1. 1 The Teaching Portfolio for Tenure and Promotion Dossiers: Recommendations Harry Meeuwsen Associate Provost Director Center for Effective Teaching and Learning

2. The UTEP Context Drive towards National Research University Status Focus on teaching undergrads –TX legislature is significantly interested –The UT-System is responding Mission of UTEP –Learning and Teaching Goals… –Research, Scholarship and Artistic Production… –Public Service… 2

3. 3 Where are the Rules? Regents’ Rules http://www.utsystem.edu/bor/rules.htm#A5 See Series 31007 The UTEP Handbook of Operating Procedures http://admin.utep.edu/Default.aspx?alias=admin.utep.edu /hoop See Section III, Chapter 4.4 College Guidelines: –Check with Dean for current version (get in writing)

4. How Can You Help Yourself? Create a well-organized, clear dossier that represents your accomplishments as best as possible. Ask others to review it. 4

5. The Dossier (Academic Portfolio) What is it? “A reflective, evidence-based collection of materials that documents teaching, research and service performance… focused on quality and significance of the work…providing a fair, accurate, and [holistic] representation of accomplishments.” (Seldin & Miller, 2008) 5

6. A Faculty Member’s Opinion “The dossier was particularly helpful as I prepared my material for tenure. It helped me articulate who I am academically to people outside my discipline. That was invaluable” 6

7. Multiple Purposes Supports the application for P and T Teaching/Research/Service award applications Personal legacy for future generations Examples of excellence Data for grant applications Marketing of your program; informing the public Mentoring junior faculty with the process Job applications 7

8. 8 Myths about the Application 1.There is no set ratio of effort, or contribution, or value for Teaching, Service and Research/Artistic Performance 2.Numbers set a context of activity level, but quality and impact are determinative 3.Quality & Promise matter, not time in rank 4.I was told ….. make sure you verify 5.Nobody told me … you did not ask

9. 9 It’s Tenure in My Discipline No… it’s tenure at Your Work Should Affirm UTEP’s Mission

10. UTEP’s Mission The University of Texas at El Paso is dedicated to the advancement of the El Paso region through education, creative and artistic production, and the generation, interpretation, application and dissemination of knowledge. … … UTEP’s mission of ensuring access is coupled with a commitment to excellence reflected in rigorous programs, which prepare students to make significant contributions to their professions, their communities and the world…. 10

11. UTEP’s Learning and Teaching Goal To prepare UTEP students to meet lifelong intellectual, ethical, and career challenges and to be the leaders of the 21st century. 11

12. Teaching Includes Mentoring/Advising Undergraduates –Undergraduate research projects –Professional opportunities for undergrads Work as technicians Attending conferences Contributions to presentations and publications Directing of Graduate Students –Bringing theses/dissertations to completion –Generated funding to support them –Student placement and employment 12

13. 13 Documentation of Teaching Excellence In the past: Lists of courses Copies of course evaluations Generic statements of philosophy and approach Necessary but not sufficient!

14. 14 The Multiple Dimensions of Teaching Excellence can only be Documented through Accurate, Holistic Evidence presented in a Teaching Portfolio

15. Document your teaching with… How you teach (techniques, strategies) Your teaching beliefs, role & objectives Your efforts to grow & improve Colleagues’ assessments Students’ assessments Evidence of student success & learning 15

16. 16 Your Chair Can Help Puts workload in context of Department Place and contribution of your courses in the curriculum Class sizes & student credit hours compared to colleagues # New preparations and substantive revisions Accepting necessary teaching assignments Gives an overview of teaching evaluations Trend and range of evaluation scores over time Evaluations patterns compared to colleagues Achievement of learning outcomes –How does your teaching help meet the program learning outcomes? –Are students prepared for the next course/level? Puts advising of students in context Undergraduate and Graduate students ratios Advising efforts compared to colleagues

17. UTEP Teaching Portfolio Guidelines These are guidelines only, using them is voluntary 17

18. Teaching Portfolio Content Items…1 See Handout: File: “Portfolio Overview” File: “Chart of Courses Taught” –Chart of all teaching activities in probationary period File: “Teaching Philosophy” File: “Syllabus of Favorite Course” Folder: “Examples of Integrated Course Design” Folder: “Examples of Student Engagement” 18

