Developing a Philosophy Statement and Teaching Dossierscai/AI/CVandRefLetters/Dossier.pdf · 2015-11-24 · “A teaching philosophy statement is a systematic and critical rationale

Developing a Philosophy Statement and Teaching

Dossier

Last updated February 18, 2005

Prepared by: Jeanette McDonald*

Wilfrid Laurier University

Waterloo, Ontario Canada

*Originally prepared for Teaching Support Services, University of Guelph, Guelph, Ontario

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PACKAGE CONTENTS WLU Collective Agreements

Full-Time Faculty. . . . . . . . . 2 Part-Time Faculty (CAS) . . . . . . . . 3

What is a teaching dossier? . . . . . . . 4

• Uses • Format/Structure • Content • Critical Analysis of Evidence • Development Process • Table of Contents (samples)

Preparing a Teaching Philosophy Statement . . . . 9

• Format and Content Guidelines • Articulating a Teaching Philosophy Statement (3 activities) • University of Guelph Examples

Teaching Dossier FAQs . . . . . . . 14 Tips and Strategies . . . . . . . . 16 Resources . . . . . . . . . . 17

• General Online Resources • Online Examples of Teaching Dossiers/Philosophy Statements • Online Guides to Developing a Teaching Dossier • Online Guides to Developing a Philosophy of Teaching Statement • The Teaching Professor – a list of articles available from the TRC • A Selection of Text Resources Available from the TRC (annotated)

References . . . . . . . . . . 21 Appendices . . . . . . . . . . 23

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Collective Agreement: Teaching Dossiers Full-Time Faculty: 15.7.2 (a) Teaching A necessary requirement for tenure or for promotion to any rank is demonstrated competence and responsibility in teaching and a commitment to the facilitation of student learning. Teaching performance which is superior to the necessary requirement counts additionally in the candidate's favour. 31.5.1 A Teaching Dossier provides a record of a Faculty Member's teaching accomplishments, strengths and activities. It contains documents, statements, and materials that demonstrate the scope and quality of a Faculty Member's teaching performance. 31.5.2 Refer to this section for a list of required and recommended items for inclusion in your teaching dossier <http://www.wlu.ca/%7Ewwwwlufa/FTCA02-05/Article%2031.html>. 31.5.3 The Member shall provide a copy of the Teaching Dossier to the Appointment and Promotion Committee with any application for tenure, promotion, or subsequent appointment. 31.5.4 The Teaching Dossier may be used, where appropriate, in an evaluation of a Member for merit under Article 30, or as part of an evaluation and review under Article 10. The Dean's request for a copy of the Teaching Dossier shall include a written statement of reasons, and the Member shall forward the Teaching Dossier within 20 days of the receipt of such a request.

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Collective Agreement: Teaching Dossiers Part-Time Faculty: 16.6.1 At the end of each academic term, the CAS Member may submit an updated Teaching Dossier, in accordance with 19.6.3, to the Department Chair or equivalent. 16.4.2 This report may include a list of courses taught including the number of students in each class, and additional counselling or supervisory responsibilities under 16.1.2; a copy of course outline(s), and any other course materials the Member may wish to attach to the form, with the exception of course readers. 19.6.1 A Teaching Dossier provides a record of a Member's teaching accomplishments, strengths and activities. It contains documents, statements, and materials that demonstrate the scope and quality of a CAS Member's teaching performance. 19.6.2 In order to provide a current record of a CAS Member's teaching activities and experience, a Member may include a Teaching Dossier as part of an application for appointment under Article 13 and as part of the Report of Activities under 16.6. Refer to this section for suggested contents of a dossier <http://www.wlu.ca/%7Ewwwwlufa/ptcontract/ptca19.htm>. NB: the new collective agreement is not yet available. The URL above refers back to the agreement that expires August 31, 2004. 19.6.3 The Member may provide a copy of the Teaching Dossier to the Part-time Appointment Committee with any application for subsequent appointment. 19.6.4 The Teaching Dossier may be used, where appropriate, in an evaluation of a Member under Article 10. When a CAS Member receives a notice of evaluation under Article 10, the Member may present a Teaching Dossier as a record of his/her teaching activities and contributions.

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DEVELOPING A TEACHING DOSSIER (Seldin, 1997; Shore, 1986; Edgerton, Hutchings & Quinlan, 1991; Urbach, 1992) What is a teaching dossier? A teaching dossier summarizes major teaching accomplishments and strengths of a professor and provides a selective account of best practices. It is both reflective and qualitative in its assembly, and involves the collection and presentation of materials in a concise manner (i.e., it’s more than just a container to showcase instructional materials). Why a teaching dossier? • Captures the complexity of teaching.

