Appendix C

Submitted Documents

A portfolio is used to describe, document, and reflect upon an individual’s accomplishments as an instructional faculty member. It is a means to expose an audience (be that audience prospective employers, current colleagues, or Promotion Committee Chairs) to the depth, breadth, and style of an individual’s accomplishments.

There are multiple components required at the School, College, and Provost levels. Documents must be submitted electronically as separate PDF files for each of the following four sections:

  1. Section One- Introductory Documents

    1. Review form for promotion 
    2. College Dean letter (upon successful completion of college-level evaluation)
    3. School Director letter (upon successful completion of school-level evaluation)
    4. School promotion committee letter (upon successful completion of school committee evaluation)
    5. Annual evaluation letters and any promotion progress letters for the period in review
    6. Copy of the faculty member’s offer/appointment letter (most recent if modified)

  2. Section Two- Dossier- Promotion Summary Documents 

    1. Table of Contents
    2. Academic Preparation
    3. Professional Experience
    4. Instruction and Advising
      1. Teaching Load- Courses taught over the past 3-5 years. Any changes in teaching assignments
      2. Teaching Effectiveness- Evidence of course organization, presentation, and requirements. Student evaluation information. Teaching awards and recognition. Selection for teaching in special programs. Participation as a student in teaching enhancement programs. Other evidence of teaching effectiveness (Example: supporting letters from faculty peers.
      3. Interdisciplinary Teaching
      4. Advising and Supervision
      5. Professional Associations
    5. Committees and Service
    6. Interdisciplinary Contributions
    7. Other Factors

  3. Section Three- Curriculum Vitae and Promotion Guidelines

    1. Attach a current, comprehensive, curriculum vitae
    2. School guidelines
    3. College guidelines
  4. Section Four- Appendixes
    1. Evidence for Section Two

Within Section Two- Promotion Summary Documents, it is important to document evidence of one’s teaching skill and reflect upon that evidence. Consider the following guidance when structuring section two, the dossier narrative summary.

  • Section two is to be written in complete sentences using either the first-person or the third-person narrative style.
  • It should focus on progressive growth while at Ohio University and indicate growth potential within the respective academic unit. Be certain to address the School’s criteria for promotion.
  • For candidates seeking promotion, the narrative should focus on the individual’s progressive growth since the last promotion or since beginning employment at Ohio University (whichever is more recent). Be certain to address the School’s criteria for promotion.
  • Materials included within the appendices should show evidence and/or support for narrative statements. While it is important to include the appropriate documentation of activities, it is not necessary to include everything.
  • Section Two is to be arranged in the following sections. If there are no School criteria for a specific section or sub-section (e.g., Interdisciplinary Contributions), the heading is to be copied and N/A (not applicable) entered under it. If criteria have been generated that reflect unique School expectations, they are to be inserted with validating evidence as subheadings as appropriate.

Section Two- Dossier- Promotion Summary Documents 

  1. Table of Contents
  2. Academic Preparation
    1. Dates and location of degrees obtained.
  3. Professional Experience
    1. Chronological listing (reverse order) of professional roles including a brief description of roles, responsibilities, and how they have contributed to your teaching.
    2. Certification and/or licenses.
  4. Instruction and Advising
    1. Teaching Load- Courses taught over the past 3-5 years.
      1. Any changes in teaching assignments.
      2. Experimental courses, seminars, directed studies, and others.
      3. Strategies for use and evaluation of technologies to enhance teaching outcomes.
      4. Nuances of teaching load (e.g. credit hours vs. contact hours, lecture vs. lab experiences).
      5. Teaching responsibilities, e.g., list of courses and information about those courses, selective syllabi, directed studies, etc.
    2. Teaching Effectiveness
      1. Teaching Philosophy
      2. Evidence of course organization
        1. Presentation and requirements
      3. Student evaluation information
        1. Analysis of and reflection upon specific components of teaching, e.g., organizing, summarizing, and evaluating the set of teaching evaluations.
        2. Student comments and how comments were used to productively advance teaching.
      4. Teaching awards and recognition
      5. Selection for teaching in special programs
      6. Participation as a student in teaching enhancement programs
      7. Other evidence of teaching effectiveness (Example: supporting letters from faculty peers.
    3. Interdisciplinary Teaching
    4. Advising and Supervision
    5. Professional Associations
  5. Committees and Service
  6. Interdisciplinary Contributions
  7. Other Factors