(Adopted from Margaret A. Waterman, University of Pittsburgh, 1990)

Roles, Responsibilities, and Goals:

  • A statement of teaching roles and responsibilities
  • A reflective statement of teaching goals and approaches
  • A list of courses taught, with enrollments and comments as to if new, team-taught, etc.
  • Number of advisees, grad and undergrad

Contributions to Institution or Profession:

  • Service on teaching committees
  • Development of student apprentice programs
  • Assistance to colleagues on teaching
  • Review of texts, etc.
  • Publications in teaching journals
  • Work on curriculum revision or development
  • Obtaining funds/ equipment for teaching labs, programs
  • Provision of training in teaching for graduate students

Activities to Improve Instruction:

  • Participation in seminars or professional meeting on teaching
  • Design of new courses
  • Design of interdisciplinary or collaborative courses or teaching projects
  • Use of new methods of teaching, assessing learning, grading
  • Preparation of a textbook, courseware, etc.
  • Description of instructional improvement projects developed or carried out

Honors or Recognitions:

  • Teaching awards from department, school
  • Teaching awards from profession
  • Invitations based on teaching reputation to consult, give workshops, write articles, etc.
  • Requests for advice on teaching by committees or other organized groups

Representative Course Materials:

  • Syllabi
  • Course descriptions with details of content, objectives, methods, and procedures for evaluating student learning
  • Reading lists
  • Assignments
  • Exams and quizzes, graded and ungraded
  • Handouts, problem sets, lecture outlines
  • Descriptions and examples of visual materials used
  • Descriptions of uses of computer or other technology in teaching

Materials Showing Extent of Student Learning:

  • Scores on standardized or other tests, before and after instruction
  • Students’ lab books, or other workbooks
  • Students’ papers, essays or creative works
  • Graded work from the best and poorest students with teacher’s feedback to students
  • Instructors’ written feedback on student work

Evaluations of Teaching:

  • Summarized student evaluations of teaching, including response rate and students’ written comments and overall ratings
  • Results of students’ exit interviews
  • Letters from students, preferably unsolicited
  • Comments from a peer observer or colleague teaching the same course
  • Letter from division head or chairperson

Miscellaneous Sources on Teaching Effectiveness:

  • Comments from students’ parents or employers
  • Statements from colleagues in the department or elsewhere, re: preparation of students for advanced work