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 FW campus. In addition, candidates are asked to list the departmental or divisional chair and dean for future correspondence.
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.
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: In what context did the teaching situation occur? Present content, level, and other information that provides a context for understanding your efforts.
- Recognition of a need for change: How and why did you decide that there is a need for change? Examples may include direct assessment of student learning (observations in class or students’ difficulty with an assignment), observations or suggestions from a peer review undertaken to improve student learning, and/or students’ comments on the Student Evaluation of Teaching forms (SETs).
- Description of the approach taken to improve: What approach has been taken to address the need for change and why? Describe rationale for approach as well as 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: What data were collected – direct evidence of student learning (such as assignments, observations in class), 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. It is strongly encouraged to use direct evidence of learning in conjunction with SET data if learning gains are the relevant issue.
- 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 and used in conjunction with other data like direct evidence of learning.
- Student comments on SETs: Reflect on qualitative and/or quantitative comments from students. What did you learn and what did you do to act upon them?
- Reflect 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
Please include only these categories:
- 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
Please use this website to learn more about various activities and what role you might play in the continued growth of FACET.
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
- Please use Times New Roman 12 point font with one-‐inch margins. Please paginate as well. Be careful to adhere to word limits and page limits as indicated above; your dossier will not be considered if you fail to adhere to these limits.
- File Naming Convention: The dossier (including the Teaching Philosophy, Learning Episode and Reflective Narrative (LEARN), Teaching Vitae – Summary of Teaching, and Contributions to FACET: Interest Profile) MUST be emailed as a pdf file. The files are emailed to email@example.com using the following naming convention: Dossier: CandidateLastName-dossier.pdf Documents can be created as Microsoft Word files, and converted to and saved as pdf files using the print dialog box. Any problems with file conventions or transfer should be directed to the FACET Office at 317-274-5647 or email firstname.lastname@example.org.
- Cover Sheet:
Complete the cover sheet online
Questions should be directed to the FACET Office at 317-274-5647.
- Peer Reviews:
Complete a peer review online
Questions should be directed to the FACET Office at 317-274-5647 or email email@example.com. All Peer Reviewers should complete this form so as to provide the best possible chance for the nominee.
- Letter of Recommendation Allowed: Candidates may request one traditional letter of recommendation from their department chair, dean, faculty colleague, etc. This letter of recommendation is optional and not considered strongly by the Statewide Selection Committee.
- Contributions to FACET:
Questions should be directed to the FACET Office at 317-274-5647.
Applying to FACET after rejection at the Statewide Level:
If your dossier has previously been submitted to the Statewide Selection Committee, please submit a cover letter specifically addressing how you have responded to the comments of the Statewide Selection Committee.
Timing of application
The deadlines for applications vary by campus. All applications are due to your campus liaison
Nominations are due to Henry Wakhungu (firstname.lastname@example.org) by June 30, 2019
Teaching Philosphy and LEARN are due by Septemeber 30, 2019
Dossier (all materials) due by October 21, 2019
Revised dossier is due by November 30, 2019
- Nominations are due to Natalia Rybas at email@example.com on September 2, 2019
- Dossier, including peer reviews, are due on October 14, 2019
- Feedback to candidates on their dossiers in early/mid-November 2019
- Final version of dossier is due to the campus committee is on December 5, 2019
- Applications due to Kathy Holcomb at firstname.lastname@example.org no later than October 1, 2019
- Applications submitted to Crystal Shannon at email@example.com no later than May 31, 2019.
- Nominations submitted no later than March 22, 2019
- Workshop on Developing a FACET Dossier: April 5, 2019 in Walb Union G21 9:30-11:00 a.m.
- Polished draft of dossier and draft of peer reviews due: October 21, 2019
- Feedback to candidate on polished drafts in mid-November
- Final version of dossier and final peer reviews due to campus committee: December 2, 2019
- Call for nominations closes: September 6, 2019
- Dossiers must be submitted to FACET IUPUI Campus Selection Committee by October 29, 2019
- Final selection and notification by IUPUI Campus Selection Committee by December 13, 2019
- Dossiers due to FACET statewide office by January 3, 2020
Nominations are due to Nancy Colborn at firstname.lastname@example.org no later than May 17, 2019.
- Applications are due on October 18, 2019.
- Pre-application workshops: April 8, 2019 and/or April 9, 2019 (12:15-1:15pm, LB221).
- Nominations due: May 31, 2019.
- Dossiers and peer reviews due: October 21, 2019.
- Selection of candidates to support for Statewide selection review: November 15, 2019.
- Dossiers are sent to FACET office by: first week of January 2020.
Selected Bibliography for Teaching Excellence
The following may provide useful background for faculty involved in the preparation and review of your FACET application and in other teaching portfolios.
- Angelo, T. A. & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-‐Bass
- Braskamp, L. & Ory, J. (1994). Assessing Faculty Work: Enhancing Individual and Institutional Performance. Jossey-‐Bass.
- Chickering, A. & Gamson, Z. (1987). Seven Principles for Good Practice in Higher Education. AAHE
- Bulletin, March
- Chism, N. (1999). Peer Review of Teaching: A Sourcebook. Anker Publishing.
- Glassick, C., Huber, M. & Maeroff, G. (1996). Scholarship Assessed: Evaluation of the Professoriate. Jossey-‐Bass.
- Hutchings, P. (1996). Making Teaching Community Property. American Association of Higher Education.
- Menges, R. & Svinicki, M. (1996). Honoring Exemplary Teaching. Jossey-‐Bass.
- Seldin, P. (1997). The Teaching Portfolio. Anker Publishing.