| Learning Goals | Graduate Teaching Competencies* | Badges | |||
| Observation | Pedagogy | Professional Development | Teaching | ||
| 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.