Documentation:CTLT Resources/Selected TL Topics ePortfolios
Demonstration of Teaching Effectiveness and Reflections
Assessing and reflecting on your teaching contributes to your effectiveness as a teacher. A significant component of this section is your own reflection about your effectiveness based on the use of data gathered from the various sources listed below. Even more importantly, you should demonstrate how you used the feedback in your development as a teacher. You may wish to include the ways that you monitor and evaluate your own teaching and reflect on what the evidence gathered tells you about your teaching.
Ways to assess and reflect upon teaching :
- Summarized student evaluations of teaching, including response rate and relationship to departmental average
- Unsolicited and solicited letters from students (initiated by the unit)
- Student-initiated feedback and written comments from students on class evaluations
- Statements from alumni
- Letters from course head, division head or chairperson
- Departmental teaching evaluations (initiated by the unit)
- Peer evaluations or reviews based on visits to your classroom and/or scrutiny of your course materials. Note: before peer observations are undertaken, your department should be clear about the teaching aims and student learning outcomes that apply to your undergraduate or graduate program.
- Teaching awards received by you including departmental, faculty, and UBC Okanagan awards, and external awards (professional association, national and international teaching awards). Nominations for awards also indicate your reputation as a teacher.
You may wish to make some concluding remarks that tie together the philosophy, approaches, evidence and evaluative sections. At this point it is also important to detail a plan for future actions, including your motivation and challenges, as well as short and long-term teaching goals.
Here are some samples of teaching portfolios:
- Fang Liang, Teaching Assistant, Department of Asian Languages and Civilizations, University of Colorado, Boulder
- Jenélle Dowling, Postdoctoral Associate, Department of Neurobiology and Behavior, Cornell University
- Kevin Dunn, Assistant Professor, Department of Chemical Engineering, McMaster University
- Kyle James Matthews, Graduate Student, Department of Languages & Literatures, Brown University
- Martin Andresen, Professor, School of Criminology, Simon Fraser University
- Robert Williamson, Graduate Student, Department of Ecology & Evolutionary Biology, University of Toronto