Evidence of Leadership in Teaching
This section of your dossier is an opportunity for you to demonstrate how you have contributed to the improvement of teaching beyond the classroom: by serving as a mentor to other faculty or graduate students, by collaborating on pedagogical projects with faculty across the university and at other institutions, or by conducting and publishing research on teaching.
Not all instructors – especially those near the beginning of their careers – will have information for this section of the dossier. In some cases, however, evidence of teaching leadership is a criterion for tenure, continuing status and promotion. To determine whether this is the case, refer to the guidelines for tenure review, continuing status review, and promotion as well as to expectations articulated by your department and by colleagues in your field.
WHERE APPLICABLE, YOU MIGHT INCLUDE:
- Descriptions of any workshops, presentations, or publications about teaching that you have given or developed.
- Descriptions and examples (in an appendix) of any teaching materials you have developed that are available for use by others – for example, textbooks, online materials, or video demonstrations.
- Collaborative work with other faculty members. For example, you may have partnered with another faculty member to teach a first-year seminar in your field, or developed a course for your institution in partnership with a faculty member at another institution.
- Information on participation in any formal or informal mentorship programs. Describe the program, your role, and any successful outcomes (e.g. the successful tenure of a junior faculty mentee.)
- Information on funding or grants received to develop teaching and learning materials, educational technologies or initiatives.
- Participation in teaching/curriculum committees/initiatives within your department, faculty, institution, or disciplinary professional organizations.
- Leadership in professional organizations related to teaching in your field (for example, the Association of Canadian College and University Teachers of English).
- Publication of scholarly research on teaching. This may be in a newsletter (e.g. the Teaching Professor), the journal of a professional society devoted to university teaching (e.g. the Canadian Journal for the Scholarship of Teaching and Learning published by the Society for Teaching
and Learning in Higher Education) or a disciplinary journal (e.g. Teaching Sociology). You might include copies of any publications in an appendix.