DOCUMENTING INSTRUCTIONAL EXCELLENCE

IDEAS AND EVIDENCE FOR TEACHING PORTFOLIOS &

DOSSIERSMay 27, 2004

Please email questions, ideas, suggestions, & comments to Eileen Barrett, Professor of English

ebarrett@csuhayward.edu

SEVEN BASIC TIPS FROM SUE SCHAEFER

• START NOW & DON’T STOP

• APPEARANCES COUNT

• FOCUS ON THE DOCUMENTS

• EXPLAIN

• USE PROBLEMS POSITIVELY

• ASK FOR ADVICE

• DON’T DRAW CONCLUSIONS

CURRICULUM VITAE & EXPLANATORY NARRATIVES

A CURRENT C.V. OR RESUME THAT LISTS YOUR RELEVANT TEACHING EXPERIENCE

A NARRATIVE OR LETTER THAT DESCRIBES AND EXPLAINS YOUR TEACHING PHILOSOPHY

TIPS ON DEVELOPING A TEACHING PHILOSOPHY--KEEP A TEACHING JOURNAL FOR IDEAS--DRAFT, DEVELOP, REVISE YOUR PHILOSOPHY--TIE YOUR PHILOSOPHY TO PROGRAM, DEPARTMENT, COLLEGE, OR

UNIVERSITY MISSION--EXPLAIN HOW YOUR COURSE GOALS SUPPORT THE GOALS AND

OBJECTIVES OF RELEVANT CURRICULUM--MENTION HOW YOUR PARTICIPATION IN TEACHING WORKSHOPS &

OTHER ACTVITIES INFORMS YOUR DEVELOPMENT AS AN INSTRUCTOR

--WRITE WITH YOUR READER IN MIND

CLASSROOM EVIDENCE

• SUPPORT YOUR NARRATIVE WITH SELECTIVE & RELEVANT EVIDENCE SUCH AS– SYLLABI– CLASSROOM ACTIVITIES– QUIZZES, TESTS, EXAMS– PROJECTS– ORAL ASSIGNMENTS– WRITTEN ASSIGNMENTS– SAMPLES OF STUDENT WORK

EVIDENCE OF CREATIVITY IN COURSEWORK SUCH AS

• INNOVATIVE & RELEVANT VIDEO OR WEB MATERIALS

• CREATIVE/ UNIQUE CLASSROOM ASSIGNMENTS

• BLACKBOARD MATERIALS

• SERVICE LEARNING PROJECTS

• CAMPUS & COMMUNITY CONNECTIONS

EVIDENCE OF MULTIPLE LEVEL & INTERDISCIPLINARY, & SELF-

REFLECTIVE TEACHING MIGHT INCLUDE• RANGE OF UNDERGRADUATE COURSES• RANGE OF GRADUATE COURSES• RANGE OF FORMATS—LARGE LECTURE, MID-SIZE

LECTURE/DISCUSSION, SEMINAR, ONLINE OR PARTIALLY ONLINE

• REVISIONS OF FREQUENTLY TAUGHT COURSES• THEMATICALLY LINKED CLUSTER MATERIALS• COLLABORATIVE WORK WITH DEPARTMENTAL,

COLLEGE, AND UNIVERSITY COLLEAGUES• ATTENDANCE AT DEPARTMENTAL, UNIVERSITY,

SYSTEM OR PROFESSIONAL FACULTY DEVELOPMENT WORKSHOPS

PEER EVALUATIONS

• SUMMATIVE EVALUATIONS FROM COLLEAGUES WHO VISIT YOUR CLASS

• FORMATIVE EVALUATION FROM FACULTY DEVELOPMENT

• LETTERS FROM COLLEAGUES IN WHOSE CLASSES YOU HAVE PRESENTED

• LETTERS FROM COLLEAGUES WITH WHOM YOU HAVE SHARED SYLLABI, ASSIGNMENTS, OR COLLABORATED IN OTHER WAYS

STUDENT EVALUATIONS

IMPARTIALLY ADMINISTERED STUDENT COURSE EVALUATIONS WITHTABULATED RESULTS FROM OFFICE OF ASSESSMENT & TESTINGUNEDITED SUMMARIES OF STUDENT COMMENTS

UNSOLICITED LETTERS OF APPRECIATION FROM STUDENTS

UNSOLICITED EMAILS WITH SUBSTANTIVE COMMENTS FROM STUDENTS

INFORMAL FEEDBACK ON STUDENT LEARNING

• CLASSROOM ASSESSMENT TECHNIQUES PROVIDE ANONYMOUS STUDENT RESPONSES TO QUESTIONS ABOUT– DAILY LECTURE AND DISCUSSION– COMPREHENSION OF COURSE MATERIAL– KNOWLEDGE OF STUDENTS’ LEARNING

PROCESSSee Angelo & Cross, Classroom Assessment

Techniques, for excellent models

USING CHICKERING AND GAMSON’S SEVEN PRINCIPLES FOR GOOD PRACTICE IN

UNDERGRADUATE EDUCATION

See the March 1987 Bulletin of AAHE for Arthur Chickering and Zelda Gamson’s original article about these principles. http://www.aahebulletin.com/public/archive/sevenprinciples1987.asp

1. Good Practice Encourages Contacts

Between Students and Faculty Frequent student-faculty contact in and out

of class is a most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and plans.

Chickering & Gamson

EVIDENCE OF CONTACT WITH STUDENTS MIGHT INCLUDE

• RECORDS OF OFFICE HOURS• RECORDS OF ADVISING SESSIONS• SAMPLE EMAIL RESPONSES TO STUDENTS• INDEPENDENT STUDIES, INTERNSHIPS, & THESES• SUPERVISION OF STUDENTS’ PRESENTATIONS OR

PERFORMANCES AT CONFERENCES, FESTIVALS, GALLERIES, MEETS, etc.

