CIRTL Learning Outcomes Matrix

As the Delta Certificate is the capstone to your experience with the Delta program, we
believe it is important to reflect on the experiences that led to the Delta Certificate. In an
effort to maintain fidelity with our parent organization CIRTL, we have aligned the Delta
learning outcomes with the CIRTL learning outcomes. Therefore it is important that you
include the following matrix in your teaching and learning portfolio to demonstrate the
accomplishment of the Learning Outcomes.

Please fill-out and include the following matrix in your portfolio. There are few examples
indicated in italics, please create your own.

Associate Level
 Teaching –As-Research
Associates can do the following:
Describe how to access the literature and existing knowledge about
teaching and learning issues, in a discipline or more broadly.
Define and recognize the value of the Teaching-as-Research
process, and how it can be used for ongoing enhancement of
learning.
Describe a ‘‘full-inquiry’’ cycle.
Describe how the integration of Evidence-Based Teaching, Learning
Communities and Learning-through-Diversity within Teaching-as-
Research can be integrated to implement and advance effective
teaching practices for diverse learners.
Evidence-Based Teaching
Describe and recognize the value of realistic well-defined,
achievable, measurable and student-centered learning goals.
Describe several known high-impact, evidence-based effective
instructional practices and materials and recognize their alignment
with particular types of learning goals.
Describe several assessment techniques and recognize their
alignment with particular types of learning goals.
How this outcome was met :
Accessing literature was a component of the Delta internship
(Artifact #6). Existing knowledge about teaching and learning
issues was a large component of College Science Teaching,
the course WISCIENCE Scientific Teaching Fellows take in the
spring.
Defining and recognizing the value of the TAR process was
done in the Delta Internship project (Artifact #6).
The “full-inquiry” cycle was addressed both during the Delta
Internship seminar and in College Science Teaching.
The integration of evidence-based teaching, learning
communities and learning-through-divesrsity was
emphasized in the Delta internship project (Artifact #6) and
will be in the poster as well (Artifact #7).
How this outcome was met :
Describing and recognizing the value of well-defined and
measurable learning goals was addressed very heavily in
College Science Teaching, as well as the Internship Seminar,
sessions at the 2017 Teaching and Learning Symposium, the
CIRTL Biology Lab course I took and the EPIC learning
community.
Evidence-based practices and their alignment was covered in
College Science Teaching and put to practice in Exploring
Biology in the fall.
Assessment techniques and alignment were discussed in
College Science Teaching, EPIC learning community and the
CIRTL Biology lab course. The internship seminar also
covered this.
 Learning Communities
Associates can do the following:
Describe and recognize the value of learning communities, and
how they impact student learning.
Describe several techniques for creating a LC within a learning
environment, including strategies that promote positive
interdependence between learners so as to accomplish learning
goals.
Describe several techniques and issues of establishing LCs
comprising a diverse group of learners.
Recognize the value of and participate in local professionally
focused learning communities associated with teaching and
learning.
Learning through Diversity
Associates can do the following:
Describe the scope of diversity in learning environments, of both
students and instructor. Including but not limited to backgrounds,
race, gender, ability, socioeconomic status, ethnicity, gender
preference, and cognitive skills.
Describe the impact of diversity on student learning, in particular
how diversity can enhance learning, and how inequities can
negatively impact learning if not addressed.
Describe how an instructor’s beliefs and biases can influence
student learning.
Describe and recognize the value of drawing on diversity in the
development of teaching plans (including content, teaching
practices and assessments) to foster learning.
Describe several learning-through-diversity (LtD) techniques and
strategies.
How this outcome was met :
Recognizing the value of learning communities and
understanding how they impact student learning was by
participating in the EPIC learning community, as well as the
internship seminar.
We discussed several techniques for creating a learning
community in College Science Teaching, as well as in the EPIC
learning community, and the facilitation seminar put on by
Delta and WISCIENCE.
Facilitating learning communities amongst a diverse group of
learners was covered in College Science Teaching, as well as
in the EPIC learning community.
This was emphasized in the internship, where we were
required to participate in a CIRTL event. We have also been
encouraged in any WISCIENCE, CIRTL or Delta event or
course to participate in other events related to teaching and
learning.
How this outcome was met:
The scope of diversity in learning environments was
addressed in the multiple diversity workshops I have
participated in, both offered through WISCIENCE and Delta.
This is also found in Artifact #9, the TA Training lesson plan.
The impact of student diversity on learning was emphasized
in multiple diversity workshops, as well as College Science
Teaching and the EPIC learning community. This is also
addressed in Artifact #8, the lesson plan for Int Sciences 230,
as well as Artifact #9, the TA Training lesson plan.
An instructor’s beliefs and biases were discussed in College
Science Teaching and the diversity workshops I’ve
participated in. This is also found in Artifact #9, the TA
Training lesson plan.
Diversity in the development of teaching plans was
emphasized in College Science Teaching and the diversity
workshops I’ve participated in, especially one handout in
particular with different inclusive teaching strategies one can
implement in the classroom. This is also found in Artifact #9,
the TA Training lesson plan.
Learning-through-diversity strategies were discussed and
highlighted in the Delta Internship seminar.
 Practitioner Level

