Demystifying the Dossier Series

The workshops in the series are as follows and all are located in the Blackburn Room, Robarts Library, 4th Floor:

Faculty are welcome to attend one or multiple workshops in the series.

 

INTERPRETING AND INTEGRATING COURSE EVALUATIONS

Facilitators:
Gregory Hum, Assistant Director, Teaching Assessment, CTSI
Tamara Rosner, Data Analyst, Course Evaluations, CTSI

At the University of Toronto, course evaluations are one key component of the teaching dossier. The dossier is submitted as part of the formal review process for tenure and continuing status, as well as for promotion.

This session will offer strategies and practical tips for understanding, interpreting, and integrating your course evaluations into your teaching dossier. Topics covered in this workshop include:

  • an overview of interpreting the institutional course evaluation framework and report(s);
  • university policies, guidelines, and norms regarding how course evaluations are to be interpreted and used in the teaching dossier and elsewhere;
  • key insights into trends and contexts in course evaluation data (e.g., relationship between course size and ratings) which can help you better understand and contextualize course evaluation data;
  • how to describe and frame your course evaluations in a narrative that facilitates fair and reasoned interpretations

In this session you will begin integrating these lessons into a plan and framework for describing your course evaluations in a teaching dossier. While not required, you are encouraged to bring copies/examples of your course evaluations to the session for your personal review/use.

November 14, 2019
1pm-4pm
CTSI, Blackburn Room
Robarts Library, 4th Floor

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To Be Scheduled for 2019-2020

PUTTING IT INTO WORDS: DRAFTING YOUR STATEMENT OF TEACHING PHILOSOPHY

Facilitator: Megan Burnett, Associate Director, CTSI

As part of the Demystifying the Dossier series of workshops, this session focuses on one of the key components of the teaching dossier that is also one of the most challenging to write: the opening Statement of Teaching Philosophy. A good statement summarizes and highlights the core beliefs and principles of an educator while also providing a conceptual framework for the dossier materials that follow. It needs to provide enough information and examples to convey a vivid sense of the values and approaches of an instructor, yet also needs to be clear enough and concise enough to be meaningful to the reader of the dossier.

In this interactive and practical workshop, participants will:

  • identify key elements of a successful statement – this will include brief analysis of sample statements
  • examine their own perspectives on teaching
  • review steps to follow when preparing to write the statement
  • practice articulating key aspects of their teaching through short writing activities and discussion
  • edit their own teaching statement draft

To benefit fully from this workshop, registrants will be asked to complete the “Teaching Perspectives Inventory” (a free online survey that takes approximately 20 minutes to complete) prior to the session and are required to bring a draft of their statement (no matter how rough, even bullet points and rough notes will work) to the session. The goal is for participants to leave the workshop with a very clear sense of what steps to take to enhance their drafts.

This session will not focus on how to prepare/compile the actual dossier itself. CTSI will be hosting a workshop on Preparing Your Teaching Dossier on April 10, 2019. Participants attending the Putting It Into Words session do not need to know how to prepare a teaching dossier to be able to benefit from the workshop.


PREPARING THE TEACHING DOSSIER

Facilitator: Megan Burnett, Associate Director, CTSI

At the University of Toronto, teaching dossiers must be submitted as part of the review process for tenure review or continuing status review. This session will provide an overview of the content and structure of an effective teaching dossier, with an emphasis on how to align this document with divisional and institutional expectations. Session participants will review the distinctive qualities of a teaching dossier, and will develop a plan for assembling and strengthening their own dossiers. They will also be led through the first steps of composing a Statement of Teaching Philosophy. At the end of this interactive session, participants will be able to address the following questions:

  • What is distinctive about my approach to teaching?
  • What have been my major accomplishments as a teacher?
  • How can I effectively present my teaching skills and knowledge to a review committee?

Special note: this workshop will focus on the preparation of a teaching dossier by appointed faculty members for the purposes of undergoing a review process (tenure or continuing status). Teaching dossiers prepared for job searches carry different expectations and will not be the main focus of this session.

 

DEMONSTRATING AND CAPTURING TEACHING SUCCESS

Facilitators:
Megan Burnett, Associate Director, CTSI
Marie Vander Kloet, Assistant Director, CTSI/TATP

Description: At the University of Toronto, a teaching dossier must be submitted as part of the formal review process for tenure and continuing status. Beyond the information included in an academic CV, a teaching dossier describes and documents an instructor’s teaching expertise and goals and priorities for teaching and learning. It also highlights personal contributions to course and curriculum design efforts in a department or program, evidence of student impact, and evidence of teaching leadership. Given the range of evidence that is possible, and the importance of the narrative that surrounds this evidence, the dossier can be challenging to produce if insufficient time or attention is allotted to the tracking of teaching achievements and the collection of supporting documentation. To build the best case around one’s teaching, a faculty member needs a strategy for identifying and collecting the best possible evidence. This workshop aims to help clarify such a strategy and shed light on the iterative and critically reflective processes needed to gather optimal material for the dossier.

This session offers practical tips on how to track and document teaching achievements as well as how to produce, collect and reflect on the materials necessary for the compilation of an effective teaching dossier. We will discuss how to use course evaluation data and how to frame teaching support materials, and we will consider what counts as evidence of professional development and educational leadership. This workshop will not focus on how to draft the actual dossier, rather, we will examine strategies for ensuring that you are ready to prepare a dossier when the time comes.

 

PAST WORKSHOPS

LOOKING AHEAD: IDENTIFYING AND ARTICULATING TEACHING SUCCESS

Megan Burnett, Associate Director, CTSI
Erin Macnab, Coordinator, Programs & Strategic Initiatives, CTSI

As part of the Demystifying the Dossier Series, this workshop serves as a pre-‘teaching dossier’ workshop, and is the companion to the Working with Your Course Evaluations session (registration open Fall 2019), Statement of Teaching Philosophy and Preparing Your Teaching Dossier sessions (registration open early 2020). Faculty are welcome to attend one or multiple workshops in the series.

At the University of Toronto, a teaching dossier must be submitted as part of the formal review process for tenure and continuing status. Beyond the information included in an academic CV, a teaching dossier describes and documents an instructor’s teaching expertise and goals and priorities for teaching and learning. It also highlights personal contributions to course and curriculum design efforts in a department or program, evidence of student impact, and evidence of teaching leadership.

This session offers practical tips on how to produce, document, collect and reflect on the materials necessary for the compilation of an effective teaching dossier – including gathering, framing and acting on student feedback and tracking and honing teaching materials – with a particular focus on professional development and educational leadership. This workshop will not focus on how to draft the actual dossier, rather, we will examine strategies for ensuring that you are ready to prepare a dossier when the time comes.

Participants in this workshop will:

  • Identify practices for reflecting on teaching development and educational leadership ​
  • Develop a framework for approaching data collection, organisation and synthesis of key dossier elements ​
  • Practice articulating key aspects of your teaching and educational leadership through writing and discussion ​
  • Consider when and how to document your teaching in line with the regular cycle of your work ​
  • Identify how to get started with professional development focussed on teaching

September 25, 2019
10am-12pm