Please use the TRP Application Form that you are required to fill out as your submission.
This form and all documentation materials must not exceed 25 pages.
Click here to download the entire Application Form. Please note that there is a separate cover sheet. To access the cover sheet please click on the link below titled “Cover Sheet” or via the link embedded in the Application Form.
REQUIRED APPLICATION MATERIALS
Table of Contents
- Please include a table that includes the Courses taught chronological order starting with the most recent semester at the top.
- The table includes the following columns:
- Semester/ Term Course # Course Title Team Taught* (Yes/ No) Semester Hours Enrollment
*Re: Team Taught – Indicate the nature of participation and the percentage of your role if you were not fully responsible for the course.
- Please explain your teaching philosophy. In addition to articulating your general approaches to teaching and learning, you might also describe how your teaching philosophy is demonstrated in your choice of course materials, your classroom instructional methods, and your forms of assessment.
A peer observer must observe a class session on a specific date, for a predetermined amount of time with a concise purpose in mind. You and your reviewer should meet prior to the observation to agree upon the purpose and method of the observation. You both should meet afterwards to discuss the observations and how they might improve instruction. The peer observation report basically documents this process.
If you or your department uses a particular form, please feel free to use that form. If you find another form that you feel best captures the requirements and function of the peer review, we encourage you to use that form.
Other Forms of Peer Review
Not all teaching and teaching related activities occur in the classroom. A peer observation for a discussion section, an online or hybrid course, studio courses or clinical courses may differ from a “more traditional lecture”. A peer observation form and process that is sensitive to the essential pedagogical features of these contexts may be used.
Learning Experiences of Students
Summarize below the results of student evaluations of teaching ability.
DEPARTMENTS MAY USE AN ALTERNATE FORM FOR SUMMARIZING STUDENT EVALUATIONS; HOWEVER, STUDENT EVALUATIONS MUST BE PRESENTED AS SUMMARIZED DATA.
|Semester/Term||Course Number||Course Title||*Average Rating+ SD||(n/N)|
*Average of students’ ratings of the “Overall Teaching Effectiveness” (or equivalent) of the candidate, on a scale of 5 (Excellent) to 1 (Poor). If the scale is different from 5 to 1, specify the range of the scale. SD = standard deviation; n = number of students who rated the candidate in that course; N = total number of students enrolled in that course.
If student evaluation data is not available, please briefly explain why evaluations are not available.
If your department, program or unit maintains comparative or normative data for student evaluations, please describe how your evaluations compare to those of your colleagues.
Learning Experiences of Students
Student Comments and Achievements
Share student comments that speak to their perceptions of how your methods contributed to their learning and development. Please also indicate achievements of your students and how they may have been influenced by your teaching.
Learning Experiences of Students
Formal Recognition of Teaching Ability.
Please indicate awards, the nature of the awards, criteria for recognition and the dates of award.
Role of Applicant’s Teaching in the Curriculum
Description of the applicant’s role in developing and meeting instructional objectives and curriculum development of the department, program or unit.
Please note that even though this is a section for “optional documentation”; the review committee is aware that this section may contain very important information that speaks highly to your instructional abilities. This documentation may support direct instruction, student learning, curriculum development, and/or program goals.
Course Materials Developed by Applicant
Please note unique or creative features of one’s syllabus, BlackBoard site, student learning support materials, websites, online discussion approaches, use of social media, handouts, PowerPoints, etc. Describe the instructional purpose/objectives and how the materials that you developed fostered student learning, improved the program or curriculum or supported instructional activities.
- Student Work – Describe select assignments or materials that were particularly innovative and/or effective.
- Teaching and/or Mentoring Provided in Clinical or Other One-to-One Contexts
(not included in courses listed in Primary Documentation)
- Clinical Teaching
- Graduate Student Advising and Supervision
- Undergraduate Advising and Supervision, including that related to Honors College.
- (e.g. independent study; Honors College/senior capstone advising)
- Supervision or direction of Residents, Post-Doctoral Fellows, Research Associates, Visiting Scholars or Technicians.
- Guest Lectures
- Supplemental Instruction
Any Materials from Academic Years 2012-2013 and 2013-2014
- Teaching Activities/Courses Taught
- Curriculum Development Projects
- Materials Developed for Classes
Any Additional Materials Relevant to the Applicants Teaching Activities.
Peer reviews included as primary documentation may be reviews performed as part of a regular unit process, for promotion and tenure, for personal growth, or specifically for this program. Peer reviews need not be lengthy, but should provide enough detail to give readers a picture of the applicant’s classroom teaching. Peer review letters should focus specifically on the teaching of the applicant.
Please view the sample Peer Review forms that can be used and select as you need:
Please note that you are also encouraged to use any peer observation forms or tools that your department already uses. You should also consider other peer observation forms that may better capture the instructional setting. Letters commenting on the overall quality of the applicant as a scholar within her/his discipline are not appropriate for inclusion.
Suggestions for Submitting a Stronger TRP Application:
Follow the TRP Guidelines closely. Applications will be rejected if:
- The document exceeds 25 pages
- The application is not submitted on time
- The application is not in PDF format
- The application is not properly signed on the cover sheet
Preparation of the document – Be sure it is in an “easy to read” format:
- Organize the document in the manner suggested in the Guidelines
- Type ALL pages in your document
- Present formal evaluation data from UIC*, not websites such as ratemyprofessor.com
- Present data from each course you teach in the same orderly fashion sequentially in the document.
- Carefully select your materials and ONLY include those that make your application stronger in the final document
- Include at least some documentation in the Optional section
- State clearly your beliefs about teaching
- Support your beliefs with specific points about how you implement those beliefs in the classroom
- If you include electronic files or web links, make sure they are accessible for members of the committee. (Remember, they cannot access your Blackboard site.)
- If you ask for confidential letters, double check that they have been sent and received before the deadline. If needed, you may need to ask for a letter from someone else
- If you have questions about the application, email email@example.com sooner rather than later to avoid a last minute crunch.
- Ask for suggestions! If a colleague has received a TRP award, he/she may be able to give you helpful suggestions on your application
*If you do not have past evaluation data, try to locate them. Departments keep records of evaluation scores each semester. Please contact your department point of contact to obtain evaluation results. To locate department POC, please refer to the Course Evaluation Handbook. If student evaluation data is not available, provide an explanation for each course as to why the data is not included.