Application Requirements

Facet nomination cover sheet

Candidates must provide their name, campus, department or division, campus address, phone number, and e‐mail address. Candidates are also asked to list their years of full‐time teaching on any IU, IUPUI, or FACET Fort Wayne campus. In addition, candidates are asked to list the departmental or divisional chair and dean for future correspondence. Complete the nomination cover sheet

Candidate’s teaching philosophy (limit 1000 words)

In this section, the candidate articulates his or her philosophy of teaching.

• Candidates should provide a discussion of how they believe students learn and how their approach to teaching facilitates student learning. In preparing to write this component, please consider the theoretical foundations of your philosophy. This component of your dossier should discuss “why” you do what you do rather than just what you do in the classroom; use this as an opportunity to reflect on your teaching methods.
• Please include a short essay describing how your dossier is connected to what you believe about teaching, and why you have focused on the types of mentoring, SoTL, leadership, courses, etc. that you have focused on.

Review sample teaching philosophy statement

Learning Episode And Reflective Narrative (LEARN) (1500-­‐2500 words)

This section allows for the documentation of excellence in teaching and learning through an abbreviated “feedback loop,” describing and reflecting upon a single instructional experience. The components of a feedback loop should include:

• Brief description of learning episode/teaching situation: Content, level, and other information that provides a context for understanding your efforts.
• Recognition of a need for change: Were grades unsatisfactory? Did issues arise from a peer review undertaken to improve student learning? Were students complaining on the Student Evaluation of Teaching forms (SETs)? What did you learn from direct assessment of student learning?
• Description of approach taken to improve student learning: Describe rationale for approach as well as the approach taken. Approach taken to improve learning should have a link to the philosophy statement and include effective and engaging practices.
• Assessment of approach taken to improve student learning: What data were collected – direct evidence of student learning, SETs, grades, student comments, results of peer review – to determine the effectiveness of the modification?
• Relying on SET data: in most cases, data from SETs will not provide a strong indication of student learning.
• Relying on grades: grades can be curved, determined through forced ranking, and manipulated through other mechanisms. Grade determinations must be placed in context to demonstrate learning.
• Student comments on SETs: qualitative and quantitative rigor are important in interpreting comments
• Reflection on Assessment Data: What did the assessment data reveal to you about the success or failure of your efforts to improve student learning? What steps did you take as a result of these assessment data?
• You may include an example of a student assignment in this section to illustrate your feedback loop.
• Quantitative and Qualitative evaluation of student learning data should be incorporated into the feedback loop so they are presented in the context of reflection on student learning. Direct assessment of student learning will be given more credence than indirect measures. Read Examples of Successful Documentation of Student Learning

Teaching vitae (10 page limit):

Please include only these categories: 

Credentials (required):

• Degrees (including when and where)
• Current position

Listing of courses taught in the past 2 years (required):

• Name of course, type of course (lecture, recitation, online, hybrid, seminar, etc.)
• Number of students
• Student level (undergraduates, graduates, etc.)
• Student Evaluation of Teaching (SET) Data: SET data should be included in a table format with sufficient explanation to enable the Statewide Selection Committee to accurately interpret your table; include a maximum of 5 SET questions in your table

Include the following categories only as relevant to your teaching career:

Evidence of Candidate Mentoring Peers

Evidence of Student Mentoring

Participation in Professional Development Activities Related to Teaching

Leadership Activities Related to Teaching

Teaching Related Presentations

Campus Presentations related to Teaching

• IU Presentations related to Teaching
• Peer-Reviewed Presentations related to Teaching at Conferences
• Invited Presentations related to Teaching

Teaching Related Publications

• Non-peer‐reviewed Teaching-Related Publications
• Peer-reviewed Teaching-Related Publications

Other Related Activities, as appropriate

Contributions to FACET

Please use this website to learn more about various activities and what role you might play in the continued growth of FACET.

Peer Reviews

Two peer reviews are required in each FACET nomination dossier. The peer reviewer must explicitly state the date the candidate’s teaching was observed. Please note the purpose of the peer reviews is not to make a recommendation regarding admission to FACET.

• Both peer reviews must be conducted within the past four years, with one being conducted in the last two years.
• The candidate will select two colleagues to conduct a peer review. The peer reviewers cannot be the candidate’s department chair, dean, or a faculty member with whom the candidate has co-taught a course. If you need assistance selecting a peer reviewer, please contact the Campus Liaison.
• Requirement: The peer reviewers must observe the candidate in a teaching environment on at LEAST one occasion; this may be a live or virtual environment. The peer reviewers should also comment on course materials/artifacts such as syllabi. Peer reviewers may comment on observed student learning--such comments should be specific.
• Both peer reviews should reflect best practices in peer review.
• Peer reviews may be submitted as letters with the dossier or completed online using a form prepared by the FACET office.  
• All Peer Reviewers completed using the online form should respond to the Teaching Philosophy and Promoting Learning fields. If the reviewer has knowledge of the candidate's development as a teaching professional, the reviewer can respond to the Teaching Summary field. Guiding questions are as follows:
  • Teaching Philosophy: Based on your observations, comment on the candidate's philosophy of teaching and how this philosophy relates to their identified teaching goals and student learning.
  • Promoting Learning: Document your observations of the candidate's classes and comment on the candidate's teaching materials. How would you summarize the candidate's strengths, especially in promoting learning?
  • Teaching Summary: How do you assess the candidate's past efforts to help others in teaching? Describe your observations of the candidate's effort to continue to grow in teaching through peer mentoring, teaching scholarship (SOTL), participation in professional development activities related to teaching, or demonstrated leadership in teaching.

General Guidelines for Completing the Application