Teaching Dossiers Clause Samples
The Teaching Dossiers clause outlines the requirements and expectations for instructors to prepare and maintain comprehensive records of their teaching activities and achievements. Typically, this clause specifies the types of materials to be included, such as course outlines, student evaluations, and evidence of instructional innovation, and may set guidelines for how often dossiers should be updated or submitted for review. Its core function is to provide a standardized method for evaluating teaching performance, ensuring transparency and supporting decisions related to promotion, tenure, or professional development.
Teaching Dossiers are intended to provide a description of an Instructor’s major teaching accomplishments and strengths in a manner that conveys the scope and quality of the individual’s teaching. Primary responsibility for gathering and collecting the evidence for a dossier is the Instructor’s.
Teaching Dossiers are intended to provide a description of a member’s major teaching accomplishments and strengths in a manner that conveys the scope and quality of the individual’s teaching. Responsibility for gathering and collecting the evidence for a dossier rests with the member. The contents of the teaching dossier may include, but are not restricted to, the following:
(a) a statement of a member’s philosophy, objectives and methods of teaching;
(b) a list of undergraduate and graduate courses, including directed studies and thesis supervisions, taught by the member;
(c) examples of course revision, curriculum development, and teaching methods such as evidenced by course outlines, lab manuals, examples of graded written work, course assignments, final examinations and other materials the member may see fit;
(d) a record of the faculty Member’s role in curriculum and instructional developments such as administrative and committee service related to pedagogy, and including directing and coordinating programs, guest lectures, and other presentations;
(e) a record of teaching-related recognitions including for example teaching awards, publications and presentations, instructional development grants, participation in conferences and seminars on education/pedagogy;
(f) surveys of students as sought through formal procedures pursuant to this Agreement;
(g) examples of scholarship of pedagogy;
(h) any other information the member deems pertinent.
Teaching Dossiers are intended to provide a description of a member’s major teaching accomplishments and strengths in a manner that conveys the scope and quality of the individual’s teaching. Responsibility for gathering and collecting the evidence for a dossier rests with the member. The contents of the teaching dossier may include, but are not restricted to, the following:
(a) a statement of a member’s philosophy, objectives and methods of teaching;
(b) a list of undergraduate and graduate courses, including directed studies
(c) examples of course revision, curriculum development, and teaching methods such as evidenced by course outlines, lab manuals, examples of graded written work, course assignments, final examinations and other materials the member may see fit;
(d) a record of the faculty Member’s role in curriculum and instructional developments such as administrative and committee service related to pedagogy, and including directing and coordinating programs, guest lectures, and other presentations;
(e) a record of teaching-related recognitions including for example teaching awards, publications and presentations, instructional development grants, participation in conferences and seminars on education/pedagogy;
(f) assessments by students as sought through formal procedures pursuant to this Agreement;
(g) examples of scholarship of pedagogy;
(h) any other information the member deems pertinent.
Teaching Dossiers are intended to provide a description of a Member’s major teaching accomplishments and strengths in a manner that conveys the scope and quality of the individual’s teaching. Responsibility for gathering and collecting the evidence for a dossier is the Member’s. The contents of the Teaching Dossier may include, but should not be restricted to, such items as the following:
(a) a statement of the Member’s philosophy, objectives and methods of teaching, including reference to institutional and departmental teaching goals;
(b) a list of undergraduate and graduate courses, including directed studies and thesis supervisions, taught by the Member;
(c) examples of course revision, curriculum development, and teaching methods such as evidenced by course outlines, assignments, final examinations and other materials the Member deems appropriate;
(d) a record of the Member’s role in curriculum and instructional developments such as administrative and committee service for the Department, Faculty, or Senate related to pedagogy, and including directing and coordinating programs, guest lectures, and other presentations;
(e) data from students including USAT and the Member’s Course Evaluation per Article
Teaching Dossiers are intended to provide a description of a member’s major teaching accomplishments and strengths in a manner that conveys the scope and quality of the individual’s teaching. Responsibility for gathering and collecting the evidence for a dossier rests with the member. The contents of the teaching dossier may include, but are not restricted to, the following:
(a) a statement of a member’s philosophy, objectives and methods of teaching;
(b) a list of undergraduate and graduate courses, including directed studies and thesis supervisions, taught by the member;
(c) examples of course revision, curriculum development, and teaching methods such as evidenced by course outlines, lab manuals, examples of graded written work, course assignments, final examinations and other materials the member may see fit;
(d) a record of the faculty Member’s role in curriculum and instructional developments such as administrative and committee service related to pedagogy, and including directing and coordinating programs, guest lectures, and other presentations;
(e) a record of teaching-related recognitions including for example teaching awards, publications and presentations, instructional development grants, participation in conferences and seminars on education/pedagogy;
(f) surveys of students as sought through formal procedures pursuant to this Agreement;
(g) examples of scholarship of pedagogy;
(h) any other information the member deems pertinent. VII.13 Student Experience of Teaching Surveys (SETS)
VII.13.1 The parties agree that Student Experience of Teaching Surveys (SETS), and any other surveys of student opinions, are for informing faculty about students’ learning experiences and that the primary value of SETS for faculty lies in their potential to inform instructors in further developing their courses and teaching.
VII.13.2 Departments shall develop and maintain survey instruments that are appropriate to their academic disciplines, with assistance from the Centre for Teaching and Learning, if requested. SETS will be made available to students during the final two weeks of all classes, with the exception of those classes that are exempt by decanal approval (e.g. reading courses, thesis courses).