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Although you can tailor your teaching dossier to reflect your unique educational contributions, generally the components of a teaching dossier are:

On your Title Page, give the important information for your dossier:  Teaching Dossier (or any title for your dossier), your name, position, and the most current date.

If you want to provide a professional appearance, consider formal, plain formatting.

Ensuring that your dossier is well-organized will assist your readers.  Number all of your sections from Biography to Appendices.  Further number the sub-sections under each.  Use your numbering system to guide your Table of Contents.


Thanks to Dr. Sherry Taylor for this excerpt from her dossier:

1.0 Biographical Overview
2.0 Teaching Philosophy
3.0 Teaching Responsibilities


3.1 Undergraduate Science Programs
3.2 Faculty of Graduate Studies Program
3.3 Faculty of Health Sciences, School of Medicine
3.4 Colleges and Institutes
3.5 Postgraduate Training
3.6 Teaching in the Community


4.0 Innovations:  Curriculum Development


4.1 Michener Institute
4.2 Phase I Medicine
4.3 Curricular Review Task Force 


5.0 Educational Leadership


5.1 Canadian College of Medical Genetics
5.2 Ontario Ministry of Health Laboratory Genetics Fellowship
5.3 Ontario Advisory Committee on Genetics
5.4 Genetics Education Project


6.0 Evidence of Teaching Effectiveness


6.1 Self Assessment
6.2 Assessments by Others


7.0 Appendices

Appendix 1 Summary of Participation in Undergraduate and Graduate Courses
Appendix 2 Summary of Supervisory and Examination Committee Activity
Appendix 3 The Medical Genetics Learning Technology Team Process
Appendix 4 Draft of brochure for Health Care Providers on Prenatal Screening Tests
Appendix 5 Evaluations of Teaching Effectiveness

What is it?

Your biography provides an overview of your background and your experience as a teacher. Under Biography, provide a short few paragraphs that describe who you are and your current (overall) responsibilities at Queen’s. Your biography helps the readers to place the information in your dossier in a broader academic context.

How do I start?

Ask yourself, and/or a colleague to assist in finding the few key points that would shape your biography. 

  • What do you want it to say about you? 
  • Trace your educational background and work briefly
  • Focus on a brief review of your experience in teaching e.g. when you first started teaching and your current commitment.


Thanks to Professor Donna O'Connor for the following excerpt from her dossier:

1.0 Biography
Upon graduation in 1973 (Diploma) and BSc.OT (1976) I engaged in clinical
practice in both a pediatric and home care setting. I was an avid fieldwork
educator with a specific interest in experiential learning and the application and
transfer of knowledge from the academic to the clinical setting. 
From 1980-1985 I was involved in the Occupational Therapy Program in teaching
modules of various courses, teaching single courses for faculty on sabbatical
leave, supervising 4th year independent projects and small group teaching for
communication skills course in both the Occupational Therapy Program and the
School of Medicine.  

In 1989-90 I began and completed courses in the Master’s of Education program
at the University of Dundee, Scotland. Upon returning to Canada, I received
course credits toward the Master’s Of Education program at Queen’s University. I
completed the master’s degree part-time while once again teaching courses,
modules, communication skills and participating in curriculum development in the
OT program.  My involvement as Lecturer and Instructor, OT Program included
various teaching responsibilities from 1992-1999 and membership in the
Committee for the Redevelopment of the Clinical Education Centre. 
I was awarded my Master of Education in 1995. I was appointed as Assistant
Professor Adjunct Faculty, Occupational Therapy Program in 1999.

What is it?

A Teaching Philosophy or Approach to Teaching is a reflective statement of your beliefs about of vision of teaching, your educational goals, and preferred educational practices/approach(es). Included are reasons for your teaching approaches. Critical self-reflection is a key component here. Your Teaching Philosophy should inform all of the subsequent materials in your dossier. Keep your philosophy ideally to a few paragraphs.  Ensure that you can refer back to the key points in later components. 

Make your teaching philosophy personal to you.

How do I start?

 1.Your definition of an effective teacher: What does effective teaching involve? What are the roles of an effective teacher? How do you teach?
 2. Times when you have been an effective teacher. What were you doing? Why and how? Times when you were ineffective? What were you doing? How can you improve that?
 3. What are your strengths as a teacher? How will you capitalize on this? What are your weaknesses? How will you improve this?
 4. What kind of learning does your teaching environment foster?
 5. In many courses on pedagogy, teachers are advised to place the students as learners at the centre or forefront of their teaching. If you begin with knowing how your students learn, how does that impact on your philosophy and how you will teach? What would be some of the first steps you would take in your classes?

