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Teaching Portfolio Design 2: Identifying Evidence

Teaching Portfolio Design 2: Identifying Evidence. Carrie Rodak Graduate Associate, Kaneb Center. Introductions. Name Department & year When you starting thinking about your teaching portfolio vs. when you wish you started Electronic portfolios : Sample 1 Sample 2. Workshop goals.

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Teaching Portfolio Design 2: Identifying Evidence

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  1. Teaching Portfolio Design 2: Identifying Evidence Carrie Rodak Graduate Associate, Kaneb Center

  2. Introductions • Name • Department & year • When you starting thinking about your teaching portfolio vs. when you wish you started Electronic portfolios: Sample 1 Sample 2

  3. Workshop goals • Workshop participants will be able to • Identify and describe the main types of evidence used in a teaching portfolio • Collect evidence for a teaching portfolio • Recognize / utilize opportunities and available institutional resources for additional evidence of teaching and learning

  4. Review: What is a Teaching Portfolio? • A teaching portfolio documents your teaching expertise by outlining: • Ideas / objectives that inform your teaching • Courses you teach or are prepared to teach • Methods you use • Your effectiveness as a teacher • How you assess and improve your teaching

  5. Review: Why create a teaching portfolio? • Preparing a teaching portfolio will help with: • Academic job applications • Reflection and refinement of your teaching skills and philosophy • Future promotions

  6. Review: Main components There are two main components of a teaching portfolio. • Teaching philosophy statement • Evidence to support claims made in the teaching philosophy statement

  7. Activity #1 • List any teaching opportunities you have had (or will have) • What was your role or title • What was the class composition • What were your responsibilities • What documentation is available from these activities?

  8. Evidence • Documentation of your teaching • Teaching Effectiveness • Materials demonstrating student learning • Activities to improve instruction • Contributions to the teaching profession and/or your institution • Honors, awards, or recognitions *“Teaching Portfolios: Components of a Teaching Portfolio”. Center for teaching, Vanderbilt University http://cft.vanderbilt.edu/teaching-guides/reflecting/teaching-portfolios/

  9. Evidence 1: teaching • List of courses taught and/or TAed: title, enrollments, description of responsibilities • Number of advisees, graduate and undergraduate • Syllabi • Course descriptions: details of content, objectives, methods, and procedures for evaluating student learning • Reading lists

  10. Evidence 1: teaching (Cont.) • Assignments • Exams and quizzes, graded and ungraded • Handouts, problem sets, lecture outlines • Descriptions and examples of visual materials used • Descriptions of uses of computers and other technology in teaching • Videotapes of your teaching

  11. Activity #2 • In pairs, write down 1-2 types of teaching activities • Identify teaching documentation associated with that activity

  12. Evidence 2: teaching effectiveness • Summarized student evaluations of teaching, including response rate and relationship to departmental average • Written comments from students on class evaluations • Comments from a peer observer or a colleague teaching the same course

  13. Evidence 2: teaching effectiveness (cont.) • Statements from colleagues in the department or elsewhere, regarding the preparation of students for advanced work • Letters from students, preferably unsolicited • Letters from course head, division head or chairperson • Statements from alumni

  14. Activity #2 • In pairs, write down 1-2 types of teaching activities • Identify teaching documentation associated with that activity • Write down possible evidence for: • teaching effectiveness

  15. Evidence 3: Student learning • Scores on standardized or other tests, before and after instruction • Students’ lab books or other workbooks • Students’ papers, essays, or creative works • Graded work from the best and poorest students, with teacher’s feedback to students • Instructor’s written feedback on student work

  16. Activity #2 • In pairs, write down 1-2 types of teaching activities • Identify teaching documentation associated with that activity • Write down possible evidence for: • teaching effectiveness • student learning

  17. Evidence 4: improving instruction • Participation in seminars or professional meetings on teaching • Design of new courses • Design of interdisciplinary or collaborative courses or teaching projects • Use of new methods of teaching, assessing learning, grading

  18. Evidence 4: improving instruction (cont.) • Preparation of a textbook, lab manual, courseware, etc. • Description of instructional improvement projects developed or carried out

  19. Evidence 5: contributions to teaching • Publications in teaching journals • Papers delivered on teaching • Reviews of forthcoming textbooks • Service on teaching committees • Assistance to colleagues on teaching matters • Work on curriculum revision or development

  20. Evidence 6: Honors, awards, or recognitions • Teaching awards from department, college, or university • Teaching awards from profession • Invitations based on teaching reputation to consult, give workshops, write articles, etc. • Requests for advice on teaching by committees or other organized groups

  21. Activity #2 • In pairs, write down 1-2 types of teaching activities • Identify the teaching documentation associated with that activity • Write down possible evidence for: • teaching effectiveness • student learning • improving instruction, contributions to teaching or teaching awards

  22. Activity #2 • Are there any teaching activities lacking documentation or evidence? • Specifically, if you TAed in the past but did not gather any evidence, what kind of evidence is still available?

  23. Activity 3 • Evaluate your list of teaching activities and identify possible sources of evidence • Are there any activities you are not sure are teaching related? • Are you having trouble identifying sources of evidence for a particular activity?

  24. Additional resource H.B. Rodriguez-Farrar (2006) “The Teaching Portfolio: A handbook for faculty, teaching assistants and teaching fellows” The Harriet W. Sheridan Center for Teaching and Learning, Brown University.

  25. Selected Kaneb Center resources • Individual consultations • Example early semester evaluations • Example semester evaluations for TAs (non-instructor of record) • Class observations and recordings • Pedagogical workshops • Summer reading groups And more!

  26. Thank you!Schedule a consultation with the Kaneb Center for Teaching and Learning!kaneb@nd.edu or 631-9146

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