• Places the responsibility for evaluating teaching in the hands of faculty.

• Prompts reflective practice and ongoing instructional improvement.

• Helps foster a culture of teaching and learning.

• Documents one’s teaching abilities over extended period of time.

Is there a standard format to follow? The teaching dossier is a ‘highly personalized product.’ No two dossiers are the same. Each portfolio is unique, reflecting a number of factors, including: • university policy,

• your instructional goals and teaching philosophy,

• the organizational culture and directions of your department/college,

• the mission and mandate of your institution, and

• the intended purpose and audience of your dossier (e.g. tenure and promotion vs. job application vs. personal development in teaching).

What do effective dossiers look like? While each teaching portfolio is unique, effective dossiers share several characteristics. Most notably, they:

A teaching dossier (portfolio) is to teaching, what a “…list of publications, grants, and honours are to research and scholarship” (Seldin, 1997, p.2).

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• are noted for brevity (items should be concise and to the point),

• articulate individual strengths (emphasize your unique qualities and teaching approaches),

• provide an interpretation of the information and work samples provided (each item included should be accompanied by faculty commentary and explanation), and

• demonstrate reflection.

What should be included in a teaching dossier? As for content, a dossier should reflect one’s personal experience and reflect the audience and purpose it is intended for (e.g., employment vs. tenure and promotion vs. learning). At a minimum it should contain: 1. a summary of your teaching responsibilities to date (e.g., course titles, numbers, enrollments,

context statement about course),

2. a statement of your teaching philosophy, goals, and instructional strategies,

3. teaching evaluation criteria, and

4. evidence (and commentary) to support the narrative portion of your dossier (appendix).*

Commonly Included Items: ** (material from self and others; and products of teaching/student learning) • a selection of teaching materials • a sampling of tests, exercises, and graded student work • course outlines • student and peer feedback (letters, written comments, course evaluation data) • teaching awards and honours • documentation of teaching development activities (courses taken, conferences attended,

course improvements) • publications or conference presentation materials on teaching • efforts to improve teaching

5. future teaching goals.

* see Appendix A for an organizational matrix to help document evidence of your teaching statements and beliefs

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Critical Analysis of Dossier Materials The above section identifies a number of items to consider including in your dossier. A note of caution: Do not assume that the audience/reader of your portfolio will necessarily understand the significance or reason for including one entry over another. Along with each piece of evidence include a brief narrative. Feldman (1992) recommends the following. • Explain your entry. Identify what it is, how you created it, and why you included it. • Relate your entry. What does it say about you as a teacher? Tell how it relates to other entries

you have included. • Interpret your entry. Why did you choose this piece of evidence over another? How does it

represent your best work? • Evaluate your entry. What are its strengths? Tell the reader what you might do to strengthen

your results further. How to Prepare a Teaching Dossier? * 1. Identify your audience/purpose of dossier.

2. Summarize your teaching responsibilities.

3. Describe your approach to teaching.

4. Select items for the portfolio.

5. Prepare statements on each item.

6. Arrange the items in order.

7. Compile the supporting data and document reasons for inclusion.

8. Incorporate dossier into curriculum vitae.

9. Append exemplary materials.

*For more information about each step, refer to:

The Step-by-Step Creation of a Teaching Dossier http://www.dal.ca/~clt/td_steps.html

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What does a typical table of contents look like? Because each teaching dossier is unique, one’s table of contents will vary. As such, how you order the various items in your dossier will depend on the purpose of your dossier and what aspects you chose to emphasize. Generally you begin with your philosophy statement, teaching goals, and instructional responsibilities. These items provide a context to frame the development and evaluation of your dossier. The remaining order of items should highlight your teaching strengths and accomplishments in a related/linked manner. Use the following four examples to guide the development of your own table of contents. I. Teaching Dossier: A Guide (1996), prepared by University Teaching Services at the

University of Alberta proposes the following approach.

1. Approach to teaching 1.1 Philosophy 1.2 Teaching Goals, Strategies, and Evaluation Methods

2. Teaching Contributions 2.1 Teaching Responsibilities 2.2 Supervising and Advising Students 2.3 Activities Undertaken to Improve Teaching and Learning 2.4 Committee Service Regarding Teaching and Teaching Issues 2.5 Publications and Professional Contributions

3. Reflections and Assessment of Teaching

3.1 Documentation of Results of Teaching 3.2 Reflections on Teaching and Student Learning 3.3 Future Plans

4. Supporting Documentation (appendix should respond to each of the items listed above)

II. Peter Seldin (1997) in his book The Teaching Portfolio recommends the following format

(one of many his book provides).

