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Teaching Innovation Projects

Department

Anatomy and Cell Biology; Pathology and Laboratory Medicine

Summary

Throughout academia, the value of developing a strong CV is pervasive, while teaching dossiers can be overlooked. Furthermore, though partaking in a teaching assistantship is often required, graduate teaching assistants (GTAs) are not always mentored in developing teaching-related skills, or in understanding their importance in future career success. Considering that the skills GTAs gain through teaching contribute significantly to their development of discipline-based expertise and presentation skills (Seldin et al., 2010), and that faculty appointments typically include a 40% teaching load, it is apparent that this problem poses a major challenge. GTAs and junior faculty are often unsure how to articulate and qualify their teaching experience, and appointment committees seeking demonstrated skill and excellence can not find adequate evidence. Finally, in an era of increased focus on research skills and productivity over teaching, it is increasingly important to find ways to promote a campus culture that is supportive of teaching. Fortunately, well-defined teaching philosophies support students, faculty and administrators in viewing teaching as a valuable scholarly activity, and promote a deep commitment to teaching as well as professional and personal growth (Goodyear & Allchin, 1998).

Teaching dossiers offer an opportunity to convey a teaching philosophy by cataloguing concrete evidence and accomplishments supporting the scope and quality of teaching experience (Sidhu, 2015). The development process itself is useful for promoting self-reflection and growth (Foote & Vermette, 2001; Sidhu, 2015), as well as enhancing the quality of teaching (Sidhu, 2015), while the final product is a necessary portion of academic hiring/promotion decisions (Seldin et al., 2010). This workshop seeks to support participants in (1) understanding the importance of teaching and creating early career dossiers (Foote and Vermette, 2001); and (2) outlining teaching dossier content and structure (Foote and Vermette, 2001; Seldin, Miller, and Seldin, 2010; Sidhu, 2015) while focusing on critical reflective activities (Sidhu, 2015)to promote dossier content generation.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.


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