Practitioner Certificate

CIRTL Certificates are nationally recognized certifications.

The Practitioner Certificate is the second level of CIRTL certification and demonstrates more profound knowledge and skills in quality teaching and learning methodologies and practices.

Learning Outcomes

The learning outcomes intended for those working toward a Practitioner Certificate are centered around engaging. 

Evidence-Based Teaching 

  • Access the literature and existing knowledge to develop a deeper understanding of existing evidence-based knowledge concerning high-impact, evidence-based teaching practices.
  • Integrate one or more evidence-based teaching strategies into a teaching plan to accomplish learning goals.
  • Implement one or more evidence-based teaching strategies for students in a learning experience.

Learning Communities 

  • Access the literature and existing knowledge to develop a deeper understanding of the knowledge concerning LCs and their impact on student learning.
  • Integrate one or more learning community strategies into a teaching plan to accomplish learning goals and learning through diversity.
  • Implement one or more learning community strategies for students in a learning experience.
  • Contribute to local professionally-focused learning communities associated with teaching and learning.

Learning through Diversity 

  • Access the literature and existing knowledge to develop a deeper understanding of diversity and its impact on accomplishing learning goals.
  • Examine and describe your own beliefs and biases, including how they may influence your students’ learning.
  • Determine the diverse backgrounds among a group of students, and consider the opportunities and challenges of the findings on each student’s learning.
  • Create a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.
  • Integrate one or more learning through diversity techniques and strategies in a teaching plan to use students’ diversity to enhance the learning of all.
  • Implement one or more learning through diversity strategies in a teaching experience.

Teaching as Research 

  • Develop and execute a Teaching-as-Research plan for a limited teaching and learning project*
    • Find and critically consider the literature and existing knowledge associated with the teaching and learning project.
    • Create realistic well-defined, achievable, measurable, and student-centered learning goals for the teaching and learning project.
    • Find or develop assessment tools that are aligned with the learning goals of the teaching and learning project.
    • Develop a teaching plan to accomplish learning goals.
    • Implement the teaching plan and collect data regarding the achievement of learning goals.
    • Analyze the data and draw evidence-based conclusions about the impact on student learning.
    • Complete a full-inquiry cycle for the teaching and learning project by using findings to suggest improvements to the above actions
  • Show the integration of evidence-based teaching, learning communities, and learning through diversity to accomplish learning goals.

*Often this will be a first Teaching-as-Research (TAR) effort, and need not be extensive or intended for public presentation. Optimally, the project will be a coherent and complete experience of the full-inquiry cycle, but opportunities and situations vary from campus to campus and student to student.

Practitioner Certificate Requirements

Practitioner-level participants must complete associate-level requirements, complete a Teaching-as-Research (TAR) project in one of three tracks (evidence-based teaching, learning through community, or learning through diversity), and submit a two-page project report describing their findings.

The Teaching-as-Research project can be completed by:

  • Graduate Teaching Assistants
  • Graduate Research Assistants
  • Graduate students interested in teaching a lesson, lab, or one-off project in the classroom. 

*All assistants or students who wish to complete this certificate will require prior approval from their instructor(s) and the CIRTL Leadership team. 

Once completed, the project report must be submitted on the UMB CIRTL online course site located on Blackboard. Please contact facultycenter@umaryland.edu to request access. 

 

Badge with the word practitioner in between the CIRTL and UMB logos


Before pursuing any certificate, please contact Jennifer Aumiller, MEd, the Director of the Office of Postdoctoral Scholars and the Director of the Office of Graduate and Postdoctoral Career and Professional Development (jaumiller@som.umaryland.edu) to ensure your selected activities or project will count toward certification.