Evidence of effective teaching can take many forms beyond the end of term course evaluation form completed by students. There are many tools and different artefacts we can use to analyze and reflect on our instructional strategies to improve our practice. Peer feedback, class observations, teaching dossiers are just a few methods CPI can assist instructors in their own teaching development.
A teaching dossier (sometimes referred to as a teaching portfolio) presents “an integrated summary of your teaching philosophy, approaches, accomplishments, and effectiveness” (Kenney et al., 2018, p. 6). Dossiers supplement the teaching section of your curriculum vitae (CV), providing details about your teaching experience, classroom strategies and approaches, as well as teaching accomplishments. Learn more about Developing your Teaching Dossier.
Student course experience surveys (aka course evaluations) serve as one component of a multifaceted approach to teaching evaluation. Student course experience surveys are valuable as they provide a direct, confidential, systematic, and formalized means by which each student is able to provide feedback about the learning experience within a course. However, the academic literature also highlights the potential for bias in student course experience surveys on the basis of gender, race, class size, and other factors. Therefore, in evaluating teaching effectiveness, it’s important to consider a variety of evidence, including student course experience surveys, teaching dossiers, peer observation and feedback, testimonial letters, and other evidence.
Formative feedback can be obtained mid-term and assist with gaging what is working well for the students and areas that could improve their learning experience. To address student feedback, CPI colleagues are always able to brainstorm and discuss current ideas and methods that you may consider applying to teaching practice.
Time can be scheduled for a CPI colleague to attend your classroom for a 1-hour observation with a post-observation meeting and letter to follow. Observations may focus on the organization of the course, teaching and learning activities, interaction with students, inclusivity, and presentation of material with accessibility considerations included.
Teaching Squares are designed to enhance teaching and learning practices and build community connections through peer observations, self-reflection, and group discussion.
Meeting 1:1 with a CPI colleague can provide that personal experience of asking questions and receiving in-depth discussion. A consultation can cover any area of inquiry that pertains to teaching and learning. Some examples include follow discussion from CPI’s workshop topics, creating and designing a teaching philosophy/dossier, preparing for a teaching position application, course design, syllabus development, assessment practices for learning, accessibility in the classroom and the course material, application for teaching awards, just as a few to be mentioned.
