Interested in teaching and professional development?

The Center for Research, Teaching and Learning (CIRTL) is here to help!

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The CIRTL@UCLA certification pathway (Associate, Practitioner, Scholar) will give you amazing training in teaching and professional development that will prepare you in whatever field you are going into, making you more competitive for faculty and industry positions.

There are many ways to engage with the CIRTL community.

In addition to our online communities there are many courses and workshops designed for the advancement and professionalization of graduate students, postdocs, and faculty. Check out our monthly newsletter for more upcoming offerings!

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Join CIRTL@UCLA

There are many ways to get involved in the CIRTL program at UCLA. Courses and workshops are designed for the advancement and professionalization of graduate students and faculty.  Be a part of the learning community!

To join the CIRTL online network, take 1 minute to register here.

Join the CIRTL@UCLA CCLE Collaboration Site

  • Login Here: https://ccle.ucla.edu/course/view/cirtl-collab
  • After logging in enter this enrollment key: #R95LShu
  • Once you have accessed the CCLE site, click “Associate Level”
  • View instructions on how to track your progress through certification levels

Sign up for the CIRTL@UCLA newsletter here.

CIRTL Levels of Engagement and Learning Outcomes

There are three levels of certification for the CIRTL program: CIRTL Associate, CIRTL Practitioner, and CIRTL Scholar. Each level has unique learning outcomes:

  • Associate level: recognizes the role of the CIRTL core ideas in effective teaching and learning
  • Practitioner level: addresses scholarly teaching using the CIRTL core ideas to demonstrably improve learning of students by completing a teaching-as-research (TAR) project
  • Scholar level: advances teaching and learning, and makes the results from TAR project public. 

CIRTL program outcomes conceived in this way 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. One way to achieve CIRTL Scholar level is to participate in the STAR program (discussed below) but this is not the only way, and requirements can be discussed with the Director (Rachel Kennison) on an individual basis.

Requirements for Associate Level 

You must complete one course on Evidence Based Teaching (EBT) that aligns with the CIRTL learning outcomes. Options include but are not limited to:

    • In fall quarter, CIRTL@UCLA offers Grad PD 496A
    • TAC summer academy
    • Graduate Certificate in Writing Pedagogy
    • Community Engaged Teaching (Grad PD 495CE)
    • TA training courses: LS 495 or Psych 495 + 495B

In addition, you must complete 20-25 hours of an additional course or workshop related to EBT or Professional Development. Some examples are:

    • CIRTL online courses and workshops (posted on our home page and on the CIRTL website)
    • Entering Mentoring Training program
    • EPIC and CAT workshops, including TA conference and TA workshops

If there are courses you have taken that are not on these lists and you think may align with the CIRTL learning outcomes, please contact the CIRTL@UCLA Director.

If you have any questions about these requirements, please contact Rachel Kennison (rkennison@ceils.ucla.edu). 

Teaching as Research (TAR)

The improvement of teaching and learning is a dynamic and ongoing process, just as is research in any discipline. At the core of improving teaching and learning is the need to accurately determine what students have learned as a result of teaching practices. This is a research problem, to which instructors can effectively apply their research skills and ways of knowing. In so doing, instructors themselves become the agents for change in teaching and learning.

Teaching-as-Research involves the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of students and teachers. The process  of completing a TAR project includes identifying a research question and designing an intervention to assess the effectiveness of your teaching. However, a TAR project is not necessarily a Discipline Based Research Project, in the sense that it is meant to be a relatively small intervention, and not a publishable research study (although some TAR students design projects with the intent to publish). The goal is to learn how to become a reflective teacher so that wherever you end up working, you will be able to apply these methods to assess your own teaching.

For examples of TAR projects, visit our TAR Scholars page.