Unlike some introductory programming courses, this course does not use a “toy language” that is designed to enhance learning.
#Teaching dossier example software#
We teach with a popular, modern programming language and the same software tools that computer science professionals use daily. The goal of this course is to learn modern, though elementary, computer programming techniques. Additionally, most students do not expect to take another class focused on computer programming. Most of the students are not Computer Science & Engineering majors rather, they often come from Mathematics Education, Business (Marketing, Information Systems, Accounting), Actuarial Science, Chemistry, Art, Music, etc. I taught CSE 201 during Autumn 2008 and Winter 2011 quarters.ĬSE 201 is typically a first programming course. Winner of the 2012 Graduate Associate Teaching Award The following were written by winners of the Graduate Associate Teaching Award at Ohio State, and are examples of various formats you may choose to use.ĭepartment of Computer Science and Engineering If courses were truly different, take the time to provide a description for each. Note, however, that this section is intended to provide context - not only regarding students, but also teaching strategies.
Instructors with extensive teaching experience may want to consider either only including courses from the previous five years or organizing this section around categories of similar courses (for example, if responsibilities, teaching methods, and the student populations for five courses were the same, write a brief course description for each and only one narrative about responsibilities). What kinds of instructional techniques would you like to try in future courses, and why?.How did this experience affect your development as a teacher? Did it provide you the opportunity to learn new skills? Why or why not?.In addition to the above, consider adding a reflection.Did you advise students on term papers, projects, and group activities for class?.Did you hold office hours or review sessions? Did you tutor students one-on-one?.Did you select audio or visual materials to be used in class? Did you design in-class demonstrations? Did you look for supplemental readings?.Did you create quizzes or exams, assignments, in-class activities, assessment tools?.Did you design the curriculum? If so, was it the entire curriculum or a part of it?.What types of teaching methods and evidence-based strategies did you use?.
#Teaching dossier example full#
What was your responsibility for that class? Did you lead a recitation section or a laboratory section, or did you have full responsibility for the class? Were you a grader?.How many students did you teach at a time? Were they undergraduate, graduate, or non-traditional students? Were they all majors in the discipline or did they have different majors? You might want to include their average GPA, attrition rates, etc.Was it a general education requirement, or a majors-only course? Was it a two-quarter sequence?.Using this information, craft a narrative describing students, learning context, and instructional approach. This section provides the opportunity for clarification and explanation.ĭescribe teaching responsibilities with a sentence or two. TA’s can be true assistants, such as graders or recitation/laboratory instructors, or they may be independent instructors who have complete responsibility for a course. Keep in mind that “Teaching Assistant” and “Instructor” have different meanings in different departments or universities. It is important to use detailed descriptors. In a summative portfolio, the focus is on describing teaching experiences for others to decide on hiring or promotion.
In a formative portfolio, this section can include as much information as desired. The summary of teaching provides an audience with the context for the rest of the items in the portfolio. Teaching duties listed on a curriculum vitae can serve as the outline. The description of teaching responsibilities is a relatively simple document to write first.
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