1. Teaching Responsibilities 2. Statement of Teaching Philosophy 3. Teaching Methods, Strategies, Objectives 4. Description of Course Materials 5. Efforts to Improve Teaching 6. Student Evaluations 7. Products of Teaching 8. Teaching Goals: Short- and Long-term 9. Appendices

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III. Recording Teaching Accomplishment (1993) produced by Dalhousie University’s Office of Instructional Development and Technology offers this example.

A. Statement of Teaching Responsibilities

I. Course taught II. Honours theses supervised III. Graduate theses supervised IV. Advising V. Practica supervised

B. Reflective Statement on Teaching Philosophy and Goals

C. Course Developed or Modified

I. Psychology 111X2 II. Psychology 345A1

D. Student Ratings Summary

IV. Yet another approach may incorporate the following.

1. Teaching Philosophy, Practices, and Goals 2. Summary of Teaching Responsibilities 3. Development of Teaching Materials 4. Products of Good Teaching 5. Steps Taken to Evaluate and Improve Teaching 6. Contributions to the Development of Teaching 7. Information from Students and Peers 8. Appendices

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PREPARING A TEACHING PHILOSOPHY STATEMENT Operational Definition “A teaching philosophy statement is a systematic and ccrriittiiccaall rraattiioonnaallee that focuses on the important components defining effective teaching and learning in a particular discipline and/or institutional context” (Schönwetter, Sokal, Taylor, 2002). • identifies one’s aims, values, and beliefs about teaching (a rationale) • highlights key aspects deemed important to your teaching (e.g., specific teaching methods,

assessment approaches) • reflective contextual factors (e.g., audience, discipline, purpose) • authentic, coherent, and connected presentation As you develop your teaching statement, keep the following format and content guidelines in mind. For more information on each, refer to Nancy Chism’s article on “Developing a Philosophy of Teaching Statement” available on line at http://www.dal.ca/~oidt/Essays1.html. Format • one to two pages in length (length should suit context)

• narrative, first person account

• written with intended audience in mind (use appropriate language/terms)

• reflective and personal

* NB – whatever you comment on or state in your philosophy of statement should be supported in your teaching dossier with evidence and commentary. Content A teaching statement should describe….

• how you think learning occurs.

• how you think you should intervene in the learning process (e.g. facilitate learning).

• central goals you have for your students.

Your teaching philosophy statement provides a mechanism to communicate a rationale for educational practice – in other words, why you do the things that you do in the classroom – Brookfield, 1990).

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• what actions you plan to take to implement teaching and learning (e.g., instructional approaches, learning activities, etc.).

• your personal growth in teaching over the years (optional).

Articulating a Teaching Philosophy Statement Below you will find two activities to help get you started in articulating your teaching philosophy. Additional exercises are provided in Appendix B. Refer also to the inventories provided in your teaching dossier package. Activity 1: Respond to the following statements/questions. 1. The best teacher (e.g. coach, mentor, professor, etc.) I ever had embodied the following

qualities… 2. The teacher who helped me learn the best exemplified the following ……. 3. What metaphors come to mind when I think of the kind of teacher I am (or would like to be)? 4. Who or what has influenced or informed how I teach (or how I would like to teach)? Activity 2: The “what” and “why” of a Philosophy Statement (Source: Goodyear & Allchin 1998.) In developing a teaching philosophy statement, the main question to be considered is: “Why do I teach?” Part of the larger picture of “why” includes answering a series of “what” questions. Questions: 1. What motivates me to learn (this subject)? Is this consistent with what motivates my students to

learn? How they prefer to learn? 2. What are the opportunities and constraints under which I learn? Others learn? 3. What outcomes do I expect from my teaching 4. What kind of student-teacher relationship do I strive to achieve? 5. What habits, attitudes, or methods characterize my most successful teaching achievements? 6. What values do I impart to my students?

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7. What code of ethics guide me? 8. What themes pervade my teaching? Activity 3: What do philosophy statements tell you? (Source: Goodyear & Allchin, 1998) Examine the sample teaching statements in this package or others you have access to. As you read through each teaching statement, ask yourself the following questions. Once you have responded to each question, reflect on how you might incorporate some of your observations and conclusions into your own philosophy statement. Questions: 1. What words specifically reveal the writer’s teaching values? 2. What is the writer’s teaching style? 3. How does your teaching experience help you understand how and why this writer teaches? 4. Does the writer gain your confidence and respect? 5. What makes you trust/distrust him or her? 6. Does the writer ask to be considered in a particular context? 7. Is what the writer included relevant to his/her discipline? The Department? The University? 8. What do you remember most about this teaching philosophy statement? Sample Philosophy Statements Example 1 I believe that it is my job to design and provide courses that are challenging, interesting, current, and relevant. This applies equally to the undergraduate and graduate courses, management development programs, and faculty development workshops that I am involved with. I endeavour to foster learning environments that are stimulating, motivating, supportive and participative. I strive to build on the insights and experience of each student. I try to accomplish course objectives through a variety of means. To a large extent, I rely on my own enthusiasm, interest, and preparedness (i.e., which I achieve by remaining up-to-date with the appropriate literature, through contact with industry professional, and other academics, and through an active commitment to my own ongoing professional development). I structure class time to include a significant amount of student participation (e.g., case studies, debates, exercises, role plays, and presentations). I also use a variety of materials (e.g., transcripts, newspaper clippings, films, and videos) and regularly include guest speakers. Feedback from students (see section VIII) indicates they appreciate these approaches.

