The UW-La Crosse Teaching Portfolio Colloquia5/21/2008 150 Wimberly 9 A.M. - NOON

Teaching Portfolio WorkshopCollect, Select, Reflect, and Peer Review

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.

Useful Guide to the Teaching Portfolio Initiative

http://www.city.londonmet.ac.uk/deliberations/portfolios/Excerpts online from Anker Publishing

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)

Why Prepare a Teaching Portfolio?

1) To provide evidence of effective teaching2) To structure reflection about teaching 3) 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)

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

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

Sample Teaching Philosophies

• Bill Cerbin’s Statement of Teaching Philosophy (psychology) UW-La Crossehttp://gallery.carnegiefoundation.org/collections/castl_he/bcerbin/Resources/Course_Portfolio/course_portfolio.html

• Deborah Zelli’s Statement of Teaching Philosophy (anthropology) Ohio Statehttp://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

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).

Merging Your Teaching Portfoliowith Campus E-Portfolio (Digital Measures)

An update with Scott Cooperhttp://www.uwlax.edu/catl/

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?