We envision three types of CIRTL program outcomes: Associate, Practitioner, and Scholar. These three CIRTL outcomes recognize: first, the role of the CIRTL core ideas in effective teaching and learning; second, scholarly teaching that uses the CIRTL core ideas to demonstrably improve learning of students; and finally, scholarship that advances teaching and learning, and makes the results public. CIRTL program outcomes permit anyone to enter the CIRTL Network learning community from a wide variety of disciplines, needs, and past experiences, and to achieve success as a teacher at a wide variety of engagement.
Goal 1: Develop evidence-based teaching knowledge
CIRTL participants learn instructional strategies supported by educational research to reach all learners through transparent, student-centered practices that foster belonging and enhance student learning and success. Participants explore when and how to apply relevant teaching and mentoring approaches, are equipped to articulate why they matter for learners, and identify ways that intentional reflection can improve their own teaching.
Goal 2: Connect with community to enhance teaching
CIRTL participants connect with future faculty peers, skilled educators, and established researchers in their own campus communities and through CIRTL’s international network of higher education institutions. Participants deepen their own knowledge of student-centered pedagogical principles as they progress through their academic careers by working together to explore, discuss, practice, reflect, and iterate around teaching and mentoring skills and experiences. This sustained engagement helps participants see how connecting with a community of educators from a variety of disciplines, backgrounds, and academic experiences can foster continued growth as an instructor.
Goal 3: Cultivate teaching skills through reflective improvement
CIRTL participants apply their teaching and learning knowledge through guided practice of evidence-based skills and approaches. Participants are encouraged to identify questions they have about teaching and learning, conceive of data-driven ways to examine those questions in real learning environments, and reflect on how lessons learned from that exploration can improve their teaching for the benefit of all learners. Participants integrate different ways of knowing from their disciplines and lived experiences to advance their knowledge of teaching and learning. At the same time, they also develop the practice of reflective, evidence-based, iterative improvement – a practice that they can return to throughout their careers.
Goal 4: Prepare for an impactful career
CIRTL participants experience the dynamic nature of teaching and learning through the breadth of universities represented in the CIRTL Network. Participants have the opportunity to identify professional interests and career pathways that match those interests; develop materials that articulate their values and strengths as educators, such as teaching philosophy and mentoring statements; and understand potential opportunities for impact as they advance professionally.