More and more, universities require that candidates submit teaching dossiers when they apply for positions or as part their package for renewal, promotion, or tenure. A Teaching Dossier provides a summary of accomplishments, strengths, and directions as a teacher. In this session, participants will be introduced to the concept and structure of a Teaching Dossier. They will reflect on their own Teaching Philosophy and engage in a discussion of the outcomes and sources of evidence that can be used to support their philosophy, document their successes and direct future professional development.
This session will introduce and provide examples of the nature and structure of teaching dossiers, which are a valuable summary of accomplishments, strengths, and directions as a teacher increasingly submitted when applying for academic positions or for promotion, tenure or renewal.

As teaching fellows and teaching assistants at the university, graduate students have the unique opportunity to teach and interact with students. This session is designed to help guide the understanding of situational factors that may influence classroom facilitation and how they might be considered during instruction. The discussion and activities will be around improving classroom engagement, taking into consideration situational factors and providing and collecting feedback from students. Strategies, tips and tools will be shared with the students to help with grading assignments and improving engagement in the classroom.

Queen’s is becoming increasingly diverse with students from around the world joining the university community to pursue their education. To effectively respond to the cultural, linguistic, and educational diversity students brought into the classrooms, educators are in need of reorienting their curriculum for global engagement to enrich student learning experience and enhance student success.

In this workshop, participants will explore their own ‘why, what and how’ of developing a globally engaged curriculum. They will work together to envision what a globally engaged curriculum may look like in one’s own disciplinary field or academic context and start enacting their visions in practice through small steps.

By the end of the workshop, participants will be able to incorporate at least one pedagogical element of global engagement into their course (re)development.