facilitating scholarship of teaching through electronic course portfolios

24
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

Upload: channing-mayer

Post on 03-Jan-2016

47 views

Category:

Documents


0 download

DESCRIPTION

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. OVERVIEW. Scholarship of Teaching Definition Standards of scholarship Course Portfolios Overview Content - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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

Page 2: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

OVERVIEW

Scholarship of Teaching Definition Standards of scholarship

Course Portfolios Overview Content Technical considerations Challenges and benefits

Page 3: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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

Page 4: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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

Page 5: Facilitating Scholarship of Teaching Through Electronic Course Portfolios
Page 6: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

STANDARDS OF SCHOLARSHIPStandard Implications 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?

Page 7: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

What tools support the scholarship of teaching?

Page 8: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

PORTFOLIOS

Page 9: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

POLL

Have you developed

an academic portfolio?

a teaching portfolio?

a course portfolio?

None of the above

Page 10: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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

Page 11: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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

Page 12: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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

Page 13: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

DETERMINING AN ELECTRONIC FORMAT

Existing portfolio tools Word document Web design tools Blog tools

Page 14: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

SCREEN SHOTS FROM SAMPLE

Page 15: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

SCREEN SHOTS FROM SAMPLE

Page 16: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

SCREEN SHOTS FROM SAMPLE

Page 17: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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

Page 18: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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

Page 19: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

STANDARDS OF SCHOLARSHIP DEMONSTRATED IN A COURSE PORTFOLIO

Standard Demonstration 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

Page 20: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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

Page 21: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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

Page 22: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

THANK YOU!

Contact:Bridgett Piernik-Yoder

[email protected]

Page 23: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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

Page 24: Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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.