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For courses which require formal student assessment, I provide innovative course assignments (e.g., field based, group research projects, student-led seminars), which provide students with the flexibility to pursue subjects of interest to them, the opportunity to interact with professionals in the workplace, and practice at giving formal presentations. Secondary benefits of these assignments include a greater appreciation of the difficulty associated with implementing “theory,” and an enhanced awareness of career opportunities. Lastly, I prefer the use of take-home, essay based examinations. Such examinations remove the necessity of rote learning. Instead, students are required to assess and synthesize material, make judgements, state a position, and advance contextually specific arguments. Outside the classroom, I endeavour to further support student learning by being readily available to discuss student projects, help resolve group conflicts, clarify material, or direct students to additional resource.

Hotel and Food Administration Faculty Member, University of Guelph Example 2 My primary aim as a teacher is to encourage and facilitate learning. To accomplish this I see myself as a fellow traveler whose fascination for the subject, and experience with it, should be valuable to my students as together we explore the discipline. Because if our common interest I presume that we will learn together. Therefore I expect students will, at times, to lead me to new understandings even while I am providing leadership for them. Thus each course becomes “ours” rather than “mine.” Increasingly I see my role as the purveyor of knowledge diminishing, while those of mentor and coach become more central to my teaching. My teaching activities are underpinned by the 4Cs of teaching: commitment to the teaching endeavour, competence in the subject area, comfort with my teaching style, and compassion for my students. In fulfilling these four requirements I find teaching to be both demanding and rewarding. Personal contact with students is essential to my approach. Thus, I maintain an open door policy and encourage students to visit my office at any time. I also make a point of visiting laboratory sessions whenever I can, though with large multi-sectional classes this is not always possible. My expectations for my students’ education have been shaped by the University of Guelph’s Learning Objectives. The articulation of these objectives helped me to crystallize in my own mind what it was that I hope to accomplish with my students. The Learning Objectives now provide the foundation on which all my courses have been built. Of greatest importance to me is that my students can think critically, become independent learners and, above all, can respect and appreciate learning. Despite my firm belief in these stated values and approach, not all students respond favourably to my teaching. Given the changing expectations of university students in recent years, their focus on grades fuelled by the realities of grade inflation, and their feeling that all education must have utility, it is often difficult to convince students that learning neither equates with training nor even with grades. Intellectual rigour has always been integral to sound education and to my teaching. Accordingly, one has to be prepared to accept student criticism as an alternative to acquiescence to their demands for easy passage. What remains paramount is that students are made clear of my

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commitment to their learning and that I treat each one openly and fairly in my efforts to stimulate that learning.

Zoology Faculty Member, University of Guelph

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TEACHING DOSSIER FAQs (Source: Creating a Teaching Dossier – Available: http://www.adm.uwaterloo.ca/infotrac/tips/creatingateachingdossier.pdf Reproduced with permission, TRACE office, University of Waterloo) 1. Which characteristics will be evaluated?*

No standard checklist for evaluating teaching dossiers exists. However, there are general teaching characteristics a dossier might convey. See below.

• good organization of subject matter and course • effective communication • knowledge of and enthusiasm for the subject matter and teaching • positive attitude toward students • fairness in assessment and grading • flexibility in approaches to teaching • appropriate student learning outcomes Talk with the members of your department’s tenure and promotion committee for further insight. They’re a good source for gauging your department’s views on teaching.

2. What guarantee is there that a dossier won’t include biased information? **

Since the dossier is an evidence-based document, all information in your narrative must be substantiated in the appendix. If you say students rate you highly as an effective instructor, support this claim with both numerical and written feedback (e.g., the evaluation forms with summary notes). A sound dossier also clearly integrates all areas of concern (materials from oneself and others, and the products of student learning) offering a coherent teaching profile in which all parts support the whole.