Educational Goals:
1.  What are the chief goals you have for your students?
2.  What content knowledge and process skills, including career and lifelong goals, need your students achieve?


2.0 Teaching Philosophy

Thanks to Dr. Sherry Taylor for this example from her dossier:
" The highest function of the teacher consists not so much in imparting knowledge as in stimulating the pupil in its love and pursuit" - Henri Amiel
The above quotation is one that I believe conveys the spirit of my approach to teaching. One aspect of teaching that I value greatly is the opportunity it gives me to get to know my students.  I remember my student years and how much I appreciated not only receiving the lecturer's material but also in gaining insight into how they approached scientific problems and their views on life.  I believe that a good teacher leads effectively, not by coercion or subjugation, but by example and by providing students with the tools to continue on their own. I would like students and fellows to obtain knowledge from me but also to understand why I conduct myself in the way that I do, and my approach to research and my service.

I have had the best opportunity to practice this philosophy with those I have supervised in the laboratory as either basic science or clinical trainees because the contact with a student or fellow is prolonged over many months or years. Much of the course related teaching that I do for both basic science and medical students is limited to 10 hours or less per course, reducing the opportunity to get to know the students and leading to less satisfaction on my part.  The concentrated teaching time necessitates that I transmit information efficiently, and importantly, encourage interest in the field of genetics.  With respect to the medical students it will be many years before a student in first year medicine is in practice and the field of genetic diagnostics will change remarkably in that time.  I would like medical students to remember genetics as an interesting topic. In the end I hope they remain receptive to advances in the field that will impact on their practice and to think of genetics as a possible cause when they encounter unusual cases, all of this hopefully to their patients' benefit. 

What is it?

Under the sub-title Teaching Responsibilities, describe instructional settings, level and number of students, and student demographics.  This section can include your participation in assessment of students if this is a discreet activity not related to a specific teaching session e.g. participation in Objective Structured Clinical Exams (OSCE).

How do I start?

You may wish to sub-divide your responsibilities into different faculties, and/or different types of teaching.  Be prepared to list the facts about the teaching, and then provide a brief description.

For example, you may have these sub-divisions or ones similar to them:

3.1  Lectures and Seminars
Faculty of Health Sciences,
a.  Medicine:  Undergraduate Medical Program
b.  Medicine:  Graduate Program Supervision and Training
c.  Medicine:  Observerships, Summer Students, Clinical Clerks
d.  Medicine:  Research Student Supervisor
(i) PhD Committee
(ii) Graduate Student Examination Committee
(iii) Medical Resident Research
(iv) Undergraduate Medical Programme
Note that you may include names of graduate students supervised in Appendix, especially if the list is long.
e.  National Courses
f.  Continuing Medical Education
g.  Outreach, etc.
h.  Peer Teaching

Under each section, describe briefly what your responsibilities were.


Thanks to Dr. Jennifer MacKenzie for this selection from her dossier:

3.1 Lectures and Seminars:
Faculty of Arts and Science – undergraduate (400) and graduate (800) courses 

Mammalian Embryologic Development, Anatomy 417/817 (2001-present)
Human Genetics, Pathology 425/825 (1995-present) 
Developmental Disabilities, Neurosciences 801, (2005)
BSc.Year 4 thesis course –  P. Williams (1995-1996)
    S. Vander Pol (2003-2004) 
Genetics journal club (1995-2003, 1/yr)
The Human Genetics Course consists of a combination of a 2 hour seminar that I present and a second session during which two students review papers on given topics (often of their choosing) and present them to the class. This allows an interactive session regarding their findings on the topics. I assist them with the development and presentation of the material and provide feedback as well as an evaluation after their presentation. In 2005, I gave my first session for the Neuroscience 801 course and modeled it after the Pathology 425/825 course. The students' presentations were excellent. Anatomy 417/817 session is mainly a 2 hour didactic session but the group is small enough that we often are able to have interesting discussions.  I have also co-supervised a couple of fourth year thesis students which involved a review of their projects and support for presentations that they have to do. One (SVP) presented at an international genetics meeting and interacted well with experts in the field. 