19. Folder: “Students Course Evaluations” Folder: “Students Feedback” Folder: “Peer Evaluation of Teaching” –Includes chair evaluation of teaching File: “Continuous Course Improvements” File: “Teaching Enhancement Experiences” File: “Other Significant Evidence” 19 Teaching Portfolio Content Items…2

20. Select Portfolio Items Some More Details 20May 8, 2009.

21. “Portfolio Overview” Communicates your enthusiasm and commitment to teaching Provides departmental context for your teaching Tells the “story” of your teaching: past, present, future Explains how the documents support your case: –Point to evidence of your teaching successes –Give a brief self-evaluation of the evidence Contains a goals statement: –Future improvements in courses; enhancing teaching skills; other. Serves as the doorway to your teaching portfolio 21May 8, 2009.

22. “Teaching Philosophy” See Handout Your beliefs about teaching and learning Your beliefs/values about teaching in your field Your beliefs/values about the students you teach The challenges you and the students face in your discipline/your class Describe what you do to help students learn Explain how your efforts “fit” UTEP’s mission Explain how you have integrated T, R, S (Address readers not in your discipline) 22

23. “Integrated Course Design” See Handout Integration of Critical Components –Clear Learning Outcomes (Objectives) –Quality assessments of Learning Outcomes –Meaningful, engaging, authentic learning activities Backwards planning –Planned progressions (scaffolding) 23

24. “Syllabus of Favorite Course” The Learner-Focused Syllabus See Handout: First contact of students with the course Informs the students –What can they expect to learn? –How is the course organized? –University and course policies –Clear schedule of activities; Helps student manage their time 24

25. “Examples of Student Engagement” Student activities that show lasting and/or significant impacts of your teaching –student participation in discipline-based organizations –scholastic fraternities –field experiences –undergraduate research –others Could be in-class activities 25

26. “Student Course Evaluations” All end-of-course numeric evaluations –Provide a brief explanation of the data –Show data ranges and patterns over time Best done graphically or in tables –Place data in context New course delivery Substantive revisions Adoption/development of innovate strategies –Tie evaluations to course improvement efforts 26

27. “Student Feedback” End-of-course written comments –How used for course improvements Interim formal/informal evaluations: –To determine classroom climate –Achievement of learning outcomes Classroom assessment techniques –Improvements in teaching and learning during the semester –Answers to questions you have 27

28. “Peer Evaluations of Teaching” Why? 1.To evaluate mastery of content 2.To evaluate appropriate selection of content 3.Course organization 4.Appropriateness of objectives and learning outcomes 5.Appropriateness of instructional materials 6.Appropriateness of methodology for specific content 7.Commitment to teaching and concern for student learning 8.Achievement of learning outcomes based on student products 9.Support of departmental (curriculum) instructional efforts 28

29. “Peer Evaluations of Teaching” See Handout Peer observations and evaluation of your teaching are necessary Formative Observations –Colleague outside or inside your department –Focused on improvement over time –Ask for multiple observations focused on issues of your concern –You decide how to use them in your portfolio Evaluative Observations –Conducted by Chair or colleague Agree on Observation Procedures and Tools –Various departmental tools (Geology, Psychology, Anthropology) –CETaL/ISS Booklet (see your email) 29

30. “Peer Evaluations of Teaching” Recommended Procedures 1.Agree on a departmental policy (see example) –Who does what, when, where and with whom? 2.Select/create an observation and reporting tool 3.Train the observers 4.Focus on teaching enhancement: Educative Assessment 5.Observation is part of a bigger picture, –Supplement to other sources about teaching –It’s a subjective snapshot –The tool may/may not be robust –Conducting valid and reliable observation takes training 30

31. “Peer Evaluations of Teaching” Establish observation visit procedures: 1.Visit prior to class Share instructional choices and context for the session; Share syllabus, lesson plan, and learning activities 2.Decide to observe single or multiple sessions 3.Introduction of observer to the students? 4.What observation format will be used: Will observer interact with students in SGID? 5.How and when will feedback be shared ? 6.How will the instructor use the feedback and report its impact? 31

32. 32 If you aren’t excited about your work, why should anyone else be? Tell your story, and tell it well meeuwsen@utep.edu