3. Does a gifted writer have an advantage over others because of developed communication

skills? **

First, remember that you may write a dossier for purposes other than convincing someone else of teaching performance. A dossier created for personal improvement needs no external approval of its style. For other purposes, a dossier is best written in collaboration with a mentor who assists the instructor in discovering and highlighting teaching accomplishments; in developing a clear and effective way of communicating teaching effort; and in identifying improvement opportunities. Still, no degree of communication savvy or style can make up for the realities of teaching performance as clearly demonstrated through the assessment component of a dossier. Style is no substitute for real evidence of good or improved teaching.

4. How important are student learning outcomes in a dossier, and is there any evidence to suggest that dossiers enhance outcomes? **

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The products of student learning are an integral component of a valid, complete dossier. Without the inclusion of the products of good teaching, the reliability of a dossier, its capacity to address the rigorous demands of assessment, and its efficacy as an agent of change and improvement are seriously impaired. Good teaching is reflected in good outcomes. No extensive studies exist to prove that dossiers strengthen student outcomes, but a dossier can raise your awareness of the importance of student learning products and the kinds of outcomes to develop for more effective teaching and for a stronger dossier overall. Such reflection and strategy can improve students' products as a consequence of the dossier's processes of discovery, description, documentation, and planning.

_________ * John, Froh, Gray, & Lambert (1987) ** Seldin, Annis, & Zbizarreta (1995)

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TIPS AND STRATEGIES ♦ Start early and plan ahead. Get into the habit of collecting evidence about your teaching and

putting it in files. ♦ Develop a set of labeled files to build and organize your dossier (e.g., course outlines, student

letters, course evaluations, etc.) ♦ Collaborate with a colleague when working through the reflective exercises and to receive

feedback on your teaching statement and dossier as a whole. ♦ Document your teaching like you document your research. Regularly add to and update your

teaching commentary and instructional documentation. Be selective. ♦ Maintain a journal to reflect upon your teaching and learning practices/experiences both in and

outside of the classroom. ♦ Work on your dossier a little at a time - don’t wait until the last moment (less daunting). Your

philosophy statement is a reflective piece that takes time and effort to prepare. ♦ Regularly revisit your teaching philosophy statement. It’s a continually evolving document. ♦ Tailor your dossier specifically to reflect your teaching, but keep in mind the audience in which

you are presenting/directing your portfolio (e.g., job application vs. tenure and promotion vs. personal growth and development).

♦ Determine how the Tenure and Promotion (T&P) process works in your department (it varies

across campus). Talk with your faculty colleagues and members of your department’s T&P committee. Gauge expectations and use this information to organize and present your teaching accomplishments and philosophy statement.

♦ Talk to faculty both in and outside of your department to learn what they do in preparation for

T&P review. ♦ When your teaching dossier comes up for review by your departmental T&P committee, include

a covering letter to highlight and draw attention to particular aspects of your teaching - it may help guide the deliberations of the committee.

♦ Present your teaching dossier in a neat, organized manner that is easily accessible by the

reader/reviewer. Place your portfolio in a document holder, duotang, or three-ring binder. Format your dossier using clearly marked sections (headings, numbers, letters, etc.) and labeled appendices. Don’t forget to include a table of contents.

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RESOURCES Online Resources in General Good Teaching: A Matter of Living the Mystery, by Parker Palmer http://www.mcli.dist.maricopa.edu/events/afc99/articles/goodteaching.html Improving College Teaching, by Peter Seldin http://www.olemiss.edu/depts/vc_academic_affairs/improve.html Online Examples of Teaching Dossiers and Philosophy Statements Jeffrey Allen Phillips, Department of Physics and Astronomy, University of California http://www.physics.uci.edu/~jeff/teach.html Carolyn Austin, Department of English and Comparative Literature, University of California http://www.ags.uci.edu/~cfaustin/ Kye, S. Hedlund, Computing Science, University of North Carolina http://www.cs.unc.edu/~hedlund/TeachPort.html Claire Major, Institute of Higher Education, University of Georgia http://www.arches.uga.edu/~major/philosop.html Joseph Braun Jr., College of Education, Illinois State University http://www.coe.ilstu.edu/jabraun/braun/professional/ Don G. Wardell, Department of Management, University of Utah http://home.business.utah.edu/~mgtdgw/teaching/prtfolio.htm Bruce Wagner, Department of Mathematics, Iowa State University http://orion.math.iastate.edu/wagner/Teaching_Portfolio.html • Use any Internet search engine with the following key words – you will find more examples and

guidelines for developing a teaching dossier/portfolio: “teaching philosophy statement”, “teaching portfolio”, “teaching dossier”.

