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Teaching Analysis Tool
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1
Goals, Content, and Alignment
2
Teaching Practices
3
Student Progress Toward Learning Goals
4
Classroom Culture and Student Perceptions
5
Mentoring and Advising
6
Reflection and Iterative Growth
7
Teaching Service, Scholarship, or Community
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1
Goals, Content, and Alignment
Description
Goals for student learning and skill-development are established and are at appropriate level for the course.
The content is clearly aligned to course goals.
Goals and content are inclusive of the diverse needs of the students expected to take it.
The course goals are clearly connected to program/curricular goals.
Content is challenging and innovative or related to current issues and developments in the field.
Topics are of appropriate range and depth, and inclusive of the experiences of a diverse student body.
The instructor includes high quality materials that are well-aligned with the learning and skill-development goals for the course.
Assessments are varied to foster the success of diverse learners and are well-aligned with learning goals.
Dimensions and their descriptions are fully customizable!
Forms of Evidence
Provide evidence of your proficiency in this teaching dimension using at least 2 different lenses. Then write a brief reflection.
Instructor Lens
None
Self-reflection
Teaching statement
Sample course materials
CV
Syllabus
Forms of evidence are customizable
Student Lens
None
Student Ratings and Comments
Interview
Letter
Focus group
Example of student work
Student reflection
Forms of evidence are customizable
Third-Party Lens
None
Classroom observation
Pre/post observation dialogue
Review of course materials
Review of student work
Review of teaching statement
Review of lesson design
Forms of evidence are customizable
Reflection
I designed my grading rubrics to flow directly from the goals you'll find in each syllabus, especially for my Public Speaking and Presentation Skills class. For instance, when students present, they're graded not just on how polished they look, but also on how well they adapt to different audiences—something I stressed in class discussions about real-world communication. I remember a moment early this semester when a shy student used the rubric's “cultural sensitivity” checkpoint to focus on phrases that might unintentionally exclude some classmates. That attention to inclusive language carried over into a lively peer-review session, which my colleague, Professor Hwang, highlighted in their observation notes. They noted how class discussions pulled in examples from current digital platforms, like TikTok and Slack, reinforcing the course goals around modern media collaboration. From these documents, you can see that every element of my teaching—from the rubrics to the final projects—is crafted to keep students aligned with both the course outcomes and our broader Communication Studies program objectives.
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2
Teaching Practices
Description
Activities are well planned, integrated, and reflect commitment to providing meaningful assignments and assessments.
Use of effective, high-impact and/or innovative methods to improve students' understanding and support diverse learners.
In- and out-of-class activities provide opportunities for practice and feedback on important skills and concepts.
Efforts are demonstrated to support learning in all students.
Teaching practices are inclusive and result in high levels of student engagement.
Dimensions and their descriptions are fully customizable!
Forms of Evidence
Provide evidence of your proficiency in this teaching dimension using at least 2 different lenses. Then write a brief reflection.
Instructor Lens
None
Self-reflection
Teaching statement
Sample course materials
CV
Syllabus
Forms of evidence are customizable
Student Lens
None
Student Ratings and Comments
Interview
Letter
Focus group
Example of student work
Student reflection
Forms of evidence are customizable
Third-Party Lens
None
Classroom observation
Pre/post observation dialogue
Review of course materials
Review of student work
Review of teaching statement
Review of lesson design
Forms of evidence are customizable
Reflection
My lesson plans for Interpersonal Communication and Digital Media & Group Collaboration demonstrate a strong emphasis on hands-on tasks—like the role-play exercises where teams draft quick “workplace communication strategies” in mock crisis scenarios. I've found that giving students clear rubrics helps them dive in without feeling overwhelmed, especially those who aren't used to speaking up in class. In recent feedback surveys, a few students mentioned how the structured peer-review system boosted their confidence in discussing sensitive cultural issues, which is a big win for me. I recall one student sharing that this was the first time they felt comfortable challenging a stereotype during a group debate. For me, these responses indicate that the design of my classes—everything from the assignment instructions to the final presentations—encourages students to engage with the material and each other in meaningful, inclusive ways.