Thanks to Dr. Greg Davies for this section from his dossier:

At the postgraduate level I participate in large group, small group and one to one
teaching. The large group sessions take the form of departmental Grand Rounds,
which I perform two to three times annually. These sessions introduce the
residents and faculty to new advances in Maternal-Fetal Medicine expanding
their knowledge base in the field. These sessions are interactive and designed to
elicit discussion and debate. I have been invited annually to give Grand Rounds
to the department of Diagnostic Imaging.
I participate in the resident core education rounds two to three times per year.
These small group sessions cover the curriculum for our specialty and are
designed to be an in-depth and thorough discussion. 
I participate two to three times annually in the resident sub-specialty teaching.
These sessions are commonly case based and include significant resident
interaction around controversial management topics. 
I am responsible for and participate in the weekly resident/faculty Maternal-
Fetal Medicine rounds. At these sessions recent difficult cases are presented. The
residents are asked about knowledge and management issues. I am often called
upon to provide the definitive knowledge/opinion as a solution to the case.
From this the residents are familiarized with the relevant literature and learn
management techniques. The discussion around these cases in a non-threatening
fashion also allows the residents to determine where deficits may lie in their
knowledge base. 
I lead and participate in the weekly ultrasound teaching session. In these sessions
I present to the Obstetric and Gynaecology and Diagnostic Imaging residents
and Sonography students recent cases of anomalous fetuses to demonstrate
techniques of identification, and discuss associated investigations and
management options. It is particularly helpful to the residents in Diagnostic
Imaging (Radiology) to learn the perspective on management from an
Twice yearly I perform practice oral examinations on two or three of our
residents. These are designed to simulate the certification process they will face
at the end of their training. Notes are taken about knowledge, management and
question fielding skills and feedback is provided immediately after the session.
On an annual basis I participate in the department OSCE exam for residents. This
“bell ringer” type exam includes clinical testing stations, basic science testing
stations, technical skills testing stations, ultrasound interpretation stations, and
patient interaction stations. It is designed to simulate the Royal College specialty
exam for our discipline. After each session immediate feedback is provided to
the resident and a handout with pertinent content issues is provided to aid in
future review. Feedback from our residents tells us that we prepare them
exceptionally well for the examination process. To date all Queen’s Ob/Gyn
residents have received their Royal College of Physicians and Surgeons of
Canada certification on their first attempt.

Thanks to Professor Laurie Kerr for this excerpt from her dossier:

3. Teaching Responsibilities

3.2 Nurs 340 F/W “Nursing Practicum: Maternal Child and Children with Health
2005-2006 Taught 4 pediatric hospital clinical groups in fall term
2006-2007 Taught 2 pediatric hospital clinical groups each term
2007-2008 Taught 2 pediatric hospital clinical groups each term

This 3rd year course is designed to provide students with an opportunity to work with individuals
and families in settings which include maternal child care, and the care of children. The setting
of the clinical placement may include the hospital, ambulatory clinic, Public Health Unit and/or
in the home. Students participate in case-based clinical conferences which enhances learning
across populations being studied. (A copy of the complete course syllabus is available upon
My role as Clinical Faculty is to prepare clinical assignments, review student’s weekly reflective
practice (feedback provided), mark student’s weekly written research on the patient they care for
each week (feedback provided), communicate with students via email, phone or in person as
required. Students participate in a weekly ‘post conference’ session in which issues related to
the care of the child and their family are discussed. Students also share a summary of their days
with each other in a general discussion. Each student researches and prepares a nursing care plan
assignment for submission. My role involves providing feedback to students as well as preparing
and discussing their clinical evaluation with them at the end of their 6 week session.

What is it?

Teaching Innovations is the section where you are able to describe the aspects of teaching that you have improved or made changes in. 

For example, you may record your opportunities in

  • course development and modification,
  • development of teaching materials,
  • use of effective teaching strategies such as case discussions, TBL,
  • use of technological aids such as "Clickers" or Student Response Systems,
  • integrating new forms of assessment, including formative assessment.

How do I start?

Consider a description of novel teaching methods or curriculum materials that you have developed, including textbooks, lab manuals, assignments, computer software, and materials for courses in mediated learning modes, contributions you have made to development of new courses, or revision of existing courses, as well as teaching and assessment strategies.

