Teaching Dossier Clinic - Ryerson University · • Reflect on your professional development in...

Teaching Dossier Clinic

Learning & Teaching Office and Friends

Consider

a) What does one learn from a dossier? b) What should be included? c) What shows the quality of teaching?

In Most a) The dossier is organized, formatted, in sections and

has a table of contents b) Typical dossiers are 5 to 10 pages with approximately

30 pages of appendices c) Dossiers are succinct and usually written for a

particular audience d) Personal beliefs about teaching backed up by solid

research e) Evidence provided to support claims made in the

teaching philosophy is given f) Usually evidence that the faculty member’s teaching

has improved over time

Typical components General Ryerson (RFA collective agreement for detail)

Teaching philosophy Teaching philosophy

Graduate and undergraduate courses taught


Currency

Course revisions, development, outlines, assignments


Faculty role in curricular work, teaching committees


Evidence of effectiveness FCS, letters, awards, etc


Special contributions to teaching (PD, grants, conferences)

Anything relevant

Statement of Teaching Philosophy

• Discuss your view of teaching and learning • Contain reflections on teaching experiences • Describe learning environments you work in • Demonstrate understanding of teaching

practices • Discuss relations between you and your

students • Show knowledge of your discipline • Demonstrate desire to grow as a teacher • Show understanding of the institutional

climate

An Effective Statement of Teaching Philosophy Should

• Define good teaching in conjunction with your personal goals as a teacher

• Draw connections between teaching strategies and the evidence of their effectiveness

• Reflect on your professional development in teaching

Potential Sources of Evidence

1. Data from oneself – A list of courses taught with a list of course

content, responsibilities and student info – Examples of course materials (and modifications) – Examples of comments on student papers


2. Data from others-Students – Tracking grades over years (anchor in context) – Pre- and post-course examples of students work – Testimonials of the effect of the course on future

studies, career choice, employment etc.


3. Data from others-Colleagues Colleagues can provide analyses that serve as a measure of

– Mastery of course content – Ability to convey course content and objectives – Suitability of specific teaching methods – Commitment to teaching

Example Statement of Teaching Philosophy

After the Statement of Teaching Philosophy, what else is included?

Typical components General Ryerson (RFA collective agreement for detail)

Teaching philosophy Teaching philosophy



Currency







Special contributions to teaching (PD, grants, conferences)

Anything relevant

After the Teaching Philosophy, what else is included

• List of courses taught or TA’d • Statement of currency – research in your field,

professional work in your field that is related to what you teach, presentations in the field you teach in etc.

• Course revisions, development, outlines, assignments and tests created

• Faculty role in curricular work, teaching committees, meetings for multiple sections of a class

• Evidence of effectiveness-FCS, awards, letters, emails (unsolicited), teaching assessments, attendance at LTO workshops, etc.

Presenting Your FCS The faculty member was effective

0 1 2 3 4 5714-02714-01302-04713-01102-01302-01713-01ACS102-01ACS102-02ACS102-03713-01713-02714-04813-01813-02713-01713-02714-01813-03

Cour

se

Score (1= agree, 5= disagee)

Presents material in a well organized manner

0 1 2 3 4 5714-02714-01302-04713-01102-01302-01713-01ACS102-01ACS102-02ACS102-03713-01713-02714-04813-01813-02713-01713-02714-01813-03

Cour

se


Presenting Your FCS Demonstrates enthusiasm for course material

0 1 2 3 4 5701-02714-01302-04703-01102-01302-01713-01ACS102-01ACS102-02ACS102-03713-01713-02714-04813-01813-02713-01713-02714-01813-03

Cour

se


Responds clearly to student questions

0 1 2 3 4 5714-02714-01302-04713-01102-01302-01713-01ACS102-01ACS102-02ACS102-03713-01713-02714-04813-01813-02713-01713-02714-01813-03

Cour

se


Longitudinal Tracking – Teaching courses in the same area for many

years (2003-2013)

Example of presenting Your FCS

• Data presented: – Tracking Combined Scores from All Questions – Tracking Online vs. Paper – Tracking Individual Courses – Tracking Selected Questions – Tracking Student Participation in % – Tracking Number of Students Enrolled – Including Institutional Context (Ryerson, Faculty, Department) – Including Trends

1.00

1.18 1.20

1.35

1.29 1.28

1.64

1.43

1.38 1.39

1.04 1.00

1.16 1.13

1.28 1.28 1.31

1.76

1.85

1.73 1.76

1.74 1.74 1.77

1.80 1.84

1.70 1.65

1.61 1.62

1.57 1.58 1.55 1.55

0.95

1.15

1.35

1.55

1.75

1.95

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Faculty Course Surveys

Ryerson Paper

Ryerson Online

Instructor Paper

Instructor Online

Comments: 1. Personal “trend” in sync with Ryerson “trend” 2. Variation in individual scores is larger – smaller sample size 3. Online vs. Paper Evaluation:

a) “Gap” for Ryerson is significant, given the large sample size, and fairly constant

Plotting Combined Courses with context – Ryerson (Paper vs. Online) and trend lines

