1. 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

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? 1)To provide evidence of effective teaching 2)To structure reflection about teaching 3)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://ftad.osu.edu/portfolio/philosophy/Philosophy.html#links  http://www.oic.id.ucsb.edu/TA/port-FAQ.html 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/Resou rces/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 Portfolio with 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?