While these descriptions should brief, you may include a syllabus or lesson plan as artifacts to support your brief description in your Appendix.



Over the past year, 2007-8,  I have worked to make my teaching in my undergraduate Medical Anatomy Course more interactive.  Involving the students in their learning has become a key focus of my teaching, and I have sought guidance and implemented two new innovations:
1.  Integrating the use of clickers into my large-class sessions:  Using questions designed to address misconceptions and to track diagnostic abilities as well as to open discussion, I was able to learn what key concepts to address in my talk with students.  Students reported anecdotally that the classes were more fun, that they had to pay attention more, and that together we cleared up some important points of confusion.  (See Evaluation of Teaching Effectiveness for more.)
2.  Sequential teaching of clinical diagnosis through case studies:  It is important for students to feel the learning is relevant.  Thus, I have ensured that following each lecture session there is ample time for 2 case studies.  The first I lead, modeling my thinking process as I work through the patient's story, taking history, making decisions, etc.  I use a worksheet I developed to assist the students in following my thinking process.  The second case students solve, either individually or in groups and again using the worksheet, and report via clickers on their findings.  Findings from 1 Minute papers and Muddiest Point reveal that not only do students enjoy discovering the solutions and appreciate my modeling of the diagnostic process, they are able to recreate key aspects for themselves. (See Appendix D for summaries of 1 Minute papers and Formal Student Feedback.)

Thanks to Dr.  Jennifer MacKenzie for this excerpt from her dossier:

Highlights of my involvement in innovation in education include the revision of the human genetics program including a complete review of the goals of the course and the development of a web CT site to facilitate student learning.  This was based on the Ideas, Concepts and Extensions learning model. As a result, students are taking a more active role in their own learning of both the material at hand and in developing problem solving techniques that can be applied in their future endeavors.    More recently the opportunity has arisen to create a day for students in developmental disabilities. My involvement has been in the creation of a program of standardized patients with developmental disabilities for the students to interview to improve their communication skills while learning about issues common to this population.

These projects have allowed an observation of students involved in problem solving that required a demonstration of competence. In both situations the students have performed well and have provided positive feedback both verbally and on formal assessments. Other endeavors include a project funded by the Women’s Health Council to educate primary care health providers about genetics which involved the development of CME modules and “train the trainer” workshops.

What is it?

In this section you will present an overview of evidence which addresses your effectiveness as a teacher. The evidence may come from a variety of sources.

How do I start?

Ideally you should be thinking about gathering evidence of teaching effectiveness before you actually have to assemble a teaching dossier. As you begin the teaching cycle, you can then arrange to gather data from multiple sources such as student feedback, feedback from colleagues and other sources e.g. educational consultants. As you teach, you should then keep track of formal evaluations and informal or unsolicited comments. When creating your dossier review all of the evidence you have accumulated with respect to your teaching. Organize the information into subheadings.

Subheadings could include:

  • Information/feedback from students;
  • Information/feedback from colleagues/educational consultants;
  • Information from other sources (alumni, parents, employers);
  • Teaching awards or recognition from departmental/university/provincial or national organizations

When presenting the data it is best to summarize the evidence over a number of years to demonstrate growth and successes. As shown in the example provided below often a chart format is helpful. Do not feel compelled to include the results for every question. If there is a global question e.g. "Overall effectiveness of teaching" just show these results in the chart. The chart can be followed by a few representative student comments. More detailed material can be included in the appendices.

What do I do if my evaluation results show room for improvement?
Regardless of the results of your evaluation, you should always explain briefly what the numbers indicate. Sometimes we try something new in teaching and the results may be a bit mixed in the beginning. Alternatively, you may be new to teaching and anticipate that with more experience your evaluations will improve. Another example occurs when you are team teaching and your colleague might not use the same approach that you are comfortable with. Rather than ignore or hide these results you should simply explain what they mean. You can then describe your plans for improving your teaching. Reinforce this direction in your professional development section when you talk about your goals for the future.


Thanks to Laurie Kerr in Nursing for these excerpts from her dossier:

5. Evidence of Teaching Effectiveness

5.1 Classroom and Clinical Teaching Evaluations:

USAT stands for ‘University Survey of Student Assessment of Teaching’ and is the survey tooled utilized within Queen’s University for the evaluation of teaching. USATs are completed using a 1-5 response rate where 1=Strongly Disagree; 2=Disagree; 3=Neutral; 4= Agree and 5= Strongly Agree. I have provided the data from one representative statement. The rest of the results of the USAT that relate directly to my teaching can be found in Appendix A and show a similarly high rating.

