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.