Developmental stage: Developed understanding, moderate or irregular action.

Graduates-through-faculty  who are CIRTL Associates have the knowledge and skills that to be effective teachers, where they are able to implement research-based “best” practices in different learning environments to achieve defined learning goals. CIRTL Associates recognize the diversity of their students and seek to meet the needs of diverse learners. CIRTL Associates are developing familiarity with an area of knowledge that is very new for them (i.e., outside of their STEM disciplines).

As CIRTL Associates, graduates-through-faculty have been exposed to the pillars of CIRTL within some form of a learning community, and recognize the reasons for implementing practices associated with each pillar to be an effective and improving teacher.  

Specific outcomes might include:

  • Participants can identify realistic, well-defined and achievable learning goals.
  • Participants can design effective and inclusive instructional materials, courses, learning environments, and curricula that align learning activities with learning goals and assessments.
  • Participants have been exposed to the literature associated with teaching, learning and assessment.
  • Participants can describe the Teaching-as-Research process and how it can be used to enhance student learning. CIRTL Associates may have had little to no practical application of Teaching-as-Research.
  • Participants can describe the impact of learning communities on student learning.
  • Participants participate in professionally-focused groups associated with teaching and learning.
  • Participants recognize the diversity in their classrooms and the need to address that diversity in teaching plans.

CIRTL Pillars Developmental Frameworks 

Teaching-as-Research

  • Participant can define achievable and measureable learning goals, and makes them public.
  • Teaching plan describes activities in which the learner will engage to meet the learning objectives.
  • Assessment plans are aligned with the learning goals.
  • Evaluation uses assessment data to draw conclusions about the effectiveness of the teaching approach

Learning Communities

  • Participant understands the value of collaborative learning and other group-learning techniques, and implements some of them. 
  • Participant understands the value of functional interactions among learners to accomplish learning goals and intentionally builds some into the learning activities, although not in an integrated fashion. 
  • Participant helps learners connect to a variety of broader teaching and learning assignments/ activities but does not make explicit the impact on the course learning experience.
  • Participant uses LC techniques to enhance diversity, such as creating a welcoming environment, or intentionally creating small groups based on diverse backgrounds, but connects these techniques in only limited ways to overall learning goals.

Learning-through-Diversity

  • Participant understands diversity in the context of preferred learning styles and makes basic changes based on this limited understanding.
  • Participant has some knowledge and understanding of the variety of practices possible, but has not yet extended understanding to consider content.  Participant deliberately incorporates some of the variety of practices into the learning activities and is conscious of impact. 
  • Participant has some knowledge and understanding of how each student’s background can influence other’s learning.
  • Participant incorporates this into different aspects of the learning activities, particularly with respect to content or pedagogy. 
  • Participant has some knowledge and understanding from external sources about inequities and their impact on participants’ learning, and begins to reflect on the implications for his/her own practice. Participant acts on this knowledge in the context of the learning activities.