Developing a Teaching Portfolio Participants Elaine Justice Psychology

Developing a Teaching Portfolio Participants: Elaine Justice, Psychology Wayne Hynes, Biology David Metzger, English C. Ariel Pinto, Engineering Management and Systems Engineering

What is a Teaching Portfolio? • A document that describes what, why, and how you teach – Your “Philosophy of Teaching”

What is a Teaching Portfolio? • Articulates goals and assumptions about teaching • Angelo &Cross (1993) – Develop ability to apply principles and generalize to new problems & situations – Develop the ability to think for oneself – Develop analytic skills – Learn the terms and facts of the subject matter

What is a Teaching Portfolio? • Articulates how goals are related to what we do in the classroom – Lecture vs. discussions vs. demonstrations – Multiple choice vs. essay tests – Out-of-class assignments – Types of readings

Purposes of a Portfolio • To support and improve teaching – A process of development over time • To document your teaching experiences and abilities – Job applications – Promotion and/or tenure

What goes into a Teaching Portfolio • The document – Relatively brief – 8 -12 pages. – Include a table of contents • Artifacts of teaching – Appendices: supporting materials to illustrate points made in the text

The Text of Your Portfolio • Begin with the courses you teach (or feel competent to teach) • Articulate your understanding of how students learn • Describe your goals for your students • Discuss how your classroom activities and assignments relate to your goals

The Text of Your Portfolio • Indicate how your assessments measure whether your goals have been met • Discuss how your view of teaching fits with the goals of the department or university.

Teaching Artifacts • From yourself – Course materials (syllabi, handouts, copies of Power. Points, etc. ) – Representative student samples of graded assignments – Record of advising done – Record of student achievements – Video of teaching a class

Teaching Artifacts • Artifacts from Others – Student teaching evaluations – Written review of teaching by a peer or supervisor – Copies of letters related to teaching evaluation or awards – Testimonials from students

Teaching Artifacts • Evidence of subscribing to journals on teaching • Evidence of attending conferences or workshops on teaching (like PFF!) • Membership in teaching organizations • Other evidence of teaching scholarship (articles, textbooks, curriculum development)

Resources • A guide to the Teaching Portfolio, University of New Hampshire website: http: //www. gradschool. unh. edu/PFF/p ortfolio. pdf • E. B. Rasmussen (2006) Creating teaching portfolios. In W. Buskist & S. F. Davis, Handbook of the teach of psychology (pp. 301306). Malden, MA: Blackwell Publishing • T. A. Angelo & P. K. Cross. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.