Self-Assessment Activities

At the effective teacher level, evidence of professional activities characterizes (a) the nature and scale of the teaching responsibilities and (b) contextual information about pedagogical training, educational interests, and contributions. Examples of evidence at this level include:

• Courses taught (number, enrollment, nature of teaching, assessment methods, etc.)
• Samples of course materials (syllabus, learning outcomes, assessments, assignments, etc.)
• Student support and guidance provided (office hours, supplemental instruction, etc.)
• Involvement with non-curricular student support activities, such as tutoring or providing support for co-curricular activities
• Pedagogical training/certification and in-service professional development
• Participation in departmental teaching and learning committees or groups
• Teaching portfolio

In addition to the types of activities expected at effective teacher level, evidence of professional activities at the collegial teacher level characterizes contributions to supporting a culture of teaching excellence at the program-level. Examples of evidence at this level include:

• Formal mentoring or peer-coaching of teaching colleagues
• Role(s) in leading the design/delivery of program-level curriculum, co-curricular and/or outreach activities
• Participation in program-level efforts of educational reform, innovation and/or development
• Participation in program-level or college-level teaching, learning or assessment committees
• Responsibilities for managing program-level course or curriculum quality assurance
• Participation in teaching and learning events/conferences within or outside the university  

In addition to the types of activities expected at effective teacher and collegial teacher levels, evidence of professional activities at this level may be conceptualized as one of two pathways: institutional leader or scholarly teacher. Faculty may also demonstrate a blend of both components.

Examples of evidence as an institutional leader include:

• Leadership role(s) in curricular change or the development and delivery of innovative learning tools at the college or university level
• Leadership role in institutional policy development in teaching and learning
• Leadership role in designing, delivering or improving student teaching and learning support programs at the college or university level
• Leadership role in designing, delivering or improving professional development programs in teaching and learning for faculty
• Leadership in college or university level quality assurance, accreditation and/or teaching and learning strategy
• Invitations to conduct teaching and learning reviews at peer institutions

Examples of evidence as a scholarly teacher include:

• Use of action research (i.e., evaluative, investigative and analytical research methods designed to diagnose problems or weaknesses and to develop practical solutions to address them) in teaching, learning or assessment practices
• Publishing papers or articles in discipline-based education or scholarship of teaching and learning
• Peer-review of papers and articles about discipline-based education or scholarship of teaching and learning
• Serving as a member of the editorial board of a disciplinary-based education journal
• Active engagement/participation/contributions in a professional discipline-based education or scholarship of teaching and learning research group
• Holding an educational leadership position within a professional body
• Visiting/honorary teaching, learning or assessment positions held at other institutions
• Organizing significant conferences/workshops in teaching and learning
• Invited speaker at significant teaching and learning events/conferences

In addition to the types of activities expected for all other levels, evidence of professional activities at this level characterizes details of activities and roles that imply national and/or international influence and status. Examples of evidence as a national or global leader include:

• Participation in government consultations/select committees
• External roles held supporting quality assessment processes at other universities or national bodies
• Editorship of an educational journal
• Invited speaker at national/global events in teaching and learning
• Participation in and leadership of high-impact national and global educational programs
• Participation in major multi-institutional collaborations in university teaching and learning