Documentation:CTLT Resources/Selected TL Topics ePortfolios
Documenting Your Teaching Effectiveness and Reflections
This section of your portfolio typically includes various sources of information that, collectively, demonstrate your teaching effectiveness.
In addition to data from outside sources, you will want to include your own reflections about your effectiveness. 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.
Materials to draw from to document your effectiveness and to reflect on your teaching [1]:
- Summarized student evaluations of teaching, including response rate
- Unsolicited and solicited letters from students (initiated by the unit)
- Written comments from students on class evaluations (please note that, at UBC, the recommendation is against incorporating select comments from students; ie, you need to include all the comments or none)
- Statements from alumni
- Letters from course head, division head or chairperson
- Peer reviews of teaching
- Teaching recognitions such as (1) awards received by your department, institution, and external awards (professional association, national and international teaching awards) and (2) funding received to pursue a teaching initiative. Note: 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.
Additional Resources
The sample teaching portfolios below incorporate reflection and evaluations of teaching effectiveness:
- Martin Andresen, Professor, School of Criminology, Simon Fraser University, CA
- Jonathan Verrett, Associate Professor of Teaching, Department of Chemical and Biological Engineering (see 2020 Tenure Application tab), University of British Columbia
- Catherine Rawn, Professor of Teaching, Psychology Department, University of British Columbia