DOCUMENTING INSTRUCTIONAL EXCELLENCE

1. DOCUMENTING INSTRUCTIONAL EXCELLENCE IDEAS AND EVIDENCE FOR TEACHING PORTFOLIOS & DOSSIERS May 27, 2004 Please email questions, ideas, suggestions, & comments to Eileen Barrett, Professor of English ebarrett@csuhayward.edu

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. STUDENT EVALUATIONS IMPARTIALLY ADMINISTERED STUDENT COURSE EVALUATIONS WITH TABULATED RESULTS FROM OFFICE OF ASSESSMENT & TESTING UNEDITED SUMMARIES OF STUDENT COMMENTS UNSOLICITED LETTERS OF APPRECIATION FROM STUDENTS UNSOLICITED EMAILS WITH SUBSTANTIVE COMMENTS FROM STUDENTS

9. 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 PROCESS See Angelo & Cross, Classroom Assessment Techniques, for excellent models

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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