Writing about teaching

Many resources are available to help faculty and instructors improve their teaching and to assist them in writing their teaching philosophy. Promotion processes at UWL require a narrative that includes a statement regarding the candidate's teaching philosophy (see Faculty promotion guidelines or  Instructional Academic Staff (IAS) promotion guidelines) as one component associated with providing evidence of teaching effectiveness.

The guidelines suggest that the following topics be included in the narrative statement: a discussion of teaching philosophy and personal growth; a discussion of course expectations (what do you expect students to learn and do); a description of your approach to grading and evaluation; a description of methods you use to measure your teaching effectiveness clearly linked to course or programmatic student learning outcomes; evidence of the use of assessment information utilized for the intent of improving student learning; contextualization of Student Evaluation of Instruction (SEI) scores and/or peer evaluations.

Writing Teaching Philosophies

Many faculty find it helpful to write regularly (one a semester or once a year) regarding their teaching from the beginning of their careers. Regular writing regarding teaching makes it easier to track development and write the narratives associated the promotion. The following resource may be of help:The Most Important Audience in Writing a Teaching Philosophy: You (2018).

  • If you wish to include reflections on a demonstrated commitment to fostering diversity in your teaching, the following resource may be of help (see the section "Writing Prompts>Teaching").

Writing Syllabi With Clearly Defined Student Learning Outcomes (SLO)

Writing About Assessment

Promotion committees are interested in reflections on the process of intentional design and use of assessment procedures to improve learning, rather than the results of the outcome. Successful portfolios often include a 2-3 page example of an direct assessment of student learning that states the SLO of interest, the measure used to assess the SLO, the results, and a reflection on how the assessment results were used to improve student learning. Indirect assessments are also of benefit as a complement to direct assessment.  Please see examples of successful portfolios for examples.