1 / 11

The UW-La Crosse Teaching Portfolio Colloquia 5/21/2008  150 Wimberly  9 A.M. - NOON

The UW-La Crosse Teaching Portfolio Colloquia 5/21/2008  150 Wimberly  9 A.M. - NOON. Teaching Portfolio Workshop Collect, Select, Reflect, and Peer Review. Workshop Goals.

mendel
Télécharger la présentation

The UW-La Crosse Teaching Portfolio Colloquia 5/21/2008  150 Wimberly  9 A.M. - NOON

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The UW-La Crosse Teaching Portfolio Colloquia5/21/2008  150 Wimberly  9 A.M. - NOON Teaching Portfolio Workshop Collect, Select, Reflect, and Peer Review

  2. Workshop Goals • Help instructors creating teaching portfolios to gather content and use formatting guidelines consistent with Joint Promotion Committee (JPC) and Career Progression Committee (CPC) requirements. • Introduce instructors to a variety of teaching and assessment methods in order to collect and document evidence of teaching effectiveness in advance. • Develop a shared archive of electronic teaching portfolios that can be viewed across disciplines campus-wide.

  3. Useful Guide to the Teaching Portfolio Initiative http://www.city.londonmet.ac.uk/deliberations/portfolios/ Excerpts online from Anker Publishing

  4. What is a Teaching Portfolio? • A collection of materials that document teaching performance • Thoughtfully chosen teaching activities • With indisputable evidence of their effectiveness • Encompassing a broad range of teaching skills, abilities, attitudes, and values (Seldin, 2004, p. 3)

  5. Why Prepare a Teaching Portfolio? • To provide evidence of effective teaching • To structure reflection about teaching • To make a record of experiences and outcomes of courses as a departmental or institutional legacy for others who will teach the same courses (Seldin, 2004, p. 4)

  6. Content Outline Documenting Teaching Effectiveness • Concise Teaching Philosophy- Half a page, that explains your rationale for your style of teaching, and what you want to convey to your students. • Innovations in Curriculum - Grants, conferences, workshops, pedagogical changes in courses, new courses developed, classroom assessment, teaching grants • Teaching Development Activities – summarize what you learned and applied • Curriculum Leadership – one criterion for full professor- could include program changes, new courses, course revision to address department goals • Teaching Methods and Effectiveness (Measures of Student Learning) • Direct measures including: pre/post tests, exam components, field work observations, writing examples, SEI’s, peer evaluations, teaching awards, published teaching materials • Indirect measures including: student assessment of learning gains (SALG), exit interviews, time spent in active learning

  7. Writing the Teaching Philosophy Personal and public functions of a philosophy: http://sunconference.utep.edu/CETaL/resources/stofteach.html#creating Creating a Statement: An ‘insightful, interesting, lively’ explanation of why you teach that expresses how instructor and students perform and interact together in a learning environment. Useful links • http://ftad.osu.edu/portfolio/philosophy/Philosophy.html#links • http://www.oic.id.ucsb.edu/TA/port-FAQ.html

  8. Sample Teaching Philosophies • Bill Cerbin’s Statement of Teaching Philosophy (psychology) UW-La Crosse http://gallery.carnegiefoundation.org/collections/castl_he/bcerbin/Resources/Course_Portfolio/course_portfolio.html • Deborah Zelli’s Statement of Teaching Philosophy (anthropology) Ohio State http://ftad.osu.edu/portfolio/philosophy/zelli_phil.htm • Jill, Ruby, Thomas, & Russ Statements of Teaching Philosophy: http://www.fctl.ucf.edu/tresources/philosophies.htm • More on the CATL Blog

  9. Good Reasons to Maintain a Teaching Portfolio as a Digital Presence A scholarship of teaching will entail a public account of some or all of the full act of teaching—vision, design, enactment, outcomes, and analysis—in a manner susceptible to critical review by the teacher's professional peers and amenable to productive employment in future work by members of that same community. (Lee Shulman, in The Course Portfolio, 1998, p. 6).

  10. Merging Your Teaching Portfoliowith Campus E-Portfolio (Digital Measures) • An update with Scott Cooper http://www.uwlax.edu/catl/

  11. Planning for Peer Review • Break into groups for peer review and constructive feedback TBA by each group • Review criteria: • Coherent? Within and among sections and to diverse readers? • Supported? Evidence appears in the appendices? • Balanced? From self, others, student learning? • Fit? Fulfilling the relevant missions? • Does learning clearly result from teaching? • Diverse sources of assessment? • Efforts to improve and grow? • Can you see a unique and complex individual working within a context?

More Related