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3
Student Progress Toward Learning Goals
Description
Standards for evaluating student understanding are connected to program or curriculum expectations which incorporate DEI.
Learning goals are well-communicated to students.
Assessments are well-aligned with learning goals.
Multiple forms of assessment are used to support the success of all students with attention to the needs of diverse learners.
Multiple forms of assessment are used to support student success.
Level of learning supports success in other contexts (e.g., subsequent courses) and/or is increasing over successive offerings.
Dimensions and their descriptions are fully customizable!
Forms of Evidence
Provide evidence of your proficiency in this teaching dimension using at least 2 different lenses. Then write a brief reflection.
Instructor Lens
None
Self-reflection
Teaching statement
Sample course materials
CV
Syllabus
Forms of evidence are customizable
Student Lens
None
Student Ratings and Comments
Interview
Letter
Focus group
Example of student work
Student reflection
Forms of evidence are customizable
Third-Party Lens
None
Classroom observation
Pre/post observation dialogue
Review of course materials
Review of student work
Review of teaching statement
Review of lesson design
Forms of evidence are customizable
Reflection
In my colleague's review of student essays, they pointed out a noticeable growth in how students incorporate communication theory and adjust their work to suit diverse audiences—an outcome I'm aiming for in the Digital Media & Group Collaboration course. I've included excerpts of one student's progression: their first draft glossed over the nuances of cross-cultural communication, but by the final paper, they had woven in specific theories we'd discussed in class (like standpoint theory) and connected them to their own experiences as an international student. Seeing that kind of transformation is one of the reasons I love teaching at a place like this. It also reassures me that my coursework isn't just about memorizing concepts—it's about helping students apply those concepts and become more thoughtful communicators, in line with the department's advanced learning goals.
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4
Classroom Culture and Student Perceptions
Description
Evidence that classroom culture is respectful, cooperative, comfortable, and civil.
Evidence that classroom culture encourages engagement and learning.
Instructor is accessible and interacts well with students.
Students perceive that they are learning important skills or knowledge.
Dimensions and their descriptions are fully customizable!
Forms of Evidence
Provide evidence of your proficiency in this teaching dimension using at least 2 different lenses. Then write a brief reflection.
Instructor Lens
None
Self-reflection
Teaching statement
Sample course materials
CV
Syllabus
Forms of evidence are customizable
Student Lens
None
Student Ratings and Comments
Interview
Letter
Focus group
Example of student work
Student reflection
Forms of evidence are customizable
Third-Party Lens
None
Classroom observation
Pre/post observation dialogue
Review of course materials
Review of student work
Review of teaching statement
Review of lesson design
Forms of evidence are customizable
Reflection
My syllabi outline ways to keep discussions balanced, from rotating student moderators to using active listening checklists. I developed these practices because I once had a quiet student mention they found it tough to jump into open conversation. By giving them a structured role (like “question-asker” or “topic-keeper”), they felt more secure participating. Over the semester, my in-class polls showed that even the more reserved students started contributing regularly, and many referred to these guidelines in their reflective writing. One student told me they finally felt “seen and heard”—which, honestly, is the best feedback I can hope for. Whether I'm teaching a first-year Public Speaking course or a senior seminar, my goal is to maintain that respectful space where everyone's voice can break through and be valued.
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5
Mentoring and Advising
Description
Evidence of quality and time commitment to advising and mentoring (defined as appropriate for the discipline).
Dimensions and their descriptions are fully customizable!
Forms of Evidence
Provide evidence of your proficiency in this teaching dimension using at least 2 different lenses. Then write a brief reflection.
