1. Facilitating Scholarship of Teaching Through Electronic Course Portfolios Bridgett Piernik-Yoder, PhD, OTR University of Texas Health Science Center at San Antonio November 9, 2009

2. OVERVIEW  Scholarship of Teaching  Definition  Standards of scholarship  Course Portfolios  Overview  Content  Technical considerations  Challenges and benefits

3. SCHOLARSHIP OF TEACHING  Boyer’s work, Scholarship Revisited, brought recognition to different forms of scholarship  Scholarship of teaching  Reflective inquiry  Peer review  Demonstrated through a tangible product  Extends beyond classroom

4. IS IT DIFFERENT THAN SCHOLARLY TEACHING? Scholarly teaching  Demonstration of teaching expertise  In-depth disciplinary knowledge  Emphasis is on teaching activities  Work stays in the classroom Scholarship of Teaching  Reflection on teaching activities  Evaluation of what occurs in the classroom  Emphasis is on teaching process  Open to review by others  Work extends beyond the classroom

5. Scholarship of Teaching Scholarly Teaching

6. STANDARDS OF SCHOLARSHIP StandardImplications for teaching Clear goals Are course goals stated clearly? Do goals reflect a learning sequence in the course or curriculum? Adequate preparation Are contemporary resources used to prepare course content? Does the faculty member select, interpret, and synthesize information for the learners? Appropriate methods Do teaching methods support the organization and relevance of material? Are a variety of learning activities utilized? Significant results Do learners demonstrate understanding and application of content? Do learners demonstrate achievement of objectives? Effective presentation Is material presented in a manner to support learning? Reflective critique Does the faculty member seek feedback regarding teaching? Does the faculty member take steps to grow teaching skills?

7. What tools support the scholarship of teaching?

8. PORTFOLIOS Academic Compilation of materials of academic role May include research, service, and teaching Focus on professional contributions and accomplishments Teaching Collection of materials related to teaching activities Spans all teaching responsibilities Course Emphasis is on one course Requires deep reflection on teaching and learning activities in a single course

9. POLL Have you developed an academic portfolio? a teaching portfolio? a course portfolio? None of the above

10. COURSE PORTFOLIO AND SCHOLARSHIP OF TEACHING  Development process requires deliberate reflection  Requires exploration of student learning in the course  Addresses standards of scholarship  Course design  Learning goals  Appropriate methods  Reflective technique for course improvement

11. POSSIBLE CONTENTS OF A COURSE PORTFOLIO  Course development process  Conceptual foundation of course  Learning goals  Link between learning goals and activities  Evidence of student learning  Student reflection and feedback  Course changes and improvements

12. FORMATS  Hardcopy  Traditional approach  Notebook of materials  Electronic  Dynamic and flexible approach  Ability to include digital media  Readily modified and updated  Facilitates review and sharing

13. DETERMINING AN ELECTRONIC FORMAT  Existing portfolio tools  Word document  Web design tools  Blog tools

14. SCREEN SHOTS FROM SAMPLE

17. CHALLENGES  Determining course selection  Determining content of portfolio  Collecting materials  Maintaining student confidentiality  Time requirements to develop the portfolio  Maintaining portfolio  Technical issues including hosting

18. BENEFITS  Creation of an electronic course portfolio supports scholarship of teaching  Process requires reflection  Tangible product is created  Peer review  Extends teaching process beyond the classroom  Electronic format is flexible and adaptable  Facilitates sharing of teaching practices  Opportunities for presentations/publications  Support of promotion and tenure process

19. STANDARDS OF SCHOLARSHIP DEMONSTRATED IN A COURSE PORTFOLIO StandardDemonstration of standards through a course portfolio Clear goals Course goals are reflected in elements of the course portfolio Link between course goals and learning activities is evident Adequate preparation Rationale for course design is provided Course development is based on contemporary standards and information Appropriate methods Rationale for teaching methods is provided Learning activities and assessments are linked to course goals and content Significant results Student learning outcomes and student feedback is captured Evidence is provided that course goals are being met Effective presentation A variety of methods are used to present course Course portfolio is in a format that may be readily shared Reflective critique Reflection by the faculty is articulated throughout the portfolio Course development or revision is guided by reflection

20. FACULTY LEARNING COMMUNITY (FLC)  Create a topic-based FLC to support development of faculty member’s electronic course portfolios  Trans-disciplinary group of 8 -10 faculty members  Meet once a month for an academic year  Single web-based tool is being developed for FLC  Collaborative approach supports development  Enables faculty to reflect on teaching practices and receive feedback from peers

21. SUGGESTIONS  Start small – you will add more!  Collect materials proactively  Inform others of what you are doing  Chair  Faculty development resources  IT department  Seek technical support as needed  Share your work with larger audiences  Consider a faculty learning community

22. THANK YOU! Contact: Bridgett Piernik-Yoder piernikyoder@uthscsa.edu

23. RESOURCES Portfolios to view:  The CASTL Higher Education Collection http://gallery.carnegiefoundation.org/gallery_of_tl/castl_he.html  University of Nebraska’s Peer Review of Teaching Project http://www.courseportfolio.org/peer/pages/index.jsp?what=showcasedList

24. REFERENCES Bernstein, D., Burnett, A., Goodburn, A., & Savory, P. (2006). Making teaching and learning visible: Course portfolios and the peer review of teaching. Boston, MA: Anker Publishing Company, Inc. Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco, CA: Jossey-Bass. Fincher, R., Simpson, D., Mennin, S., Rosenfeld, G., Rothman, A., McGrew, M., Hansen, P., Mazmanian, P., & Turnball, J. (2000). Scholarship in teaching: An imperative for the 21st century. Academic Medicine, 75(9), 887 –894. Fincher, R. & Work, J. (2006). Perspectives on scholarship of teaching. Medical Education, 40, 293 – 295. Glassick, C., Huber, M., & Maeroff, G. (1997). Scholarship assessed: Evaluation of the professorate. San Francisco, CA: Jossey-Bass. Hutchings, P. & Schulman, L. (1999). The Scholarship of teaching: New elaborations and new developments. Change, 31(5), 11 – 15. Seldin, P. (2004). The Teaching Portfolio. San Francisco, CA: Jossey-Bass. Seldin, P. & Miller, J. (2009). The academic portfolio: A practical guide to documenting teaching, research, and service. San Francisco, CA: Jossey-Bass.