<<  Factors influencing psychological adjustment after amputation in adult lower limb amputees: A review Fashion Show Background Vocabulary  >>
Faculty Portfolios
Faculty Portfolios
Resolved
Resolved
What is a Teaching Portfolio
What is a Teaching Portfolio
Background
Background
Background
Background
Background
Background
Background
Background
WHY?
WHY?
WHY?
WHY?
Empowers professors
Empowers professors
Teaching as institutional priority
Teaching as institutional priority
Creative tension
Creative tension
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Creating Faculty Portfolios
Components
Components
Components
Components
Components
Components
Components
Components
Components
Components
Components
Components
State of the Portfolio
State of the Portfolio
Current Status
Current Status
Components
Components
Q2Engage
Q2Engage
Group Think
Group Think
Faculty Portfolios
Faculty Portfolios

: Faculty Portfolios. : Cindy C. Wilson. : Faculty Portfolios.ppt. zip-: 382 .

Faculty Portfolios

Faculty Portfolios.ppt
1 Faculty Portfolios

Faculty Portfolios

Cindy C. Wilson, Ph.D., C.H.E.S. Professor Department of Family Medicine Uniformed Services University .

2 Resolved

Resolved

Teaching Portfolios are valuable tools for academics Teaching Portfolios are NOT valuable tools for academics

3 What is a Teaching Portfolio

What is a Teaching Portfolio

Collection of materials that document teaching performance Most significant teaching contributions Broad range of teaching skills, abilities, attitudes, and values

4 Background

Background

Collection documenting performance Improve teaching Most significant teaching accomplishments Opportunity to reflect Active learning May be used for P&T decisions

5 Background

Background

Response to critics Response to legislators Review, examine, & support the responsibility of the educational community Professorial complaints of little evidence Accountability

6 Background

Background

Source Art, Photography, Architecture Step 1) Choosing your theme --like a well written book, should have some unifying theme. This theme can be conceptual or it can be technical.

7 Background

Background

Step 2) Choosing the photos

8 WHY?

WHY?

Gather and present evidence of specific data to P & T Structure for self-reflection Materials for grant applications/sabbaticals Foster environment of teaching practices as the norm

9 WHY?

WHY?

Apply for teaching awards Documentation for job search Evidence for post-tenure review Share examples with junior faculty Provide written legacy within the department

10 Empowers professors

Empowers professors

Allows individual faculty 1. to document complexity and individuality of good teaching 2. define how they want to develop teaching skills

11 Teaching as institutional priority

Teaching as institutional priority

The portfolio begins the process of improvement by engaging in the scholarship of teaching, a strategy of critical inquiryas a starting point for better teaching all around. ---Zubizaretta, 1995---

12 Creative tension

Creative tension

..

Is the portfolio for the individual or the institution? Types evolving The best work Explanation, more inclusive

13 Creating Faculty Portfolios

Creating Faculty Portfolios

Context Institutional Departmental Steps Planning Purpose Audience

14 Creating Faculty Portfolios

Creating Faculty Portfolios

Step 1 Planning Evidence expected? Step 2 Summarize Teaching responsibilities Sets the framework

15 Creating Faculty Portfolios

Creating Faculty Portfolios

Step 3 Describe Your Approach to Teaching Teaching philosophy Aims? Action reflect aims Evidence Application of pedagogy or andragogy

16 Creating Faculty Portfolios

Creating Faculty Portfolios

Step 3 Describe Your Approach to Teaching How your methods have changed in response to changes in content, students, curriculum? Role in fostering critical thinking and facilitating lifelong skills? How do you make decision about content, resources, methods?

17 Creating Faculty Portfolios

Creating Faculty Portfolios

Step 3 Describe Your Approach to Teaching How to decided when/whether to use active learning? Student vs teacher centered learning? What instructional methods have you developed? What innovations have you designed?

18 Creating Faculty Portfolios

Creating Faculty Portfolios

Step 4 Select Items for Portfolio Choice should reflect personal preferences, style of teaching, academic discipline Purpose of portfolio

19 Creating Faculty Portfolios

Creating Faculty Portfolios

Step 5 Statements are prepared for each category Guiding questions Do you have a variety of measure of your teaching effectiveness? Have you taken part in self improvement? Date and topics? Course/clerkship Syllabi Documentation for all claims made?

20 Creating Faculty Portfolios

Creating Faculty Portfolios

Step 6 Arrange item in order Provide explanation for why changes were made Step 7 Compile supporting data Ex. Letters from colleagues. Student evals, peer assessments, sample of student work, etc

21 Creating Faculty Portfolios

Creating Faculty Portfolios

Step 8 House the Portfolio

22 Components

Components

Materials Self Philosophy of teaching Statement of responsibilities Instructional innovations Curricular revisions Course materials developed. And.

23 Components

Components

Materials Others Student evals Peer evals Honors for teaching Statements from colleagues who have reviewed your materials Invitations from outside agencies to teach or present a paper at a conference on teaching Statements from other schools regarding the quality of your students.and.

24 Components

Components

Products of Teaching/Student learning Students scores Student lab books Graded papers Student presentations/publications Evidence of influence on student career choice

25 Components

Components

Other Products Description of technology use Self evaluation Publication on teaching within discipline Chairs evaluation Performance review

26 Components

Components

2006 Consensus conference on Educational Scholarship Deans, P&T committee members, Chairs, Faculty and AAMC leaders 5 categories Model for documentation Q2Engage Quality Quantity Evidence Portfolios parallel P&T document

27 Components

Components

Simpson, et.al., (2007)Medical Education, 41: 1002-1009

28 State of the Portfolio

State of the Portfolio

The Advancement of TeachingBuilding the Teaching Commons Community of Educators Focus on Scholarship of teaching Helps to frame a faculty members education activities using principles of scholarship Supports Faculty under Mission Crisis

29 Current Status

Current Status

1990---5 schools 2003---76 school

30 Components

Components

Simpson, et.al., (2007)Medical Education, 41: 1002-1009

31 Q2Engage

Q2Engage

Quantity--descriptive information regarding types and frequency of education activities/roles Qualityevidence of effectiveness and excellence

32 Group Think

Group Think

How could we use Portfolios at USU? P&T Build a common language Build a interdisciplinary commons Stimulate reflection and conversation about teaching

33 Faculty Portfolios
Faculty Portfolios
http://900igr.net/prezentacija/anglijskij-jazyk/faculty-portfolios-69297.html
c

661

29
900igr.net > > > Faculty Portfolios