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The Teaching Portfolio for Ph.D Candidacy Examinations

The Teaching Portfolio for Ph.D Candidacy Examinations. Anne Hanley Director of Graduate Studies Department of History Northern Illinois University. The Portolio’s purpose. Planning and course design (the formative portfolio) Why this design? What is being taught? Who is being taught?

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The Teaching Portfolio for Ph.D Candidacy Examinations

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  1. The Teaching Portfoliofor Ph.D Candidacy Examinations Anne Hanley Director of Graduate Studies Department of History Northern Illinois University

  2. The Portolio’s purpose • Planning and course design (the formative portfolio) • Why this design? • What is being taught? • Who is being taught? • What are your goals for the class? • How do you meet your goals? • Course reflection (the summative portfolio) • Which elements worked? Which did not? • How should the course design and requirements be modified for future teaching? • Documenting teaching for peer review • Keep the purpose and your audience in mind when writing up the summative elements

  3. The Portfolio Contents • Statement of teaching philosophy • Syllabus for one lower division and one upper division course • Sample materials • Readings vis course goals • Assignments vis course goals • Mentor assessment

  4. Statement of Teaching Philosophy • Philosophically: • What do you believe about teaching? • What do you believe about learning? • What makes an effective teacher? • Practically: • How do these beliefs translate into practice? classroom environment? diverse student populations? techniques for classroom participation and collaboration? engaged learning opportunities? relation to your expertise/research? • How does teaching relate to university mission?

  5. Syllabi • Sample syllabi for two courses • One lower division course (large?) • One upper division course (small?) • A syllabus typically includes • Course description • Statement of course goals • Required readings and assignments • Attendance policy • Accommodations statement • Statement of evaluation measures (grading) • Course outline including readings and assignments

  6. Supporting materials • Annotated Syllabus that describes objectives behind each element • Reflective statements by section of syllabus • Sample paper assignments and examinations with annotations • Guidelines handed out to students • Rubrics to evaluate student writing • Annotations address the point, “What I am trying to accomplish here is…”

  7. Final elements • Faculty Mentor Assessment • Evaluation of the written portfolio • Assessment of teaching (for graduate students who teach independent sections) • Due dates • Please submit the portfolio as a three ring tabbed binder OR electronic file with clearly labeled sections for each type of content • Submit to all three field examiners along with the field essays • You must submit all candidacy examination materials one month before the scheduled oral candidacy exam

  8. Resources on Teaching Portfolios • Chronicle of Higher Education • http://chronicle.com/article/How-to-Write a Statement-of/45133 • Professional Organizations (AHA) • www.historians.org/teaching • www.crlt.umich.edu • http:ucat.osu.edu/portfolio

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