Online Guides to Develop a Teaching Dossier The Teaching Portfolio: A Tool for Seeking Employment and the Improvement of Practice Centre for Learning and Teaching, Cornell University (Graduate Student Oriented) http://www.clt.cornell.edu/campus/teach/grad/gtdw/portfolio.html Teaching Portfolios: Getting Started Center for Effective Teaching and Learning (CETAL), University of Texas at El Paso

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http://cetal.utep.edu/resources/portfolios/start.htm What is a Teaching Dossier? The CAUT Guide to the Teaching Dossier Learning and Teaching Centre, University of Victoria http://web.uvic.ca/terc/documents/pdf/TEACHING%20DOSSIER%20GUIDE.pdf Creating a Teaching Dossier TRACE Office, University of Waterloo http://www.adm.uwaterloo.ca/infotrac/tips/creatingateachingdossier.pdf Preparing a Teaching Dossier Instructional Development Office, Queen’s University http://www.queensu.ca/idc/idcresources/dossier/dossiers.pdf The Step-by-Step Creation of a Teaching Dossier Centre for Learning and Teaching, Dalhousie University http://www.dal.ca/~clt/td_steps.html Online Guide to Develop a Philosophy of Teaching Statement Articulating Your Philosophy of Teaching By: Center for Effective Teaching and Learning, University of Texas at El Paso This page provides various exercises to guide faculty in thinking about, articulating, and writing a statement of teaching philosophy. Sample philosophy of teaching statements are also provided. http://cetal.utep.edu/resources/portfolios/writetps.htm The Teaching Professor This publication covers a broad range of teaching and learning topics, providing innovative strategies, techniques, and approaches to facilitate teaching and learning. The following articles address the topics of teaching dossiers and the scholarship of teaching. • Documenting Excellence in Teaching, October 1991 • Why Teaching Portfolios, March1992 • Portfolio Raises Ethical Questions, August/September 1992 • Fostering a Culture of Teaching as Scholarship, March 1993 • Teaching Portfolios in Summative Evaluations, December 1994 • How Portfolios Can Improve Teaching-Learning Connection, February 1995 • A Statement of My Teaching Philosophy, March 1996 • The Scholarship of Teaching, March 1997 • Forming an Educational Philosophy, November 1997 • Recasting the Teaching Portfolio, December1997

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A Selection of Resources available from Instructional Development’s Teaching Resource Centre and TRELLIS (tri-university) Day, R. & Robberecht, P. (1996). Teaching Dossier: A Guide. Edmonton: University Teaching Services, University of Alberta. This four-page guide provides a brief introduction and overview to teaching dossiers, and some developmental guidelines. Most useful is the provided dossier framework and the suggested items for inclusion under each section.

************ Diamond, R.M. (1995). Preparing for Promotion and Tenure Review: A Faculty Guide. Bolton, MA: Anker Publishing. Anyone preparing for tenure or promotion review will find this short guide invaluable. Divided into two parts, the first section advises new faculty to: plan for their appointment from day one, learn the rules of their institution, understand the procedures and criteria of their department’s Promotion and Tenure committee, collect and document personal and institutional information themselves, and start a professional portfolio. The second part focuses on resources, illustrating how various disciplinary and professional associations, such as The American Chemical Society view and define professional and scholarly work. Finally, the book ends with some examples and a checklist of portfolio items.

************ Goodyear, G. & Allchin, D. (1998). “Statements of teaching philosophy” To Improve the Academy, 17, 103-121. Abstract – “A well-defined teaching philosophy is essential to creating and maintaining a campus culture supportive of teaching. Presented in this paper are reasons for statements of teaching philosophy as well as descriptions of how the statements are beneficial to students, faculty, and university administrations. Described are way of creating a statement of teaching philosophy and dimensions that may be included in such statement. This article begins a discussion of roles, composition, and evaluation of statements of teaching philosophy.”

************ O’Neil, C. & Wright, W.A. (1993). Recording Teaching Accomplishment: A Dalhousie Guide to the Teaching Dossier. Halifax, NS: Office of Instructional Development and Technology, Dalhousie University. The Dalhousie Guide is an excellent resource that compliments and builds upon the original CAUT handbook. Its multitude of examples (e.g. table of contents, philosophy statements, teaching dossiers) from a range of disciplines, along with its developmental guidelines are invaluable for the preparation of portfolios and for recognizing and rewarding teaching. It further contains a section on “Setting the Context for the Teaching Dossier” and “Do’s” and “Don’ts” for its design.

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************ Seldin, P. (1997). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions (2nd edition). Bolton, MA: Anker Publishing Company Inc. Another excellent resource, Seldin provides information and insight on how to choose items, prepare, and use the portfolio to its fullest advantage. Chapter five offers answers to commonly asked questions, while chapter six (nearly half the book’s contents) offers a multitude of sample teaching dossiers submitted by faculty from a range of disciplines and fields of study.

