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Facilitating Scholarship of Teaching Through Electronic Course Portfolios. Bridgett Piernik-Yoder, PhD, OTR University of Texas Health Science Center at San Antonio November 9, 2009. OVERVIEW. Scholarship of Teaching Definition Standards of scholarship Course Portfolios Overview Content - PowerPoint PPT Presentation
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Facilitating Scholarship of Teaching Through Electronic Course Portfolios
Bridgett Piernik-Yoder, PhD, OTR
University of Texas Health Science Center at San Antonio
November 9, 2009
OVERVIEW
Scholarship of Teaching Definition Standards of scholarship
Course Portfolios Overview Content Technical considerations Challenges and benefits
SCHOLARSHIP OF TEACHING
Boyer’s work, Scholarship Revisited, brought recognition to different forms of scholarship
Scholarship of teaching Reflective inquiry Peer review Demonstrated through a tangible product Extends beyond classroom
IS IT DIFFERENT THAN SCHOLARLY TEACHING?
Scholarly teaching
Demonstration of teaching expertise
In-depth disciplinary knowledge
Emphasis is on teaching activities
Work stays in the classroom
Scholarship of Teaching
Reflection on teaching activities
Evaluation of what occurs in the classroom
Emphasis is on teaching process
Open to review by others Work extends beyond the
classroom
STANDARDS OF SCHOLARSHIPStandard Implications for teaching
Clear goals • Are course goals stated clearly?• Do goals reflect a learning sequence in the course or curriculum?
Adequate preparation
• Are contemporary resources used to prepare course content? •Does the faculty member select, interpret, and synthesize information for the learners?
Appropriate methods
• Do teaching methods support the organization and relevance of material? • Are a variety of learning activities utilized?
Significant results •Do learners demonstrate understanding and application of content?•Do learners demonstrate achievement of objectives?
Effective presentation
•Is material presented in a manner to support learning?
Reflective critique
•Does the faculty member seek feedback regarding teaching? •Does the faculty member take steps to grow teaching skills?
What tools support the scholarship of teaching?
PORTFOLIOS
POLL
Have you developed
an academic portfolio?
a teaching portfolio?
a course portfolio?
None of the above
COURSE PORTFOLIO AND SCHOLARSHIP OF TEACHING Development process requires deliberate
reflection Requires exploration of student learning in the
course Addresses standards of scholarship
Course design Learning goals Appropriate methods Reflective technique for course improvement
POSSIBLE CONTENTS OF A COURSE PORTFOLIO
Course development process Conceptual foundation of course Learning goals Link between learning goals and activities Evidence of student learning Student reflection and feedback Course changes and improvements
FORMATS
Hardcopy Traditional approach Notebook of materials
Electronic Dynamic and flexible approach Ability to include digital media Readily modified and updated Facilitates review and sharing
DETERMINING AN ELECTRONIC FORMAT
Existing portfolio tools Word document Web design tools Blog tools
SCREEN SHOTS FROM SAMPLE
SCREEN SHOTS FROM SAMPLE
SCREEN SHOTS FROM SAMPLE
CHALLENGES
Determining course selection Determining content of portfolio Collecting materials Maintaining student confidentiality Time requirements to develop the portfolio Maintaining portfolio Technical issues including hosting
BENEFITS Creation of an electronic course portfolio supports
scholarship of teaching Process requires reflection Tangible product is created Peer review Extends teaching process beyond the classroom
Electronic format is flexible and adaptable Facilitates sharing of teaching practices Opportunities for presentations/publications Support of promotion and tenure process
STANDARDS OF SCHOLARSHIP DEMONSTRATED IN A COURSE PORTFOLIO
Standard Demonstration of standards through a course portfolio
Clear goals • Course goals are reflected in elements of the course portfolio• Link between course goals and learning activities is evident
Adequate preparation
• Rationale for course design is provided•Course development is based on contemporary standards and information
Appropriate methods
• Rationale for teaching methods is provided•Learning activities and assessments are linked to course goals and content
Significant results
•Student learning outcomes and student feedback is captured•Evidence is provided that course goals are being met
Effective presentation
• A variety of methods are used to present course •Course portfolio is in a format that may be readily shared
Reflective critique
•Reflection by the faculty is articulated throughout the portfolio•Course development or revision is guided by reflection
FACULTY LEARNING COMMUNITY (FLC)
Create a topic-based FLC to support development of faculty member’s electronic course portfolios
Trans-disciplinary group of 8 -10 faculty members Meet once a month for an academic year Single web-based tool is being developed for FLC Collaborative approach supports development Enables faculty to reflect on teaching practices
and receive feedback from peers
SUGGESTIONS
Start small – you will add more! Collect materials proactively Inform others of what you are doing
Chair Faculty development resources IT department
Seek technical support as needed Share your work with larger audiences Consider a faculty learning community
RESOURCES
Portfolios to view:
The CASTL Higher Education Collection
http://gallery.carnegiefoundation.org/gallery_of_tl/castl_he.html
University of Nebraska’s Peer Review of Teaching Project
http://www.courseportfolio.org/peer/pages/index.jsp?what=showcasedList
REFERENCES
Bernstein, D., Burnett, A., Goodburn, A., & Savory, P. (2006). Making teaching and learning visible: Course portfolios and the peer review of teaching. Boston, MA: Anker Publishing Company, Inc.
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco, CA: Jossey-Bass.
Fincher, R., Simpson, D., Mennin, S., Rosenfeld, G., Rothman, A., McGrew, M., Hansen, P., Mazmanian, P., & Turnball, J. (2000). Scholarship in teaching: An imperative for the 21st century. Academic Medicine, 75(9), 887 –894.
Fincher, R. & Work, J. (2006). Perspectives on scholarship of teaching. Medical Education, 40, 293 – 295.
Glassick, C., Huber, M., & Maeroff, G. (1997). Scholarship assessed: Evaluation of the professorate. San Francisco, CA: Jossey-Bass.
Hutchings, P. & Schulman, L. (1999). The Scholarship of teaching: New elaborations and new developments. Change, 31(5), 11 – 15.
Seldin, P. (2004). The Teaching Portfolio. San Francisco, CA: Jossey-Bass.
Seldin, P. & Miller, J. (2009). The academic portfolio: A practical guide to documenting teaching, research, and service. San Francisco, CA: Jossey-Bass.