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The UW-La Crosse Teaching Portfolio Colloquia 5/21/2008  150 Wimberly  9 A.M. - NOON

The UW-La Crosse Teaching Portfolio Colloquia 5/21/2008  150 Wimberly  9 A.M. - NOON. Teaching Portfolio Workshop Collect, Select, Reflect, and Peer Review. Workshop Goals.

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The UW-La Crosse Teaching Portfolio Colloquia 5/21/2008  150 Wimberly  9 A.M. - NOON

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  1. The UW-La Crosse Teaching Portfolio Colloquia5/21/2008  150 Wimberly  9 A.M. - NOON Teaching Portfolio Workshop Collect, Select, Reflect, and Peer Review

  2. 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.

  3. Useful Guide to the Teaching Portfolio Initiative http://www.city.londonmet.ac.uk/deliberations/portfolios/ Excerpts online from Anker Publishing

  4. 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)

  5. Why Prepare a Teaching Portfolio? • To provide evidence of effective teaching • To structure reflection about teaching • 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)

  6. 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

  7. 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

  8. Sample Teaching Philosophies • Bill Cerbin’s Statement of Teaching Philosophy (psychology) UW-La Crosse http://gallery.carnegiefoundation.org/collections/castl_he/bcerbin/Resources/Course_Portfolio/course_portfolio.html • Deborah Zelli’s Statement of Teaching Philosophy (anthropology) Ohio State http://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

  9. 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).

  10. Merging Your Teaching Portfoliowith Campus E-Portfolio (Digital Measures) • An update with Scott Cooper http://www.uwlax.edu/catl/

  11. 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?

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