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Cornell University

Documenting Teaching

Documenting teaching is the process of collecting information about teaching (such as course evaluations, teaching reflection notes, mid-semester feedback, and peer observation materials) and then reflecting upon and reporting on this information for the purpose of instructional development. Documenting teaching can be an effective part of formal processes: peer review of teaching can be incorporated for promotion or tenure review, and new faculty applicants can be required to submit a teaching portfolio, for instance. The links below will take you to additional information on the components and process of documenting your teaching.

Peer Review of Teaching

The CTI offers resources to guide faculty who are undergoing tenure or promotion review through the process of effectively documenting their instructional development.

The CTI offers workshops for departments and colleges on the documentation of teaching for peer review. These can be arranged by contacting the CTI via email ( or phone (607-255-7224).

Classroom Observations

Having a colleague or a trained CTI staff member observe your class can provide you with valuable information about your teaching.


A portfolio is the compilation of evidence of teaching effectiveness and development. The production of a portfolio encourages reflective practice and may be required for promotion, tenure review, or job applications.

Teaching Evaluation Handbook (PDF)

I. Conceptual Overview

II. The Teaching Portfolio: A Model for Documenting Teaching and Its Improvement

III. Supporting Data: Collection & Presentation

IV. Criteria for Evaluating Data on Teaching

V. Improving Practice: Case Examples


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