|Learning Goals||Graduate Teaching Competencies*||Badges|
|1. Evidence-based teaching||Use evidence-based pedagogical approaches specific to the discipline and which facilitate student learning of disciplinary content.||X||X|
|2. Self-assessment||Assess and improve one's own teaching performance through inquiry-based practice informed by a community of scholarly teachers.||X||X|
|3. Pedagogy and learning theory||Gain Knowledge of how people learn and how to teach consistently with these principles of learning, using a variety of techniques appropriate for the discipline, level, and learning context.||X||X|
|4. Setting goals and expectations||Consistently set and communicate learning goals and expectations, both for individual class sessions and the overall course, that are appropriate for the discipline, level, learning context, and institutional curriculum.||X||X|
|5. Assessing learning||Assess student learning responsibly, equitably, and in alignment with learning goals and use results to enhance student learning.||X||X|
|6. Diversity and Inclusion||Teach with attention to diversity, inclusion of multiple perspectives, and demographics so that every student has the opportunity to learn.||X||X||X|
*Kalish, A., Robinson, S.S., Border, L., Chandler, E., Connolly, M., Eaton, L.J., Gilmore, J., Griffith, L., Hanson, S., Pinder-Grover, T., and von Hoene, L. (2012). Steps toward a framework for an intended curriculum for graduate and professional students: How we talk about what we do. In A. Kalish, & S. S. Robinson (Eds.), Mapping the range of graduate student professional development. In L.L.B. Border (Series Ed.) Studies in Graduate and Professional Student Development, 14. (pp. 163 – 173). Stillwater, OK: New Forums Press.