CIRTL Endorsement in College Teaching

91社区 CIRTL

The Graduate School, in collaboration with the Center for Teaching and Learning (CLT) has joined a network of institutions dedicated to preparing future faculty as teachers. The Center for the Integration of Teaching, Research, and Learning (CIRTL) offers diverse resources to support students in becoming highly-skilled educators who draw on evidence-based practices to support student learning. The core values throughout each level are rooted in: Learner-Centered Education, Equity and Inclusion, Diversity and Representation, Collaboration, Intellectual Generosity, Inclusive Excellence and Innovation, and Reflective Decision-Making. 

Learning Objectives, Engagement Expectations, and Deliverables for CIRTL Endorsements

Each CIRTL achievement status builds on the last. You鈥檒l move from understanding how people learn, to trying out teaching strategies, to investigating your own classroom and sharing what you discover. Whether you teach one class or make a career of it, these achievement statuses will help you grow into the kind of educator today鈥檚 students need.

Upon achieving these statuses, we recommend our scholars update their CVs, resumes, and professional social media profiles (e.g., LinkedIn) to reflect their professional development. 
  • Associate Level

    Foundational Awareness & Reflection

    Learn what great teaching looks like鈥攁nd why it matters. You鈥檒l explore the core ideas of how people learn, what makes teaching inclusive and effective, and how classroom choices impact student success. This level helps you reflect on your own teaching identity and get grounded in the research behind good pedagogy.

    Learning Outcomes: 

    • Explore foundational concepts of effective, inclusive, and equitable teaching
    • Define core elements of lesson planning or instructional activities
    • Differentiate assessment types and feedback strategies
    • Reflect on your teaching identity and engage with a learning community

    Engagement:

    • Introductory Course (if available, through your program; or through CIRTL or CIRTL@Bing offerings)
    • Attend one CIRTL@Bing Learning Community session

    TAR Project Deliverables: 

    (Learn more about the TAR project)

    • Sample lesson plan or instructional activity draft 
    • Draft of teaching philosophy statement
    • Reflection on Associate Level Engagement, completed after receiving feedback on your lesson plan and teaching philosophy submissions. (2 pages; this should include reflection on the level, and early considerations of a TAR question.)
  • Practitioner Level

    Application & Integration

    Start applying evidence-based strategies in real settings. This level is all about practice and reflection. You鈥檒l design a lesson or activity, implement it, and gather feedback. Along the way, you鈥檒l start thinking like a teaching researcher: What鈥檚 one challenge your students face? What small change could make a difference?

    At the Practitioner level, every day teaching challenges become an opportunity to solve a problem through your Teaching-As-Research (TAR) project.

    Learning Outcomes:

    • Apply core principles of learning science and inclusive pedagogy
    • Design effective lessons and assessments aligned with learning outcomes
    • Differentiate and implement feedback strategies to support learning
    • Reflect on teaching practice and revise strategies using feedback
    • Engage in scholarly teaching through community and inquiry
    • Design and implement a Teaching-as-Research (TAR) project

    Engagement:

    • Explore local learning communities and provide a short summary of how you communicated or interacted with peers or others regarding learning
    • Implement lesson plan and engage with peer observer for feedback
    • Attend one CIRTL@Bing Learning Community session

    TAR Project Deliverables:

    (Learn more about the TAR project)

    • Lesson plan (for guest lecture, workshop, etc.): Plan a lesson.
    • Observation and peer feedback: Teach a lesson and receive peer feedback.
    • Peer feedback contribution: Give someone else feedback. 
    • Revised Teaching Philosophy statement 
    • Reflection on Practitioner Level engagement and development beyond the Associate Level, including on TAR questions and process, completed after receiving feedback on your lesson plan and teaching philosophy submissions. 
  • Scholar Level

    Synthesis, Leadership, and Dissemination

    To complete your Teaching-As-Research (TAR) project, take what you鈥檝e learned and contribute to a community of educators. Create an e-portfolio to communicate your professional growth to colleagues and future employers.

    Learning Outcomes:

    • Demonstrate leadership in a learning community
    • Synthesize your growth in a professional teaching portfolio

    Engagement: 

    • Attend one CIRTL@Bing Learning Community session

    TAR Project Deliverables:

    (Learn more about the TAR project)

    • Finalized teaching philosophy and goals
    • Disseminate your scholarly teaching work. Share findings from your project through scholarly or creative formats, such as conferences, workshops, digital media, or peer-reviewed outlets. (Estimated 45 minute presentation or an equivalent digital distribution approach.)
    • Eportfolio that synthesizes professional growth

More Questions about CIRTL@Bing? 

Check out these frequently asked questions to better understand how CIRTL@Bing can fit into your graduate school experience, and job market preparation. Consider these and our asynchronous TA and teaching support modules to decide what works best for you.

Upcoming Events from CIRTL

NOTE: 

If you have begun the process of pursuing the Badge of Completion in College Teaching, and would like to continue this process instead of the CIRTL achievement levels, please email Erica Sausner (esausner@binghamton.edu) at the Graduate School.