Instructor Lens
None
Self-reflection
Teaching statement
Sample course materials
CV
Syllabus
Forms of evidence are customizable
Student Lens
None
Student Ratings and Comments
Interview
Letter
Focus group
Example of student work
Student reflection
Forms of evidence are customizable
Third-Party Lens
None
Classroom observation
Pre/post observation dialogue
Review of course materials
Review of student work
Review of teaching statement
Review of lesson design
Forms of evidence are customizable
Reflection
Mentorship is something I weave into all my courses and advising sessions. I've set aside weekly “career chats,” where students can drop by to talk about everything from fine-tuning internship applications to practicing a conference pitch. One particularly rewarding moment was guiding a first-generation student through their transition from general education courses to a full-blown research project on social media advocacy. In their letter, they mention how our advising conversations demystified the research process and built their confidence to present at our campus symposium. Another student wrote about landing an internship at a local nonprofit after we drafted a cover letter together, which I find especially gratifying because it shows how classroom skills can translate into real professional settings. Seeing these letters and reflecting on these successes reminds me why I prioritize one-on-one guidance—I want students to leave college feeling prepared for what comes next.
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6
Reflection and Iterative Growth
Description
Evidence instructor is responsive to, and reflective on, student feedback in the short- and long term.
Evidence instructor is reflective of, and responsive to, the needs of diverse learners.
Regularly makes adjustments to teaching/mentoring practice based on reflections on student learning, within or across semesters.
Re-examines student performance following adjustments.
Improved student achievement of learning goals based on modifications to teaching/mentoring practices.
Dimensions and their descriptions are fully customizable!
Forms of Evidence
Provide evidence of your proficiency in this teaching dimension using at least 2 different lenses. Then write a brief reflection.
Instructor Lens
None
Self-reflection
Teaching statement
Sample course materials
CV
Syllabus
Forms of evidence are customizable
Student Lens
None
Student Ratings and Comments
Interview
Letter
Focus group
Example of student work
Student reflection
Forms of evidence are customizable
Third-Party Lens
None
Classroom observation
Pre/post observation dialogue
Review of course materials
Review of student work
Review of teaching statement
Review of lesson design
Forms of evidence are customizable
Reflection
After each class, I jot down quick notes in a reflection journal, focusing on what worked and what might need adjusting. For instance, I noticed early on that a few first-generation students hesitated to speak up during group debates, so I started incorporating optional online discussions to give them more time to formulate and share their thoughts. To refine this approach, I consulted with our Teaching Center, who encouraged me to structure prompts that directly connect class concepts to personal experiences. Sure enough, over a few weeks, I saw a surge in thoughtful, detailed responses. The Center's letter of support highlights these ongoing tweaks, which I track using informal polls and assignment performance data. Making these small yet steady improvements has become a habit for me, and I believe it's helped students feel more at ease and more engaged with the course content.
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7
Teaching Service, Scholarship, or Community
Description
Engagement with peers on teaching (e.g., teaching-related presentations or workshops).
External and/or internal presentations related to the scholarship of teaching and learning.
Publications to share practices or results of teaching or educational activities.
Scholarly publications and/or grant applications related to teaching and learning
Engaged in community outreach activities that foster the participation of diverse student groups.
Dimensions and their descriptions are fully customizable!
Forms of Evidence
Provide evidence of your proficiency in this teaching dimension using at least 2 different lenses. Then write a brief reflection.
Instructor Lens
None
Self-reflection
Teaching statement
Sample course materials
CV
Syllabus
Forms of evidence are customizable
Student Lens
None
Student Ratings and Comments
Interview
Letter
Focus group
Example of student work
Student reflection
Forms of evidence are customizable
Third-Party Lens
None
Classroom observation
Pre/post observation dialogue
Review of course materials
Review of student work
Review of teaching statement
Review of lesson design
Forms of evidence are customizable
Reflection
You'll see on my CV that I've presented at a regional Communication Education conference on using digital collaboration tools, which has directly influenced my upper-division seminar. I also co-wrote an article for the Journal of Experiential Learning, exploring how community-based projects help first-generation students build stronger interpersonal communication skills. The letter from Dr. Garcia is a testament to our shared effort—particularly the workshop series we created for faculty to exchange ideas on teaching diverse classrooms. She also mentions our students' involvement at a local nonprofit, where my Public Speaking class worked with staff to polish presentations aimed at underserved youth. Reflecting on these collaborations, I'm proud that my scholarship and community engagement feed back into my teaching, giving students authentic ways to apply what they learn in class while also contributing to the broader community.
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