************ Shore, B.; Foster, S.; Knapper, C.; Nadeau, G.; Neill, N. & Sim, V. (1986). The CAUT Guide to the Teaching Dossier: Its Preparation and Use. Ottawa: Canadian Association of University Teachers. Faculty who are in the process of compiling a dossier, especially for the first time, will find the CAUT guide extremely useful in preparing and evaluating their portfolio. Part three is particularly helpful with its steps for creating a dossier and its comprehensive list of possible items to include in a teaching dossier. Suggested readings are also included.

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REFERENCES Apps, J. (1991). Mastering the Teaching of Adults. Malabar, FL: Krieger Publishing Co. Brookfield, S. (1990). The Skillful Teacher. San Francisco, CA: Jossey Bass. Chism, N. (1997-1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence, 7 (3). Accessed: November 5, 2003 [http://www.dal.ca/~oidt/Essays1.html]. Creating a Teaching Dossier. Accessed Feburary 19, 2005 at [http://www.adm.uwaterloo.ca/infotrac/tips/creatingateachingdossier.pdf]. Dawson-Munoz, T. (1994). Creating a Teaching Portfolio: A Guide for Graduate Students. Los Angeles: Office of Instructional Development, UCLA. Accessed November 5, 2003 at [http://www.oid.ucla.edu/tatp/downloads/tp.pdf]. Day, R. & Robberecht, P. (1996). Teaching Dossier: A Guide. Edmonton: University Teaching Services, University of Alberta. Edgerton, R., Hutchings, P., & Quinlan, K. (1994). From the teaching portfolio. In K. Feldman & Paulson, M. (editors): Teaching and Learning in the College Classroom. Needham Heights, MA: Ginn Press. Feldman, K. (1992). Varieties of Visual Experiences. (4th edition). Englewood Heights, NJ: Prentice Hall. Goodyear, G. & Allchin, D. (1998). Statements of teaching philosophy. To Improve the Academy, 17, 103-121. Grasha, A. (1996). Teaching With Style. Pittsburgh, PA: Alliance Publishers. Gutierrez, X. (2002). 50 questions for reflective practitioners. Teaching Voices, 33, January, 16-17. John, R., Froh, R., Gray, P. & Lambert, L. (1987). A Guide to Evaluating Teaching for Promotion and Tenure. Action, MA: Copeley. O’Neil, C. & Wright, W.A. (1993). Recording Teaching Accomplishment: A Dalhousie Guide to the Teaching Dossier. Halifax, NS: Office of Instructional Development and Technology, Dalhousie University, Dalhousie University. Palmer, P. (1993). Good Talk about Good Teaching, Change 25 (6), 8-13. Schönwetter, D.; Sokal, L.; & Taylor, L. Teaching Philosophies Reconsidered: A Conceptual Model for the Develop and Evaluation of Teaching Philosophy Statement. Presented at STLHE, May 3, 2002. McMaster University, Hamilton, Ontario.

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Scott, S.M.; Chovanec, D. and Young, G. (1994). Philosophy-in-action university teaching. The Canadian Journal of Higher Education, 4(3), 1-25. Seldin, P. (1993). Successful Use of Teaching Portfolios. Bolton, MA: Anker Publishing. Seldin, P., Annis, L. & Zubizarreta, J. (1995). Using the portfolio to improve instruction. In W. Alan Wright and Associates (editors): Teaching Improvement Practices: Successful Strategies for Higher Education. Bolton, MA: Anker Publishing, 247-253. Seldin, P. (1997). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions (2nd edition). Bolton, MA: Anker Publishing Company Inc. Shore, B.; Foster, S.; Knapper, C.; Nadeau, G.; Neill, N. & Sim, V. (1986). The CAUT Guide to the Teaching Dossier: Its Preparation and Use. Ottawa: Canadian Association of University Teachers. Urbach, F. (1992/Spring). Developing a teaching portfolio. College Teaching, 41(2), 71-74.

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APPENDICES

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APPENDIX A: Organizational Matrix (Source: Dawson-Munoz, 1994, p. 7). Available: http://www.oid.ucla.edu/tatp/downloads/tp.pdf)

Teaching Claim or Accomplishment

Source: data from oneself

Specific Narrative Example of Claim

Source: data from oneself

Supporting Data for Appendices

Source: data from others or selected teaching materials

EXAMPLE:

I strongly support collaborative learning in my courses.

