Teaching Dossier

Amanda Michelle Reigle 

Resume

Table of Contents

1. Purpose of Teaching Dossier
2. Teaching Philosophy
3. Teaching Methodology & Materials
4. Professional Learning & Development
5. Engagement in Teaching & Learning Research / Educational Service & Leadership
6. Goals
7. Awards and Recognition
8. Evidence of Student Learning and Success
9. Appendix

• A. Syllabus: 

1. COMM 1006 Public Speaking

• B. Proposed Syllabus: 

1. Intergroup Communication

• C. Key Assignments from COMM 1006:

1. College Motivational Speech Assignment
2. Informative Speech AssignmenT
3. Persuasive Speech Assignment
4. Commemorative Speech Assignment
5. Peer Evaluation Form
6. Written Self-Reflection Assignments
7. Sample Activity 

• D. Teaching Materials
• E. Recognition of Innovative Teaching Methodology

1. Purpose of Teaching Dossier

This teaching dossier reflects my journey and philosophy as an educator. It captures my commitment to fostering a supportive and empowering learning environment, one where students feel confident in their abilities and inspired to succeed. By showcasing my teaching strategies, growth, and aspirations, this dossier serves as a foundation for personal reflection, professional development, and future opportunities in academia.

2. Teaching Philosophy

I approach teaching as a deeply relational and intentional process. My philosophy is grounded in strategic empathy, which empowers students to feel safe and take ownership of their college experience. As someone who primarily teaches freshmen, I see my role as making the university feel accessible, manageable, and even enjoyable. My classroom is a team where we celebrate each other's wins and learn from challenges together—including my own.

In our class, students engage with course content critically and collaboratively. They learn to critique each other's work, support each other's growth, and connect what they learn to their personal and academic journeys. I encourage students to become masters of specific topics, often asking them to teach their peers, which builds confidence and reinforces understanding. Through activities like mind mapping and brainstorming, students develop practical strategies for applying course material in meaningful ways. My focus on active learning and student engagement has been consistently recognized, as highlighted in the visitation report (see Appendix E).

Ultimately, I aim to cultivate a classroom culture that inspires curiosity, fosters mutual respect, and equips students with the tools they need to thrive both academically and personally.

3. Teaching Methodology & Materials

My teaching methodology centers on a flipped classroom approach that emphasizes active engagement and collaboration. Students engage with foundational content before class using tools like TopHat modules and SparkNotes summaries I create. These resources provide a clear and accessible introduction to the material, allowing us to use class time for hands-on activities and deeper exploration.

In the classroom, my focus is on application. Activities like the Brainstorming Carousel encourage students to collaborate, refine ideas, and apply rhetorical strategies such as ethos, pathos, and logos. This interactive approach not only enhances understanding but also builds critical thinking and public speaking skills. Each assignment—from the College Motivational Speech to the final Commemorative Speech—is scaffolded to help students gradually build confidence and mastery.

Students are also actively involved in shaping the learning process. They often lead discussions, teach peers, and create visual tools like mind maps to connect concepts. By fostering this sense of ownership, I ensure that every student feels empowered to contribute and succeed.

I prioritize inclusivity by designing materials that accommodate diverse learning styles and needs. Scaffolding lessons ensure students progress from foundational knowledge to complex applications with confidence. My ultimate goal is to create a learning environment where students not only gain knowledge but also develop the skills and self-assurance to navigate their educational journeys.

4. Professional Learning & Development

• TopHat Training: Trained in leveraging TopHat as a progressive self-testing and engagement tool, integrating it seamlessly into a flipped classroom model.
• Graduate Teaching Associateship (2024-2025): Taught COMM 1006 (Oral Communication) at California State University, San Bernardino, where I developed and implemented student-centered activities and assessments.
• Instructional Design (COMM 6030, Fall 2024): Focused on curriculum mapping, learning outcomes, and activity development to support diverse learning needs.
• COMM 6000 - Introduction to Graduate Study: Built a strong foundation for advanced research and academic exploration.
• COMM 6003 - Qualitative Research Methods in Communication: Trained in qualitative methodologies, enhancing my ability to integrate data-driven insights into teaching strategies.

My commitment to continuous improvement and professional development as an educator is reflected in the tools and frameworks I implement to enhance student engagement and accountability. One notable example is the Grade Discrepancy Form, a structured method for facilitating discussions about grades:

Grade Discrepancy Form
This form empowers students to approach grade concerns with a reasoned argument, utilizing the rhetorical strategies of ethos, pathos, and logos. By guiding students to reflect on their perspective and articulate their case effectively, the form serves dual purposes:

• Encouraging critical thinking and self-advocacy skills.
• Maintaining a professional, fair, and consistent standard in grade discussions.

Students must provide a written argument detailing their rationale and demonstrate how they plan to use persuasive tools, fostering an educational dialogue. This structured interaction reflects my dedication to teaching communication strategies in practical, real-world contexts.