Summary of “USAT” Forms

Summary of “Overall, this instructor is an effective teacher”; Ratings from University Survey of Student Assessment of Teaching. Fall 2005 Fall 2006 Winter 2007 Fall 2007 Average
Nurs 315 4.7 4.6 4.8 Results not yet available 4.7
Nurs 340 4.9 N/A with USAT N/A with USAT N/A with USAT
Average 4.8

Course Fall
Nurs 315 4.7 4.6 4.8 Results
not yet
Nurs 340 4.9 N/A with
N/A with
N/A with
Average 4.8        

Please note: Nurs 340, Nurs 202 and Nurs 492 teaching evaluations were done using ‘Queen’s School of Nursing, Instructor Teaching Evaluation’. I have included some sample comments below. Samples of additional comments can be found in Appendix B.

Nurs 340 Instructor Teaching Evaluation: “She was very approachable and helpful. She
was very helpful and thorough in teaching us nursing skills. She would also test us and ask us questions which was helpful for us to realize what we might have missed. I felt very comfortable and well looked after with her. She always had weekly meetings”.

Nurs 340 Instructor Teaching Evaluation: “She quizzed us each week on our patient assignment to ensure we knew what we were doing. She was very knowledgeable and patient”.

Nurs 492 Instructor Teaching Evaluation: “Laurie was always approachable. She replied almost immediately to all emails. She was receptive to questions and always tried to be as helpful as possible. She gave recommendations and helpful comments to my journals, evaluations and assignments. Laurie was an excellent instructor”.

Nurs 202 Instructor Teaching Evaluation: “She is very knowledgeable and approachable, always discusses how the skill applies in different clinical areas i.e. family practice, peds unit, long term care”.

5.2 Colleague Observations:

My goal of fostering understanding in student learning is evidenced by comments made by 2 of my colleagues while observing my teaching. These letters were written in support of my nomination for the Faculty of Health Sciences Teaching Award.

Sharen Chapman: “She fosters a very rich learning environment for the students and has certainly earned the respect that she has from her students and the staff on the inpatient unit….”
This letter can be found in its entirety in Appendix C

Kim Nolan: “She has an innovative mentorship style that engages and motivates her students to not only learn, but be engaged and interested in the information they are incorporating into their knowledge base”.
This letter can also be found in its entirety in Appendix D.

5.3 Student Observations:

My goal of creating an environment in which to capture students and engage their learning is evidenced within an email sent by a student to the Toronto Star to nominate me for the Toronto Star Nightingale Award.

Gillian Strudwick: “She truly has a gift, a passion and is amazingly good at communicating this and teaching and sharing this passion to others…”
A copy of this email can be found in its entirety in Appendix E.

6. Teaching Awards

6.1 1984 Excellence in Clinical Teaching Award – 2007

The purpose of this award is to acknowledge excellence in clinical teaching within the 3rd year nursing program.

7. Teaching Award Nominations

7.1 Faculty of Health Sciences Teaching Award – 2006-2007

The purpose of this award is to acknowledge the education excellence throughout the Faculty of Health Sciences at Queen’s University. It was an honour to be nominated so early within my teaching career at Queen’s.

7.2 Toronto Star Nightingale Award – May 2007

This award is presented each year to an Ontario Nurse who is nominated for recognition by their patients or peers. I was nominated by a student that I taught and have attached her letter of nomination in Appendix E.

What is it?

Research in education refers to any projects you are involved in concerned with evaluating the effectiveness of an educational innovation or a particular aspect of education e.g. admissions process, approach to assessment etc. Scholarship refers to adding to the knowledge base of the field of education. Examples include a poster presentation, an invited presentation or a publication. A publication may include both having an article published in a journal as well as having an innovation included in a public electronic repository e.g. MERLOT. Do not include in this section any other research that you may be involved in such as clinical or basic science. These activities should be listed on your C.V.

How do I start?

Create a list of publications and presentations. Based on the list, create different headings. For example, if you have done many presentations you may want to subdivide these to national, international, etc. If you have many publications you can create a heading for abstracts and one for peer reviewed publications.

