Graduates-through-faculty who achieve CIRTL Scholar expertise have the knowledge and skills to add to our knowledge-base of teaching and learning through the sharing of the results of Teaching-as-Research projects with peers.  As such, the CIRTL Scholar is engaged in the scholarship of teaching & learning.

The scholarship of teaching & learning goes beyond scholarly teaching and is driven by a desire to understand how students learn effectively and how teaching influences this process. The scholarship of teaching and learning requires in-depth understanding of the literature, critical reflection, and sharing through publication.

To achieve this level, graduates-through-faculty have been exposed to the pillars of CIRTL, recognize the importance of implementing practices associated with each pillar for being an effective and improving teacher, and have designed, implemented (in the classroom), and defended Teaching-as-Research project designs and results to peers (in education or discipline).  These graduates-through-faculty have presented and/or published the results of Teaching-as-Research efforts to local, regional, national, or international audiences of their peers.  This level represents a high level of engagement in the pillars of CIRTL through their application and defense of work. The CIRTL Scholar represents a high level of scholarly achievement, especially for graduates-through-faculty otherwise engaged in STEM careers, and so it not expected that many seek this level of expertise.

Specific outcomes include:

  • Participants are using the literature associated with teaching, learning, and assessment to design Teaching-as-Research projects and analyze results.  By publishing or presenting their work they are contributing to the body of literature associated with teaching, learning, and assessment. 
  • Participants can demonstrate how their disciplinary research can inform their teaching and how their teaching practices, involvement in learning communities can enhance their research program.  Students should be able to communicate this effectively when presenting and interviewing for academic jobs. Students implementing Teaching-as-Research as this level would analyze the outcomes of learning and seek to understand why students may be learning or not.  
  • Participants participate and contribute in local, regional, and national professionally-focused learning communities associated with teaching and learning. Through their participation, they are also providing leadership within their disciplines.