Self Presentation

A crucial part of the evaluation of teaching is an instructor’s self-presentation about their teaching, including their cherished goals for student learning and typical practices toward supporting students’ attainment of those goals; their efforts to develop and refine their teaching practice; and the ways they’ve dedicated their teaching-related insights for the good of the field, department, and university.

A general description of the personal statement can be found on the provost's website.

Teaching Portfolio: Your department’s evaluation procedures should detail which materials to include. TEP has a teaching portfolio page with advice on compiling a teaching portfolio, including links to examples.

New: Instructor Reflections

UO is adopting (beginning with volunteer departments in Fall 2018) a centrally administered Instructor Reflection survey. Results will be archived for instructors to access for the continuous improvement of their teaching; results also will be available to evaluators so that the instructor’s voice can inform evaluators’ interpretation of student feedback.

The reflection prompts instructors to record what went especially well in the course, if and how midway student feedback shaped their approach, and what changes they plan to make next time. Beyond that, it gives instructors a chance to reflect on their relationship in the course to inclusive, engaged, and research-led teaching—the principles of teaching excellence articulated by TEP and the Provost’s Teaching Academy and adopted in the selection criteria of UO’s most prestigious teaching awards.

These questions are:


In what ways are you working to make your teaching in this course inclusive? Respond to either of the questions below that are relevant to this course.

  • How do you ensure every student can participate fully and their presence and participation is valued? 
  • Does the content of the course reflect the diversity of the field's practitioners, the contested and evolving status of knowledge, the value of academic questions beyond the academy and of lived experience as evidence, and/or other efforts to help students see themselves in the work of the course?


  • Did you do anything in terms of professional engagement that was relevant to this incarnation of the course? For example, did you attend any workshops, read articles about student learning in similar courses, observe colleagues with similar goals for their students?
  • What went really well in the course this term? Did you make any changes from the last incarnation of the course or try any novel approaches?


Please describe how your teaching in this course is informed by research on how students learn and inflected by UO's research mission? You are welcome to respond to any number of the questions below that are relevant to this course.

  • In what ways did this course model a process or culture of inquiry characteristic of disciplinary or professional expertise?
  • How was the evaluation of student performance linked to explicit goals for student learning established by you, your unit, and, for core education, the university; how were these goals and criteria for meeting them made clear to students?
  • Describe instances of timely, useful feedback on activities and assignments, including how students’ learned of their progress during the course.
  • How does your instruction engage, challenge and support students?

See the entire Instructor Reflection.