Resources for FFP Key Area Materials

This resource page is intended to support Future Faculty Program participants in developing materials for teaching portfolios. Below you will find descriptions of related materials and links to examples, articles, and additional resources for each key area.


Diversity and Inclusive Teaching 

This key area of teaching and learning supports educators in proactively taking steps to ensure that all students learn under equitable conditions, especially students whose needs have been historically marginalized in higher education. 

Related Teaching Material: Diversity Statement

Many faculty positions ask, suggest, or require that applicants submit a diversity statement, or a statement articulating your commitment to diversity, equity, and inclusion. This generally consists of a personal essay that illustrates how your unique personal and professional experiences have equipped you to join the institution’s efforts to support diversity, equity, and inclusion.

Diversity Statement: Examples

Diversity Statement: Additional Resources

Course and Syllabus Design

This key area of teaching and learning focuses on thoughtfully designing a course that will allow your students to meet your desired learning outcomes – and achieve their own learning goals – and crafting a syllabus that will communicate your plans for the course to your students. 

Related Teaching Material: Syllabus

A syllabus is a document that gives an overview of both the content covered in a course and the processes and activities that will help students learn that content. The goal of the syllabus is to give students the specific information they need to succeed in your course, understand what the major course expectations will be, and how it will unfold.

Syllabus: Examples

Syllabus: Additional Resources

Assignments, Assessment, and Active Learning 

This key area of teaching and learning focuses on the different aspects of your teaching practice that support students in mastering course content, demonstrating their learning, and engaging with course material. For example, you may use active learning techniques to keep students cognitively engaged through interactive class activities, or you may create intentional assignments that allow students to generate evidence of learning for assessment purposes.


Related Teaching Materials (choose one): Lesson Plan OR Assignment/Assessment


Lesson Plan  

A lesson plan provides a snapshot of how you help students learn in the classroom day-to-day. Additionally, a lesson plan documents the teaching methods you use in different contexts. For your lesson plan, consider how this specific lesson fits into the larger context of your course, the rationale for the methods you use, how you are engaging students in active learning, and how components align with course and lesson objectives. 

Lesson Plan: Examples

Lesson Plan: Additional Resources


Assignments and assessments are activities where students must use what they’ve learned and, in the case of assessments, produce a piece of work that allows others to see what they have learned (e.g., a paper, a quiz or exam, a project, or a presentation). A key piece of effective assignments and assessments is being transparent with students about what they are supposed to do, what learning they should draw on to complete the activity, and how to prepare for and complete the activity. After students complete an assessment, you should make sure they are able to receive feedback on their progress and continued growth. 

Assignment/Assessment: Additional Resources

Teaching Statements 

This key area of teaching and learning focuses on your ability to continually reflect on your unique philosophy to teaching in your discipline, and how your approach evolves with experience.

Related Teaching Material: Teaching Statement

A teaching statement is a document that articulates your unique approach to teaching and learning in your discipline. In this document, you might describe your motivation for teaching, your approach to course design, and what learning looks like in your classroom. Replete with specific examples, this is a dynamic document that should change as you accumulate more teaching experience. This is typically an essential document for the academic job market. 

Teaching Statement: Examples

Teaching Statement: Additional Resources

Formative Educator Feedback 

This key area of teaching and learning focuses on practices for obtaining constructive, actionable feedback from students that you can use to make iterative changes in your teaching. 

Related Teaching Material: Feedback/Reflection on Teaching/Educator Experience

How do you know the practices you employ in the classroom are working towards your goals? It is important to solicit and obtain feedback early/midway in your teaching experience to inform your teaching and your teaching goals. This feedback can take many forms, from a survey midway through the course to having a third party (e.g., CATLR staff, peer, or mentor) conduct a teaching/classroom observation. Even if you are not an instructor of record, feedback and reflections can be on any aspect of your teaching responsibilities (e.g., your role as a TA, grader, or tutorial facilitator).

Feedback/Reflection: Examples

Feedback/Reflection: Additional Resources

Experiential Elective

This is an opportunity for you to explore your unique interests related to teaching and learning in a way that might not be otherwise captured in the other key areas of the Future Faculty Program. You might lead a workshop or contribute to a conference (such as CAEBL), advocate for learners based on evidence and/or feedback about students’ learning, support fellow graduate educators, get involved in discipline-specific pedagogy, or take a deep dive into emerging trends in education. 

Related Teaching Material: Summary of Your Experience & Associated Documents

Please write up a summary of what you did, how the experience went for you, and how you’ve grown from the experience. Additionally, include any documents related to your experience as applicable (e.g., slides from a presentation, results of a survey, etc.).

Experiential Elective: Examples 

The experiential elective should be determined by your interests. Some examples of experiential electives are (N.B. this is not an exhaustive list!) 

  • Coordinating a departmental or interdepartmental teaching-related event amongst TAs and/or instructors 
  • Creating a writing group for teaching statements, diversity statements, and/or other teaching portfolio documents
  • Organizing a journal club for pedagogical research in your discipline.
  • Administering a survey to identify the needs of TAs in your department and disseminate this data with colleagues
  • Teaching, outreach, and/or service in K-12 environments
  • Facilitating a workshop for fellow graduate students (on teaching or another topic of your choice)
  • Creating an educational resource (e.g., an open source curriculum, a guide to a topic geared towards general audiences)
  • Participating and reflecting on additional training (e.g., attending and reflecting an additional synchronous CATLR program, a PhD Network event, or departmental event of your choice)

Experiential Elective: Additional Resources

  • Request an individual consultation with CATLR to discuss potential ideas for fulfilling your experiential elective requirement.