Requirements for Associate Level
- Evidence-Based Teaching Course: 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. Learn more here.
- TAC summer academy
- TA training courses: LS495, CH495, or Psych 495 + 495
- Additional Professional Development: In addition, you must complete 20-25 hours of an additional course or workshop related to EBT or Professional Development. At least one of these hours must be completed on the CIRTL Network. Examples of courses and events that qualify are:
CIRTL online courses and workshops (posted on our home page and on the CIRTL website)
- Career Readiness Inside and Outside the Academy.
- Graduate Certificate in Writing Pedagogy
- Community Engaged Teaching (Grad PD 495CE)
- 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 Katie Ingraham Dixie at firstname.lastname@example.org.
- Teaching Statement: Submit a draft of a teaching statement through the tracking form below.
- Tracking Form: Complete the CIRTL Associate Tracking Form so we can confirm that you have completed all of the requirements.
If you have any questions about these requirements, please contact Rachel Kennison (email@example.com).
Teaching-as-Research (TAR): The next steps in the CIRTL certification process are centered around the idea of “Teaching as Research”. 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. Learn more: What is Teaching as Research?
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.