Teaching Portfolios at McGill MAUT Tenure, Renewal & Mentoring Workshop for Academic & Librarian Staff 19 April 2013 Laura Winer Associate Director, Teaching and Learning Services

Context of the Teaching Portfolio Research I’d like to provide a context for the teaching portfolio at McGill. How it fits into your role as a prof and into the tenure and promotion process. The purpose of a T&P dossier is to capture your contributions and achievements as a professor. Your task is to document the complexity of your role - contributions and achievements - in 3 categories. I’m here to talk about the teaching component of your dossier Service The tenure and promotion dossier

Regulations Relating to the Employment of Tenure Track and Tenured Academic Staff 7.12 the “internal package” (p. 7) “d) a record of the candidate’s teaching (including graduate and professional supervision as appropriate). Information about the candidate’s teaching shall be prepared in accordance with the Teaching Portfolio Guidelines (Appendix A)”; http://www.mcgill.ca/secretariat/sites/mcgill.ca.secretariat/files/2012_may_17_employment_of_tenure_track_and_tenured_academic_staff_regs_-_effective_sept_2012.pdf

What is a teaching portfolio? A concise compilation of selected information that systematically documents the effectiveness as well as the scope, complexity, and individuality of an instructor’s teaching. It reflects the progression of teaching over the last few years. http://www.mcgill.ca/secretariat/sites/mcgill.ca.secretariat/files/2012_may_17_employment_of_tenure_track_and_tenured_academic_staff_regs_-_effective_sept_2012.pdf, (pp. 20-21)

Helps us think about teaching as a scholarly act Examine teaching as part of our professorial responsibility - as members of our disciplinary community and the McGill community Judge according to standards Make teaching visible through artifacts Purpose is to help us think about teaching as a scholarly act In preparing your tenure dossier, we are all clear about the standards of scholarship for research. We don’t often think about these same standards being applied to teaching. but it is clear that they can be.

Structure Body (5-10 pages) Appendices (10 pages max) Teaching approach or philosophy (1-2 pgs) Teaching responsibilities Evidence of teaching effectiveness Teaching development and educational leadership (if applicable) Appendices (10 pages max) Documents explicitly referenced in Body

1) Teaching Approach/Philosophy How do you teach? What strategies do you use? How do you assess learning? Why you teach the way you do? (1-2 pages)

2) Teaching responsibilities: Courses taught, level, enrollment, format Clinical teaching: describe and quantify interactions New courses developed, with rationale Supervision Undergraduate, Graduate and Postdoc projects, theses, internships

3) Evidence of effectiveness Summary and interpretation of course evaluation numerical ratings with dept/Faculty norms Measures taken in response to feedback Evidence of effective post-doc, grad and undergrad supervision (where applicable) http://www.mcgill.ca/tls/teaching/course-evaluations/interpretation http://www.mcgill.ca/tls/teaching/course-evaluations/reports numerical ratings on course evaluations for all courses taught, compared with department or faculty norms. The suggested format is a table, showing the ratings for each question on each course taught and the average ratings for the department or faculty.2 Summarize and interpret these results, showing how they shed light on your teaching effectiveness. • evidence of effective postdoctoral, graduate and undergraduate supervision, where applicable.

By faculty – by course level and class size May 13, 2009 Compare your results to courses that are similar in your faculty – for 4 core questions Log in required By faculty – by course level and class size Page

4)Teaching development and educational leadership Teaching development efforts (e.g., workshops) Advising or mentoring colleagues or TAs about teaching issues Contributions through teaching support units, teaching committees (departmental/Faculty/University) Contributions to the development of curriculum or policies on teaching Development and sharing of teaching innovations summary of activities undertaken to develop and enhance teaching, particularly in the broader context. Information can include: • development and sharing of teaching innovations, materials or strategies; • advising and mentoring colleagues about teaching-related issues; • TA mentoring (unless this is included under ‘Other contributions’ in the dossier); • contributions through teaching support units, teaching committees, associations; • organizing or facilitating seminars, workshops or conferences on teaching and learning; • contributions to the development of policies on teaching and learning; • teaching related publications – both discipline-specific and general.

Gather evidence! A (virtual) shoebox Students supervised (undergrad & graduate) Course evaluations Committees related to teaching and learning Contributions to program development (Re)Design of courses

: Producing your own teaching portfolio Consult online resources Have others review drafts of portfolio Review sample portfolios at TLS Request individual consultation from TLS

: Websites with guidelines for developing a teaching portfolio University Affairs http://www.universityaffairs.ca/developing-a-teaching-profile.aspx University of Saskatchewan http://www.usask.ca/gmcte/resources/portfolio UBC http://www.ubc.ca/okanagan/ctl/support/teachingportfolios.html University of Texas at Austin, Center for Teaching and Learning http://ctl.utexas.edu/node/241 Vanderbilt http://cft.vanderbilt.edu/teaching-guides/reflecting/teaching-portfolios/ Iowa State University, Center for Excellence in Learning and Teaching http://www.celt.iastate.edu/faculty/portfolio_contents.html

Individual consultations available Development of/feedback on portfolios Interpretation of course evaluations Sample portfolios to review tls@mcgill.ca x6648

Teaching and Learning Services http://www.mcgill.ca/tls QUESTIONS?