In my senior courses I often incorporate a collaborative assignment requiring students to work in teams to produce a group product (e.g., paper and/or presentation), an individual group process report, and self and peer feedback and grading

• Copy of my course outline

• Assignment Description

• Student copy of group process report (obtain with approval)

• Copies of feedback tools used for self and peer assessment

• Support materials used to develop positive group interactions

• Lesson plan showing time for in-class group work time and team development

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APPENDIX B: Teaching Philosophy Exercises (Source: Donna Ellis, Advisor on Teaching and Learning, TRACE Office, University of Waterloo - Reprinted with permission from the TRACE Office, University Waterloo) Developing a Working Philosophy of Teaching (Apps, 1991 & Gutierrez, 2002) Respond to the following prompts to help identify your beliefs about teaching and learning. Analyze your responses for emerging themes. 1. What does teaching mean to me? How does my subject matter affect my beliefs about teaching

and learning? 2. What are my aims for teaching? What do I hope to accomplish? What do my aims say about me

as a teacher? 3. What is effective teaching? How do I know whether I’m teaching effectively? What do I do to

teach effectively? 4. What do I do to motivate my students to learn? Do I actively involve my students in the

teaching/learning process? What values do I want to instill in my students? 5. What do I believe about learning? How do I define learning? What are the sources of my

beliefs? Thinking as a Teacher (Apps, 1991) On a sheet of paper or in your teaching journal, draw a picture of yourself working as a teacher – a metaphorical representation of your teaching so to speak. What does your picture suggest to you about how you approach and value teaching? Here are some sample metaphors to consider. Which one resonates with you the most? • Lamplighters - attempt to illuminate the minds of learners. • Gardeners - cultivate the mind by nourishing, enhancing the climate, removing weeds and

other impediments, and standing back to allow growth to occur. • Muscle builders - exercise and strengthen flabby minds so learners can face the heavyweight

learning tasks of the future. • Bucket fillers - pour information into empty containers with the assumption that a filled bucket

is a good bucket. In other words, a head filled with information makes an educated person.

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• Challengers - question learner assumptions, push students to view subject matter in fresh ways, and guide their development in thinking critically.

• Travel guides - assist people along the path of learning. • Factory supervisors - supervise the learning process, make certain that sufficient inputs are

present, and that outputs are consistent with inputs. • Artists – have no prescribed remedy for teaching. The entire activity is an aesthetic experience. • Applied scientists - apply research findings to teaching problems and view scientific research

as the basis for teaching. • Craftspeople - use various teaching skills and are able to analyze teaching situations, apply

scientific findings where and when applicable, and incorporate an artistic dimension into teaching.

Self-Reflective Interview (Adapted from Grasha, 1996) Imagine that a reporter from a teaching journal asks to interview you for a special edition on the qualities of effective teachers. How would you respond to the following questions? • What was your most successful teaching experience this past year? Describe the attributes that

contributed to its success.

• What qualities of “award winning instructors” do you emulate in your teaching?

• If you could give others a gift-wrapped box containing your best teaching qualities, what would the box contain?

• If you could discard your worst teaching quality, what would you throw away?

• If you wrote a book about teaching, what would you call it – the title?

• Does effective teaching imply successful learning? Why or why not. Critical Moments in Teaching (Palmer, 1993) Thinking about a course you taught recently, draw an arrow from the left to the right margin on a piece of paper. Note various “critical moments” you experienced during the progression of the course in the order they occurred. A “critical moment” occurs when a learning opportunity either opens or closes for your students, depending on how you respond. Sample critical moments could include: the first day of class, the first “stupid” question, the first graded assignment, or the first time the class understood a complex concept. From your list, pick 3-4 moments that stand out the

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most; describe how you responded to them – for better or for worse. For the latter case, consider what you would do differently if you encountered a similar type of situation? Reflective Cues for Writing a Teaching Philosophy Read through the questions below and respond to those that spark your interest: 1. Why do I teach the way I do?

2. Why am I a teacher?

3. What motivated me to select a career path that includes teaching?

4. What is my personal definition of a great teacher? What has informed this definition?

5. What do I believe about teaching and learning?

6. What do I want my students to gain from my teaching?

7. Why do I choose the teaching strategies/methods that I use?

8. Why do I select the assignments/experiences that I do for my students?

Reality Check from the Other Side of the Desk It’s easy to generate ideals for our teaching philosophies. But are they realistic? And do they really serve the needs of our students? In this activity, think about your experiences as a student and answer the following questions. 1. What were my most positive learning experiences as a student? What made them so positive?

List as many things as possible and be specific.

2. Similarly, what were my most negative learning experiences as a student? What made them so negative? List as many things as possible and be specific.

3. Review your responses for each of the above two questions. For better or for worse, is there evidence to suggest that you have incorporated any of these aspects into your teaching? Given your response, what changes need to be made to more accurately reflect the type of instructor you appreciated most as a student?

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APPENDIX C: Teaching Philosophy Worksheet