5. Engagement in Teaching & Learning Research / Educational Service & Leadership

• ASI Student Director of the College of Arts and Letters (2024): Advocated for student needs, collaborated with faculty, and enhanced student engagement within the College of Arts and Letters.
• Outstanding Student Employee (2022-2023): Recognized for excellence in facilitating a student learning intervention program that supported at-risk students in achieving academic success.
• Student Learning Intervention Program Facilitation: Designed and implemented strategies to improve student success, focusing on interpersonal communication and resource navigation.
• COMM 6092 - Topics in Interpersonal Communication: Family Communication Theory: Developed expertise in relational dynamics, foundational to intergroup and educational communication research.
• COMM 5892 - Communication Teaching Shadowship: Practical training and mentorship experience, directly informing my teaching approach and classroom management.
• COMM 6752/6753 - Graduate Internship: Served as the Student Program Director and facilitator for the experimental Sages and Seekers program, a pilot intervention course focused on intergroup and intergenerational communication. This program now forms the basis of my proposed Intergroup Communication course.

6. Goals

My primary goal is to continue teaching at the university level while expanding my research in intergroup communication through case studies conducted in my courses. One of my key aspirations is to develop and teach the proposed Intergroup Communication course, which draws from my experience as the Student Program Director and facilitator for the Sages and Seekers program. This pilot intervention course emphasized intergroup and intergenerational communication and serves as the foundation for my continued work in fostering empathy and relational dynamics in diverse contexts.

This research and teaching will serve as the foundation for pursuing a Ed.D. and governance roles contributing to corporate and organizational settings. Above all, I hope to remain in education, as participating in the learning adventure is my lifelong passion.

7. Awards and Recognition

• Osher Scholarship (Spring 2024, Fall 2023) Recognized for academic excellence and contribution to the university community through the Osher Foundation Scholarship.
• CSU Graduate Equity Fellowship (Fall 2023) Awarded for commitment to academic research and educational equity initiatives.
• Crankstart ReEntry Scholarship (Spring 2023, Fall 2022) Recognized as a returning student demonstrating perseverance, achievement, and contribution to campus life.
• AmeriCorps Education Award (Spring 2024) Acknowledged for significant service and leadership through the AmeriCorps program.
• Teaching Methodology has been acknowledged as advanced for someone teaching their first semester. (See Appendix F) 

8. Evidence of Student Learning and Success

The following examples demonstrate the tangible impact of my teaching approach on student learning and development:

1. Self-Reflection Assignment:
• Students engaged in detailed reflections on their motivational, informative, and persuasive speeches, identifying strengths and areas for improvement. For instance, one student acknowledged the importance of enhancing their use of ethos and improving nonverbal communication while celebrating their ability to effectively employ pathos in persuasive speaking.
• This reflection highlights their growth in critical thinking, adaptability in communication styles, and self-awareness—key goals of my teaching methodology.
2. Applied Activities:
• Through assignments like brainstorming sessions and mind mapping, students were encouraged to develop practical applications of theoretical communication concepts. Their final submissions often showed creative and effective problem-solving, illustrating the successful integration of course objectives into their work.
3. Extra Credit Engagement:
• Extra credit opportunities, such as attending communication-focused workshops or participating in campus events, provided students with additional avenues to engage with the material and apply course concepts in real-world contexts. Data from these opportunities showed consistent participation, with students frequently exceeding expectations in creativity and effort.
• These activities supported student success by reinforcing course objectives while fostering a sense of autonomy and community.
4. Classroom Visitation Report
• The classroom visitation report underscores the effectiveness of my approach in fostering student engagement and critical thinking (see Appendix E).

9. Appendix

1. Syllabus: COMM 1006 Public Speaking M/W T/R
   Key Assignments from COMM 1006:
   1. College Motivational Speech Assignment and Rubric  Builds foundational public speaking skills and confidence.
   2. Informative Speech Assignment and Rubric: Focuses on research and organizational skills.
   3. Persuasive Speech Assignment and Rubric: Highlights rhetorical strategies and critical thinking.
   4. Peer Evaluation Form: Demonstrates collaborative learning and constructive feedback.
   5. Written Self-Reflection Assignments (Motivational, Informative, Persuasive Speeches END OF TERM ): Encourages self-assessment and growth. EXAMPLES From Fall 2024
   6. Sample Activity - Brainstorming Carousel: Encourages collaboration and application of rhetorical strategies (To be added).
2. Proposed Syllabus: Intergroup Communication, based on the Sages and Seekers program. This syllabus outlines a course emphasizing intergroup and intergenerational communication, fostering empathy and relational dynamics in diverse contexts.
3. Teaching Materials: Examples of Spark Notes chapter summaries, handouts, and visual aids (more To be added).
4. Classroom Visitation Report #1: COMM 1006 (Oral Communication)
   1. Feedback on innovative teaching strategies, student engagement, and outcomes
5. Recognition of Innovative Teaching Methodology