General Guidelines - Dossier Preparation - Peer Review by Academic and Professional Colleagues - Teaching - Service - Scholarship - References for Scholarship of Teaching and Course/Teaching Portfolios - PTR Home


The teaching category includes all forms of university-­‐level instructional activity on or off campus. It includes such activities as:

  • Preparation for and teaching of a variety of types of courses, seminars, and other academic learning experiences
  • Non-­‐credit workshops and informal instructional activities involved in working with in-­‐service teachers or community groups.
  • Instructional activities conducted to develop competencies of practitioners that extend beyond the university campus, such as supervising student teachers, guiding field-­‐based practice in counseling and school psychology, and the like.
  • Course and program development, academic counseling, supervision of student research and service on graduate student program and research committees.
  • Improvement of instructional techniques and techniques for evaluating student outcomes
  • Production of course materials, textbooks, and digital tools for learning (online videos, podcasts, webinars, e-­‐newsletters, social networks, and online communities, etc.).
  • Advising and mentoring undergraduate, graduate, and early career faculty
  • Presentation of successful instructional innovations, insights, or experiences with teaching.
  • Publications that disseminate scholarly discourse about teaching or otherwise communicate pedagogical strategies may included in this category of teaching activity or under scholarship (but not both)

Teaching is a complex process that encompasses multiple components, and multiple forms of evidence are needed to assess teaching effectiveness comprehensively. Appropriate teaching documentation may include some of the following:

  • Evidence from the instructor
    • Statement on teaching (goals, strategies, efforts to improve, outcomes)
    • Sample syllabi and instructional materials
    • Presentations and articles on one’s teaching
  • Evidence from others
    • Teaching awards
    • Grants to support teaching
    • Colleague evaluations of student outcomes
    • Observations by colleagues
    • Invitations to share one’s teaching expertise
  • Evidence from students
    • Formal end-­‐of-­‐course student evaluations
    • Solicited and unsolicited feedback from students
    • Course-­‐related student artifacts
    • Evidence of student achievement, such as awards
    • Student-­‐selected teaching awards

These categories of evidence may be interrelated. For example, a colleague may write an evaluation of the links among an instructor’s philosophy, goals, course design, instructional strategies, and outcomes based on direct observation, instructor-­‐provided documents, and student products and evaluations. Candidates should explain the relevance of these documents to their case.

Approved 4/25/2014