Practitioner Certificate Requirements

The CIRTL Practitioner Certificate is a nationally recognized certification representing advanced knowledge and skills in effective teaching and learning methodologies. This certificate represents the second level of CIRTL certification, building on the foundational Associate-level credential. A key requirement for practitioner-level participants is the completion of a Teaching-as-Research (TAR) project, culminating in a two-page report that details findings, alongside other essential activities.

Interested in pursuing the CIRTL Practitioner Certificate?

Checklist:

  • Complete the CIRTL Associate-Level Certificate.
  • Develop and Implement a TAR Project:
    • Obtain necessary approvals and engage in mentorship.
    • Participate in formal or informal teaching experiences.
    • Design, lead, or test an intervention, idea, or theory within an educational setting.
    • Document your findings in a concise, two-page report.
    • Present and share the outcomes of your project with the relevant community or at a capstone event.
  • Update your teaching philosophy.

*All participants interested in pursuing this certificate must obtain prior approval from a UMB CIRTL Leadership team member. Please contact CIRTL@umaryland.edu with any questions.

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

Teaching-as-Research (TAR) Project

The Teaching-as-Research (TAR) project is a core component of the CIRTL Practitioner Certificate, guiding participants through the process of applying research methodologies to enhance teaching practices and student learning outcomes. This structured approach ensures that participants, regardless of their prior teaching experience, receive the support and guidance they need to succeed.

1. Initial Consultation and Mentorship:

Before embarking on your TAR project, schedule an initial consultation with a CIRTL team member. This meeting will help you:

  • Explore Teaching Opportunities: Identify potential teaching roles or experiences, whether formal (e.g., Graduate Teaching Assistant) or informal (e.g., discussion section enhancement, peer-assisted learning).
  • Clarify Project Goals: Discuss your interests and ideas for a TAR project, and determine how these align with your teaching opportunities and CIRTL objectives.
  • Obtain Approval: Ensure that your planned project aligns with CIRTL standards and, if necessary, seek early approval for your project plan, including potential IRB considerations.

2. Engage in Teaching Experience:

Based on your initial consultation, begin engaging in teaching activities that will serve as the foundation for your TAR project:

  • Formal Engagement: This may involve roles such as a Graduate Teaching Assistant, guest lecturing, or acting as the instructor of record.
  • Informal Engagement: If formal roles are not available, you can engage in activities like developing new instructional strategies, implementing assessment tools, or leading peer-assisted learning groups.

3. Project Development and Planning:

With your teaching experience identified or underway, you can now focus on developing a detailed TAR project plan:

  • Design Your Project: Plan a learning event or intervention that involves designing, assessing, implementing, analyzing, and presenting results. Your project should be grounded in evidence-based practices and relevant literature.
  • Mentorship and Feedback: Continue meeting with your CIRTL mentor to refine your project plan, ensuring it is feasible and impactful.
  • Seek Necessary Approvals: Finalize your project plan and obtain any required approvals, including IRB approval if applicable.

4. Implementation:

Once your plan is approved, begin implementing your TAR project in an educational context:

  • Execute Your Project: Carry out the teaching intervention or strategy you’ve designed, collecting data on its impact on student learning.
  • Ongoing Mentorship: Maintain regular communication with your mentor to discuss progress and address any challenges during implementation.

5. Data Analysis and Sharing:

After completing the implementation phase, analyze the data you’ve collected:

  • Analyze Data: Draw evidence-based conclusions about the effectiveness of your intervention.
  • Report Findings: Document your findings in a concise, two-page report, clearly outlining your research question, methodology, results, and conclusions.
  • Present Results: Share your findings at a capstone event or with the relevant community, discussing the implications of your work for future teaching practices.

6. Reflection and Teaching Philosophy Update:

Finally, reflect on your TAR project and its outcomes:

  • Update Your Teaching Philosophy: Revise your teaching philosophy statement to incorporate the insights and lessons learned from your TAR project and other professional development activities.

The possibilities for engaging in TAR projects are vast and varied, offering opportunities to explore and innovate within any discipline, whether through small-scale interventions or larger, more comprehensive studies. No matter the scope, each project contributes to the advancement of teaching and learning practices. We encourage you to meet with your CIRTL mentor to discuss how you can tailor a TAR project to fit your interests, teaching context, and career goals. Together, you can uncover the best opportunities to make a meaningful impact in your field.


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.