• SAMPLE LETTERS OF RECOMMENDATION• WORK WITH STUDENT GROUPS• ASSISTANCE WITH STUDENTS’ CAMPUS

FUNCTIONS• MENTORING OF STUDENTS

2. Good Practice Develops Reciprocity

and Cooperation Among Students

• Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s ideas and responding to others’ improves thinking and deepens understanding.

Chickering & Gamson

POSSIBLE EVIDENCE OF CLASSROOM COLLABORATION

• ICE BREAKING ACTIVITIES THAT CREATE RAPPORT AMONG STUDENTS

• DESIGNS FOR GROUP WORK AND PROJECTS• ORGANIZED ROLE PLAYING, DEBATES, &

PERFORMANCES• STUDENT GENERATED ACTIVITIES & PROJECTS• GUIDELINES FOR PEER EVALUATIONS• STUDY GROUPS AMONG STUDENTS• USE OF BLACKBOARD DISCUSSION GROUPS

3. Good Practice Uses Active Learning

Techniques • Learning is not a spectator sport. Students

do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.

Chickering & Gamson

POSSIBLE EVIDENCE OF ACTIVE LEARNING

• INSTRUCTIONS & STRATEGIES FOR NOTE TAKING• OUTLINES OF LECTURES THAT SHOW TIME FOR

REFLECTION AND QUESTIONS• WRITING TO LEARN ACTIVITIES• STUDENT PRESENTATIONS• LAB ASSIGNMENTS & ACTIVITIES• FIELD TRIPS, MUSEUM VISITS• PERFORMANCE ACTIVITIES• RESEARCH ASSIGNMENTS• COURSE PORTFOLIO PROJECTS• SELF REFLECTIVE LEARNING JOURNALS

4. Good Practice Gives Prompt Feedback

• Knowing what you know and don’t know focuses your learning. In getting started, students need help in assessing their existing knowledge and competence. Then, in classes, students need frequent opportunities to perform and receive feedback on their performance. At various points during college, and at its end, students need chances to reflect on what they have learned, what they still need to know, and how they might assess themselves.

Chickering & Gamson

EVIDENCE OF FEEDBACK AND STUDENT SELF-REFLECTION SUCH AS

• SCHEDULE OF GRADED WORK• SAMPLE DIAGNOSTIC OR BASE-LEVEL TESTS• SAMPLE QUIZZES, TESTS• GRADING RUBRICS FOR VARIOUS ASSIGNMENTS• COMMENTS ON LECTURE NOTES, READING

JOURNALS, AND LAB ASSIGNMENTS• CUMULATIVE COURSE PORTFOLIOS• SELF EVALUATION ACTIVITIES• SAMPLE COMMENTS ON STUDENT WORK• SAMPLE STUDENT PROGRESS REPORTS

5. Good Practice Emphasizes Time on

Task

• Time plus energy equals learning. Learning to use one’s time well is critical for students and professionals alike. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.

Chickering & Gamson

EVIDENCE OF TIME ON TASK MIGHT INCLUDE

• DETAILED COURSE CALENDAR WITH DATES FOR DRAFTS OR PORTIONS OF PAPERS & PROJECTS

• TIME-MANAGEMENT ACTIVITIES—WEEKLY SCHEDULES FOR STUDENTS

• ATTENDANCE POLICIES

• POLICIES ON LATE WORK

6. Good Practice Communicates High

Expectations

• Expect more and you will get it. High expectations are important for everyone — for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy.

Chickering & Gamson

POSSIBLE EVIDENCE OF HIGH EXPECTATIONS

• COURSE GOALS AND REQUIREMENTS• USE OF MODELS OF STUDENTS’ BEST

WORK• RECOMMENDED READINGS AND

ASSIGNMENTS• EXTRA CREDIT ACTIVITIES• ENCOURAGING STUDENTS TO JOIN

PROFESSIONAL ORGANIZATIONS & ATTEND CONFERENCES

• VISITS FROM FORMER SUCCESSFUL STUDENTS & LEADERS IN THE FIELD

7. Good Practice Respects Diverse

Talents and Ways of Learning • Many roads lead to learning. Different students

bring different talents and styles to college. Brilliant students in a seminar might be all thumbs in a lab or studio; students rich in hands-on experience may not do so well with theory. Students need opportunities to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.

Chickering & Gamson

EVIDENCE OF DIVERSE TEACHING STRATEGIES & RESPECT FOR STUDENT

DIVERSITY MIGHT INCLUDE• RULES FOR RESPECTFUL CLASSROOMS• DIFFERENT TESTING OPTIONS• ASSIGNMENTS THAT TEST DIFFERENT

SKILLS• USE OF VISUAL, AUDIO, AND WRITTEN

MATERIALS• ACTIVITIES RELEVANT TO THE DIVERSITY

OF THE STUDENTS• ATTENTION TO ACHIEVEMENTS OF WOMEN

AND PEOPLE OF COLOR IN THE DISCIPLINE• POLICY ON STUDENTS WITH DISABILITIES

YOUR FEEDBACK

TO DEVELOP IDEAS ON CAMPUS FOR DOCUMENTING HOW OUR TEACHING ENHANCES STUDENT LEARNING, WE WOULD LIKE TO HEAR FROM YOU. PLEASE SEND YOUR IDEAS,COMMENTS, QUESTIONS ABOUT THIS PRESENTATION, THE SEVEN PRINCIPLES, & THE EVIDENCE YOU MIGHT USE IN A PORTFOLIO OR DOSSIER TO Eileen Barrett, ebarrett@csuhayward.edu