1.20

1.35

1.28

1.64

1.43

1.38 1.39

1.04 1.00

1.16 1.13

1.28 1.28

1.31

1.84

1.75 1.71

1.73 1.76

1.96

1.90 1.90 1.94

1.80

1.70

1.64 1.62

1.58

1.68

1.46

1.66

0.95

1.15

1.35

1.55

1.75

1.95

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Faculty Course Surveys

Instructor Paper

Instructor Online

Department Paper

Department Online

Comments: 1. Personal “trend” in sync with the Department “trend” 2. Variation in individual scores is larger – smaller sample size 3. Online vs. Paper Evaluation:

a) “Gap” for the Department is significant, given the large sample size

Plotting Combined Courses with context – Ryerson (Paper vs. Online) and trend lines

1.09

1.32 1.36

1.28

1.04 1.00 1.01

1.07 1.09 1.09

1.77 1.80

1.84

1.70

1.65 1.61 1.62

1.57 1.58 1.55 1.55

1.84

1.90 1.89

1.80

1.70

1.66 1.69

1.58

1.64 1.63 1.65

1.90 1.90

1.94

1.80

1.70

1.64 1.62

1.58

1.68

1.46

1.66 1.70

1.46

1.39

1.49

1.21

1.17

1.44

1.29

1.37

0.95

1.15

1.35

1.55

1.75

1.95

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Overall 2003-2013

Ryerson FEAS Electrical

Plotting Separate Courses with context - Ryerson, Faculty, Department and trend lines

Comment: Whatever one can do

well in a large class, one can do even better in a small class

Large 3rd Year Compulsory Course

Small 4th Year Elective Course

1.6 1.6 1.6 1.55

1.5

1.4 1.4

1.3 1.3 1.3 1.3

1.6 1.6 1.6 1.55

1.6

1.5 1.5

1.3

1.4

1.3 1.3

1.6 1.65

1.7 1.65

1.6

1.5

1.4

1.2

1.3 1.3 1.3

1.17 1.20

1.32

1.20

1.00 1.00

1.15

1.07 1.00 1.00

1.15

0.95

1.15

1.35

1.55

1.75

1.95

2.15

2.35

2.55

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Fairness and Respect for Students: Q5 before 2009, Q9 after 2009

Plotting Individual Questions with context - Ryerson, Faculty, Department and trend lines

Instructor

Ryerson

Department

Faculty

Comment: Personal “trend” in sync with the Ryerson,

Faculty, Department “trends”


1.7 1.7 1.7 1.68 1.65

1.6

1.5 1.5 1.5 1.5 1.5

1.8 1.75

1.7 1.68 1.65

1.6 1.6

1.7

1.6 1.6 1.6

1.9 1.85

1.8 1.7 1.67

1.6

1.7

1.9

1.6

1.7

1.6 1.64

1.45

1.61

1.43

1.05 1.00

1.23

1.07

1.32

1.24 1.23

0.95

1.15

1.35

1.55

1.75

1.95

2.15

2.35

2.55

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Well Organized: Q1 before 2009 Q11 after 2009

Instructor

Ryerson

Department Faculty




1.7

1.8

2.6

2.3

2.0

1.4 1.4 1.4 1.4 1.4 1.4

1.7 1.8

2.5

2.1

1.8

1.5 1.5 1.4

1.5 1.5

1.4

1.8

1.9

2.5

2.2

1.7

1.4

1.5

1.4 1.4 1.3

1.4 1.50 1.49

1.43 1.42

1.23

1.00

1.1 1.10 1.14 1.14

1.18

0.95

1.15

1.35

1.55

1.75

1.95

2.15

2.35

2.55

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Available for Counselling: Q6 before 2009 Q12 after 2009

Interesting observation: 2003-2005 were years of the “double cohort” at Ryerson...

Instructor

Ryerson

Department

Faculty



217

107

233

155

34

9

134 142 141

243

212

0

50

100

150

200

250

300

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Number of Students

1.64

1.43 1.38 1.39

1.04 1.00

1.16 1.13

1.28 1.28 1.31

0.95

1.15

1.35

1.55

1.75

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Instructor’s FCS Paper Version

Comment 2: Whatever one can do

well in a large class, one can do even better in a small class

Comment 1: Working at it pays off – more recent

scores are better than a decade ago, despite larger class size

50%

60% 64%

74%

65% 67% 72%

68% 64%

60%

43% 38%

35%

25% 23%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

% Student Participation in FCS

% Participation Paper % Participation Online

1.64

1.43 1.38 1.39

1.04 1.00

1.16 1.13

1.28 1.28

1.31

1.00

1.18 1.20

1.35 1.29

1.28

0.95

1.05

1.15

1.25

1.35

1.45

1.55

1.65

1.75

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Comment 2: 1. There is negative correlation between participation

rates and scores – see trends 2. Participation rates online tend to be significantly

lower than paper-based

Comment 1: There is negative correlation between class size and rates of

participation – see trend here and on the previous slide

Resources • Seldin, P. (1991) The Teaching Portfolio: A Practical Guide

to Improved Performance and Promotion Tenure Decisions. Bolton, MA: Anker

• Fink, L. D. (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass

• Kaplan, M. et al. (2008) Rubric for Statements of Teaching Philosophy. To Improve the Academy. San Francisco: Jossey-Bass.

• LTO Website http://ryerson.ca/lt/resources/prof_dev/dossier_design.html

http://ryerson.ca/lt/resources/prof_dev/dossier_design.html

http://ryerson.ca/lt/resources/prof_dev/dossier_design.html

Teaching Dossier Clinic - Ryerson University · • Reflect on your professional development in...

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