Thanks to Sherry Taylor for the following example:

6.0    Publications and Presentations

6.1     Abstracts

Taylor, S., MacKenzie, J., Harrison, K., Sumargo, I, Fleming, M., VanMelle E.
Enhancing genetics education in medical school: An approach using a web-based course program. Annual meeting American Society of Human Genetics 2002, Abstract #1019.

VanMelle, E., Taylor, S., MacKenzie, J. Using a team approach to enhance student learning through the use of technology in a first year medical genetics course.  Society for Teaching and Learning in Higher Education Annual Meeting, 2002, Abstract #149.

6.2     Invited Presentations

Ontario Medical Education Network (OMEN) Education Grand Rounds    April 24, 2003
“Enhancing genetics education in medical school: An approach using a Web-based course program”

Eastern Ontario Society for Education and Technology                  December 2, 2003
“Enhancing genetics education in medical school: An approach using a Web-based course program”

What is it?

In this section, you have the opportunity to explain your roles in managing or implementing educational activities with others.

How do I start?


  • membership on curriculum or educational policy or planning committees
  • membership on committees for evaluation or improvement of teaching
  • delivery of formal faculty programs such as serving as a peer consultant
  • work as a department head, course chair, or other educational leadership position


Thanks to Dr. John Matthews for these excerpts from his dossier:

2. Director, Queen's University Training Program in Adult Hematology (Feb 1997-Sep 2003):  I chaired the residency program committee which is responsible for all aspects of the program, including the selection of residents, the program content, creating the goals and objectives, and the evaluations. I organised the timetable, and the basic science course, and I ensured the smooth running of the program. I took the program through one mandatory internal review, and in 1999 successfully prepared the program for external review by the Royal College of Physicians and Surgeons.

3. Chair, Task Force on the ethical conduct of clinical teaching, Queen’s University Faculty of Health Sciences, (2001): I undertook a survey of ethical transgressions which
were then suspected of occurring during clinical teaching encounters. I reported to the faculty on this issue, and developed a code of conduct. Since then I have conducted an annual survey.

8.  Kingston General Hospital Bioethics Committee Member (1994-2003): This committee is responsible for promoting bioethics education, providing ethics input into hospital policies, and is the parent group for bioethics consultations. I have participated in setting the ethical framework for the hospital policies on Futility as it relates to resuscitation, and Withholding or Withdrawing Nutrition and Hydration. I also have substituted for Dr Sandra Taylor in performing ethics consultations as a member of a small team set up to cover her absences. I have coordinated one session in the Ethics for Lunch series, which is given to interested hospital staff as an educational session.

Professional Development

What is it?

The section Professional Development includes steps taken to improve your teaching, such as workshops and seminars attended. You should also include reference to your future plans for professional development. For example, if you are interested in active learning, describe what steps you plan to take to further develop your skills in this area.

Link your professional development descriptions to your Teaching Philosophy and Teaching Effectiveness.

How do I start?
Keep a record of the professional development opportunities in which you have taken part.  Note dates, and a brief summary of the opportunity.


Professional Development

In order to fulfill one of my educational goals, I would like to develop my interactive teaching strategies.  If I feel, as I've stated, that students are truly at the centre of my teaching, I need to find ways to empower them and give them a voice in the classroom.  To emphasize this in my teaching, I've attended two workshops on educational strategies. 

Royal College of Physicians and Surgeons of Canada Modular Workshops for Examiners,  October, 2004

Teaching with Large Classes, Centre for Teaching and Learning, Queen's University, September 23, 2005
 (i) Education Rounds, Office of Health Science Education, 6 sessions, September, 2007-8
(ii) Medical Student Interview Process, March, 2007

(iii) TIPS:  Teaching Improvement Program for Faculty, Faculty Development, April 10, 11, 2008


What is it?

Your appendices contain summaries or actual reports of the innovations, evaluations, or teaching responsibilities from the main body of the dossier. 

How do I start?

Make reference to the appendices at appropriate places in the main body of the dossier.

Use the appendices to

  • summarize information from formal and informal student evaluation and feedback
  • offer letters of commendation, award, etc.
  • provide unsolicited feedback from students,
  • provide evaluations from colleagues,
  • house a sample course outline, or outline of curriculum development
  • provide the full evidence of what you have noted briefly in the body of your dossier.