Teaching –As-Research How this outcome was met in the Delta Certificate:
Practitioners can do the following:

Develop and execute a Teaching-as-Research plan for a limited Developing and executing a TAR plan was met through
teaching and learning project Artifact #6 and #7, which are examples of my Delta
 Find and critically consider the literature and existing internship project.
knowledge associated with the teaching and learning
project2
 Create realistic well-defined, achievable, measurable
and student-centered learning goals for the teaching
and learning project.
 Find or develop assessment (measurement) tool(s) that
are aligned with the learning goals of the teaching and
learning project.
 Develop a teaching plan (a hypothesis) to accomplish
learning goals.
 Implement the teaching plan and collect some data
regarding 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 Integrating the three pillars of Delta to accomplish learning
Communities and Learning-through-Diversity to accomplish goals was accomplished by the Internship seminar and our
learning goals. resulting internship projects (Artifact #6 and #7), the
WISCIENCE Teaching Fellows Program and in the reflections
on both (Artifact #6 and Artifact #10).

Evidence -Based Teaching How this outcome was met in the Delta Certificate:
Practitioners can do the following:

Access the literature and existing knowledge to develop a deeper This was done in College Science Teaching, Writing Across
understanding of existing evidence-based knowledge concerning the Curriculum, and the Delta Internship.
high-impact, evidence-based teaching practices.

Integrate one or more evidence-based teaching strategies into a
teaching plan so as to accomplish learning goals.
Implement one or more evidence-based teaching strategies for
students in a learning experience.
Developing our own lesson plan using evidence-based
teaching strategies is one of the outcomes of WISCIENCE
Scientific Teaching Fellows while teaching Exploring Biology
(Artifacts #1 & 2).
Implementing evidence-based teaching strategies is one of
the outcomes of the WISCIENCE Scientific Teaching Fellows
(Artifacts #1 & 2).

The Delta Certificate Candidate Guidebook 1

 Learning Communities
Practitioners can do the following:
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 LC strategies into a teaching plan so as to
accomplish learning goals and learning-through-
diversity.
Implement one or more LC strategies for students in a learning
experience.
Contribute to local professionally-focused learning communities
associated with teaching and learning.
Learning through Diversity
Practitioners can do the following:
Access the literature and existing knowledge to develop a deeper
understanding of diversity and its impact on accomplishing
learning goals.
Examine and describe own beliefs and biases, including how they
may influence their 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 LtD techniques and strategies in a
teaching plan so as to use students’ diversity to enhance the
learning of all.
Implement one or more LtD strategies in a teaching experience.
The Delta Certificate Candidate Guidebook
How this outcome was met in the Delta Certificate:
Understanding the importance and knowledge about LCs was
part of the Delta internship.
Integrating collaborative learning into a teaching plan was
done while teaching Exploring Biology with the WISCIENCE
Scientific Teaching Fellows (Artifacts #1 & 2).
Implementing collaborative learning strategies for students
was a main part of Exploring Biology with the WISCIENCE
Scientific Teaching Fellows (Artifacts #1 & 2).
Contributing to professionally-focused learning communities
on teaching and learning was done through various Delta,
CIRTL and WISCIENCE workshops and classes.
How this outcome was met in the Delta Certificate:
Understanding diversity and its impact on learning is a
central component of my Delta Internship project (Artifact #6
and #7).
Examining and describing our own beliefs and biases was an
activity in both of the diversity workshops I participated in
with WISCIENCE and Delta, as well as Artifact #9, the TA
Training lesson plan.
Understanding the challenges of increasing diversity in STEM
and testing a way to increase diversity is a central
component of my Delta Internship project.
Creating a lesson plan to incorporate diverse content and
teaching practices to make a more inclusive classroom was
done through Exploring Biology and the WISCIENCE Scientific
Teaching Fellows (Artifacts #1 & 2).
Integrating learning-through-diversity techniques and
strategies was completed through my Delta internship
project (Artifacts #6 & 7) as well as through Exploring Biology
and the WISCIENCE Teaching Fellows (Artifacts #1 & 2).
Implementing learning-through-diversity strategies was
completed through my Delta internship project (Artifacts #6
& 7) as well as through Exploring Biology and the WISCIENCE
Teaching Fellows (Artifacts #1 & 2).
2
The Delta Certificate Candidate Guidebook 3