations. In this 30-minute session\, fac
 ulty will examine three research-supported instructional strategies that p
 romote analysis\, reflection\, and transfer of learning. Rather than focus
 ing on techniques in isolation\, the session emphasizes pedagogical reason
 ing and how small\, intentional shifts in structure and questioning can de
 epen student thinking without increasing workload or requiring course rede
 sign. Participants will apply one strategy to a specific instructional mom
 ent in their own course and consider how it supports disciplinary ways of 
 thinking.\n\n \n\nMonday\, February 23\, 2026 2:00 PM to 2:50 AM CT\n\nNav
 igating High-Stakes Teaching Moments: Prepare\, Support\, and Intervene wi
 th Intention\n\nFaculty across disciplines increasingly navigate classroom
  moments that require both quick judgment and thoughtful response\, from e
 merging AI use to requests for flexibility that raise questions about fair
 ness and academic rigor. These situations rarely have simple answers\, yet
  how we respond can shape classroom climate\, student engagement\, and stu
 dent trust. This interactive session draws on the PSI framework (Prepare\,
  Support\, Intervene)\, developed by practitioners in the field of constru
 ctive dialogue\, to guide responses to complex classroom moments. Particip
 ants will apply the framework to realistic scenarios and explore how thoug
 htful preparation\, support\, and intervention can strengthen engagement w
 hile maintaining academic standards. Attendees will leave with adaptable l
 anguage tools they can use immediately in their own courses.\n\n \n\nTuesd
 ay\, February 24\, 2026 12:30 PM to 1:20 AM CT\n\nSeeing Teaching Anew: Ho
 w Supportive Observations Foster Faculty Growth\n\nTeaching observations c
 an offer valuable\, collegial feedback that helps faculty reflect on and r
 efine their instructional approaches. This session introduces the Koehler 
 Center's informal teaching observation program and highlights how supporti
 ve\, non-evaluative feedback can enhance teaching effectiveness and studen
 t learning. Participants will explore the benefits of informal classroom t
 eaching observations\, learn about the observation process\, and consider 
 ways to use feedback for ongoing instructional growth.
GEO:32.709624;-97.360455
LOCATION:M.E. Sadler Hall\, 210
SUMMARY:Teaching & Learning Consultant Candidate Interviews
URL;VALUE=URI:https://calendar.tcu.edu/event/TLC
CATEGORIES:Workshops
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260907T094336Z
UID:tag:localist.com\,2008:EventInstance_52029171018722
DTSTART:20260224T183000Z
DTEND:20260225T072000Z
DESCRIPTION:Want to engage with candidates for the next Koehler Center Teac
 hing & Learning Consultant? Each of five candidate will present a 30-minut
 e faculty professional development session designed for TCU. Dates\, title
 s and descriptions of the 5 sessions follow. Q&A will follow\, and you can
  provide feedback on each candidate. Resumes and CVs of the candidates wil
 l be available at the sessions.\n\n \n\nMonday\, February 16\, 2026 10:00 
 AM to 10:50 AM CT\n\nClear Expectations\, Better Learning: TILT Your Asses
 sments  \n\nStudents often struggle with assignments because expectations 
 aren't clear. This practical workshop introduces the TILT (Transparency in
  Learning and Teaching) framework's three key elements—purpose\, task\, 
 and criteria—and guides you through applying them to your own assessment
 s (or one of our samples!). Leave with concrete strategies to help student
 s understand what success looks like and why the work matters for their le
 arning.\n\n \n\nTuesday\, February 17\, 2026 9:00 AM to 9:50 AM CT\n\nOpti
 mize your time: Evidence based high impact strategies to build student con
 nection\n\nFaculty often face a perceived trade-off between delivering rig
 orous content and implementing active learning\, particularly within the c
 onstraints of large lecture environments. This session provides an overvie
 w of evidence-based\, time-efficient interventions designed to enhance stu
 dent motivation and engagement.\n\n \n\nMonday\, February 23\, 2026 9:00 A
 M to 9:50 AM CT\n\nSmall Shifts\, Big Impact: Refining Student Engagement 
 Through Evidence-Based Teaching Practice\n\nFaculty bring deep disciplinar
 y expertise and established teaching practices to their classrooms. The ch
 allenge is not learning how to teach\, but refining instructional decision
 s that sustain meaningful\, higher-order engagement across different cours
 es\, modalities\, and student populations. In this 30-minute session\, fac
 ulty will examine three research-supported instructional strategies that p
 romote analysis\, reflection\, and transfer of learning. Rather than focus
 ing on techniques in isolation\, the session emphasizes pedagogical reason
 ing and how small\, intentional shifts in structure and questioning can de
 epen student thinking without increasing workload or requiring course rede
 sign. Participants will apply one strategy to a specific instructional mom
 ent in their own course and consider how it supports disciplinary ways of 
 thinking.\n\n \n\nMonday\, February 23\, 2026 2:00 PM to 2:50 AM CT\n\nNav
 igating High-Stakes Teaching Moments: Prepare\, Support\, and Intervene wi
 th Intention\n\nFaculty across disciplines increasingly navigate classroom
  moments that require both quick judgment and thoughtful response\, from e
 merging AI use to requests for flexibility that raise questions about fair
 ness and academic rigor. These situations rarely have simple answers\, yet
  how we respond can shape classroom climate\, student engagement\, and stu
 dent trust. This interactive session draws on the PSI framework (Prepare\,
  Support\, Intervene)\, developed by practitioners in the field of constru
 ctive dialogue\, to guide responses to complex classroom moments. Particip
 ants will apply the framework to realistic scenarios and explore how thoug
 htful preparation\, support\, and intervention can strengthen engagement w
 hile maintaining academic standards. Attendees will leave with adaptable l
 anguage tools they can use immediately in their own courses.\n\n \n\nTuesd
 ay\, February 24\, 2026 12:30 PM to 1:20 AM CT\n\nSeeing Teaching Anew: Ho
 w Supportive Observations Foster Faculty Growth\n\nTeaching observations c
 an offer valuable\, collegial feedback that helps faculty reflect on and r
 efine their instructional approaches. This session introduces the Koehler 
 Center's informal teaching observation program and highlights how supporti
 ve\, non-evaluative feedback can enhance teaching effectiveness and studen
 t learning. Participants will explore the benefits of informal classroom t
 eaching observations\, learn about the observation process\, and consider 
 ways to use feedback for ongoing instructional growth.
GEO:32.709624;-97.360455
LOCATION:M.E. Sadler Hall\, 210
SUMMARY:Teaching & Learning Consultant Candidate Interviews
URL;VALUE=URI:https://calendar.tcu.edu/event/TLC
CATEGORIES:Workshops
END:VEVENT
END:VCALENDAR