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
5
Last Page
18
Abstract
This chapter argues a teaching dossier (the primary outlet for documenting teaching effectiveness) is its own genre of academic writing and that the scholarship of teaching and learning (SoTL) provides the most effective cross-disciplinary lens in which to engage with this genre. Salient defining characteristics of the genre are its purpose–to evaluate teaching quality, stakeholders–the faculty member who writes and complies the dossier and evaluating readers, and sub-genres such as teaching philosophy statements and curricula vitae. The genre’s core purpose, to evaluate teaching quality, also serves as a core purpose of SoTL, with peer review making the evaluations “akin to judgments made about manuscripts or funding proposals for editors or grant officers” (Bernstein, 2008, p. 48).
Recommended Citation
Sipes, Shannon M. and Morrone, Michael, "1. The Teaching Dossier as Genre: A SoTL-Informed Approach to Documenting Teaching Excellence" (2025). Documenting Teaching Excellence. Paper 6.
https://digitalcommons.usu.edu/documenting_teaching_excellence/6