Document Type

Chapter

Journal/Book Title/Conference

Documenting Teaching Excellence

Editor

Karin deJonge-Kannan and Travis N. Thurston

Publisher

Utah State University

Publication Date

2025

First Page

171

Last Page

188

Abstract

During my 20 years of college-level teaching, I have engaged in countless conversations where instructors communicate their passion for teaching, their commitment to student learning, the depth of their disciplinary expertise, their continued pedagogical innovations, and their thoughtful reflective practices. Yet often these same teachers confide that they find it quite challenging (sometimes nearly impossible) to write about their teaching for promotion—not because they are not strong teachers, but because the language expectations for documenting teaching accomplishments can be formidable. For example, at my particular institution, teaching-centered instructors are specifically directed in our role statements to “demonstrate excellence” in our primary role of teaching. As the headnote indicates, this task is “not the time to be modest” (Toll, 2010, p. 116)—yet this well-meaning advice is not always easily applied. To be clear, expecting excellence in teaching is not the issue, nor is being an excellent teacher; however, explicitly stating that you are excellent can be a difficult barrier for some teachers to overcome. Many teachers have shared with me that writing a self-assessment for promotion that meets this directive of excellence feels like “boasting,” which directly contradicts their pedagogical and often personal commitments to student-centered classrooms, collaborative learning, and meaningful reflection. In some cases, teachers have expressed to me that they would almost rather not go up for their well-deserved promotion than write a narrative using the self-promoting language that they feel the university expects.

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