February 28, 2008The Teaching Center, Washington University The Teaching Citation Program & Creating a Teaching Portfolio Beth Fisher, Ph.D. Assistant Director The Teaching Center Washington University Eads Hall 105 Phone:

February 28, 2008The Teaching Center, Washington University The Teaching Citation Completing the Citation can help you  Gain teaching experience  Present your teaching expertise on the academic job market  Learn and develop relevant and effective teaching strategies  Compile a teaching portfolio

February 28, 2008The Teaching Center, Washington University Requirements 1.Fulfill departmental teaching requirements 2.Fulfill Graduate School of Arts & Sciences teaching requirements 3.Attend 5 teaching workshops 4.Complete 3 teaching experiences 5.Write a teaching philosophy statement

February 28, 2008The Teaching Center, Washington University Five Teaching Workshops Three of the five required must be delivered by The Teaching Center  One of these three must be for an interdisciplinary audience (e.g., GSS co-sponsored workshops) Workshops should cover a breadth of topics Recommended: complete the workshop requirement over several years

February 28, 2008The Teaching Center, Washington University Five Teaching Workshops Workshops are approved by the Asst. Director of The Teaching Center  Exception: non-WU workshops may qualify, with prior approval of the Director of Graduate Studies

February 28, 2008The Teaching Center, Washington University Three Teaching Experiences Must involve teaching groups of students  More than grading, office hours Generally a semester-long commitment (TAship or instructorship) Must show proficiency in at least two different teaching methods Approved by Director of Graduate Studies or Asst. Director of The Teaching Center

February 28, 2008The Teaching Center, Washington University Three Teaching Experiences Each teaching experience must be observed and evaluated in writing by a faculty member or the Asst. Director of the Teaching Center Student evaluations commenting on your effectiveness should also be submitted Click here for links to a Basic Checklist for the Evaluation of Teaching and a Sample Student Evaluation Click here

February 28, 2008The Teaching Center, Washington University The Teaching Philosophy Statement A 1-2 page statement answering  What do you teach?  How do you teach?  Why do you teach?  How do you measure your teaching effectiveness? Approved by Director of Graduate Study and the Asst. Director of Teaching Center

February 28, 2008The Teaching Center, Washington University Questions?

February 28, 2008The Teaching Center, Washington University Creating a Teaching Portfolio Definition and Purpose Know Your Audience Major Components  Teaching Philosophy Statement  Examples and Evidence Organizational and Presentational Tips Using Feedback to Improve

February 28, 2008The Teaching Center, Washington University What is a Teaching Portfolio? A collection of documents that provide a record of  The ideas and objectives that inform your teaching  The courses you teach or are prepared to teach  The methods you use  Your effectiveness as a teacher  How you assess and improve your teaching A work-in-progress Both forward- and backward-looking SELECTIVE, rather than comprehensive

February 28, 2008The Teaching Center, Washington University Why Create a Teaching Portfolio? To develop, clarify, and reflect on your teaching philosophy, methods, and approaches To present teaching expertise and experience for hiring and promotion To document professional development in teaching To identify areas for improvement To help you prepare for the interview process

February 28, 2008The Teaching Center, Washington University Timing BEGIN compiling a teaching portfolio during your first year of graduate school UPDATE it for the academic job market

February 28, 2008The Teaching Center, Washington University Know Your Audience What are the most important teaching issues and challenges in your field?  Discuss with faculty advisors and peers  Read articles on teaching  Attend seminars and panel-discussions at conferences

February 28, 2008The Teaching Center, Washington University Know Your Audience What do the job description and the institutions’ Web site suggest about teaching at that institution? Why does a search committee ask for a teaching philosophy statement or teaching portfolio? What do they want to know?

February 28, 2008The Teaching Center, Washington University Teaching Philosophy Statement A brief, concise, and specific description of the ideas, objectives, and approaches that inform your teaching A tool to help you develop a sense of your teaching approach and style NOT a rehashing of your CV or a narrative account of the history of your teaching experience NOT an article on pedagogy

February 28, 2008The Teaching Center, Washington University Questions to Answer 1.Why do you teach? 2.What do you teach?  Topics  Goals for student learning 3.How do you teach?  Methods and strategies 4.How do you measure your teaching effectiveness? How do you know if you are meeting your goals?

February 28, 2008The Teaching Center, Washington University Style Guidelines Limit statement to 1-2 pages, single-spaced Use specific language and examples  Avoid clichés such as “student-centered teaching” Use the first-person Use the present tense whenever possible  Exceptions: when discussing courses taught or courses planned Avoid technical jargon

February 28, 2008The Teaching Center, Washington University “Pre-Writing” Strategies Write a letter to a friend or relative on the joys and challenges of teaching Make a list of the qualities of an effective teacher “Free-write” on a memorable experience in the classroom Develop your “dream course”  What would be your topic?  What would you want your students to learn?  How would your research interests inform your approach?

February 28, 2008The Teaching Center, Washington University “Pre-Writing” Strategies Begin with concrete details  What sets you apart as a teacher?  How would an observer describe your teaching?  What are the specific skills and knowledge that students should gain in the classroom?  What should happen in the classroom? Why?  What are the teaching methods that you see as most effective? Why?  How would your research interests influence your approach to teaching an introductory course?

February 28, 2008The Teaching Center, Washington University Portfolio: Examples and Evidence Sample Syllabi  Courses Taught (note if TA or course instructor)  Courses Planned (tailor for specific applications) Sample Assignments and Assessments  Essay questions, exams, research assignments  Comments on student work

February 28, 2008The Teaching Center, Washington University Examples and Evidence Evidence of Teaching Effectiveness  Evaluations by faculty members or other observers  Evaluations by students  Teaching awards  Videotape of a class Evidence of Professional Development  Teaching Workshops, Seminars, Publications on Teaching

February 28, 2008The Teaching Center, Washington University Organizational Tools Title page Table of contents Introduction or summary of contents Tab-separated sections Brief summary of content in each section  Most important: a summary that reflects on evaluations and how you have used them to improve your effectiveness

February 28, 2008The Teaching Center, Washington University Presentational Tips Edit all documents to correct mechanical errors and improve clarity Copy documents on high-quality paper Create a cover Bind at copy shop Consider adding a copyright symbol Make additional copies if invited for an on-campus interview On CV: “Teaching Portfolio available upon request”

February 28, 2008The Teaching Center, Washington University Using Feedback to Improve Show the philosophy statement and portfolio to faculty members and peers whose opinion you trust  Ask for honest feedback: how would a search committee view this portfolio? Address areas that you can improve now, as well as those you want to address in the future

February 28, 2008The Teaching Center, Washington University Key Concepts 1.Know your audience 2.Take the time to write and revise an effective teaching philosophy statement 3.Be selective: provide examples and evidence to illustrate goals and methods summarized in statement 4.Ask for and use feedback to improve

February 28, 2008The Teaching Center, Washington University Teaching Philosophy Statements For a selection of graduate students’ Teaching Philosophy Statements, see

February 28, 2008The Teaching Center, Washington University For Additional Ideas and Assistance Schedule a teaching consultation: Beth Fisher, Ph.D. Assistant Director Eads Hall, Rm Visit The Teaching Center Web site: