Building a Portfolio of Teaching and Service

Thursday 1:30pm-4:00pm TSU - Lawson: 107 B

Afternoon Mini Workshop

This workshop is designed for faculty members who need to illustrate their teaching and service contributions for hiring, retention, or promotion. Our workshop will provide a template for organizing, expanding, and reflecting on artifacts that demonstrate excellence in teaching and service with the goal of constructing a portfolio. Workshop time will be allocated to outlining a template for portfolio construction, tutorials on the construction of evidence-based artifacts, (e.g., how to show evidence of learning outcomes), networking/group discussion, and independent work time.

Goals

By the end of this workshop, participants will:

Identify criteria that individual departments/universities use to evaluate teaching and service
Develop a plan for collecting and organizing artifacts that demonstrate teaching and service contributions
Outline or draft a reflective teaching statement that contextualizes artifact, student evaluations, and peer evaluations

Program

1:30 Welcome and introductions

1:45 Brainstorming activity: Defining excellence in teaching

How do you know someone is an "excellent" instructor?
- What would the following groups use as evidence of teaching efficacy?
  - Peers in your field
  - Peers outside your field
  - Students
  - Administration
  - Self (including how your evidence fits into your own teaching philosophy)
  - "Objective" measures?
How can artifacts demonstrating teaching efficacy (from any or all of the groups above) be used to clearly illustrate you contributions to your department and/or university

1:55 Instructor tutorials/examples: Showing evidence of learning outcomes

2:10 Participants work on showing evidence of learning outcomes in their courses:

Writing/identifying learning objectives for their course
Writing/identifying assessments that align with these learning objectives
(If objectives and assessments have already been done in class) analyzing and contextualizing data

2:30 Instructor tutorials/examples: Collecting student survey data on specific course practices and attitudes towards geoscience

2:40 Participants work on developing survey questions appropriate to the platform they wish to use

2:55 Instructor tutorials/examples: Contextualizing course evaluations

3:05 Participants work on worksheet: "Unpacking and Acting on Course Evaluations"

3:20 Participants are given a skeleton outline to fill out that helps organize evidence from first 3 parts of workshop into a structured teaching portfolio, and work on filling out the outline and/or drafting a reflective teaching statement to include in the portfolio

List of developed courses (with syllabi or objectives &/or aligned assessment questions)
Are students in your course learning what you want them to learn? (from Pt 1 of workshop)
Are students in your course changing their attitudes/beliefs regarding geosciences? (from Pt 2 of workshop)
Are students enjoying your course and are they likely to recommend the course to their peers? (from Pt 3 of workshop)
Reflective statement: How have you improved your teaching by looking at these metrics? What are you still changing/improving based on these metrics?

3:40 Group discussion: other metrics that could/should be included

3:50 Wrap-up and Workshop evaluation

4:00 Adjourn