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Academic Portfolio May 2009

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New Faculty Scholar Retreat Portfolio Workshop, Biggio Center

New Faculty Scholar Retreat Portfolio Workshop, Biggio Center

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Academic Portfolio May 2009 Academic Portfolio May 2009 Presentation Transcript

  • Building Your Academic Portfolio
    • New Faculty Scholars
    • May 11 & 12, 2009
  • Overview & Introduction
    • Retreat Schedule
    • Us
    • Our Approach
    • Your Goals
    • Our Goals
    http://bit.ly/ExMKY Do we have your picture?
  • Retreat Schedule
    • See Handout
  • Our Retreat Approach--RIPP
    • Reflective
    • Integrative
    • Participative
    • Productive
  • Our Workshop Approach
    • Work-Shop
    • You Work — We Shop
    • So, let’s let it RIPP!
  • Your Goals
    • Please Take a Few Minutes to Write Down Your Goals for the Retreat —What to you Want to Get Out of This Experience?
    • Share
  • Our Goals
    • Create a SANCTUARY for Reflection and Work
    • Facilitate EMPOWERMENT
    • Provide GUIDELINES and ORGANIZATION
    • Provide FOUNDATIONAL INFORMATION
    • Facilitate COLLEGIALITY
    • Facilitate COLLABORATION
  • Our Goals
    • To Support FEEDBACK and SHARING
    • To Create an ENGAGED LEARNING EXPERIENCE
    • To Encourage NETWORKING and FUTURE SUPPORT MECHANISMS
    • To Provide a TEMPLATE for FUTURE GROWTH
  • Our Goals
      • MOST IMPORTANT GOAL
    • To PRODUCE A PRODUCT —A Partial First Draft of Your Academic Portfolio
    • The only way I see changing the old guard is by educating them. And how do we educate them? We have to educate them by putting together good portfolios."
    • Associate Professor
    • Large Research University
  • Four Types of Conference Attendees
    • The Vacationer
      • They Are There for R & R
      • Away From Students, Work, Worries
      • Goal is to Have Fun
  • Four Types of Conference Attendees
    • The Prisoner
      • They are There Because They Have to Be
      • Someone Made Them Go
      • Will “Do The Time”
  • Four Types of Conference Attendees
    • The Judge
      • They Know it All Already
      • Their Goal: Let the Presenter Know This
      • Going to Challenge Everything
  • Four Types of Conference Attendees
    • The Explorer
      • Excited to be There
      • Open to New Adventures and Learning
      • Look for Something New and Useful
  • Which one are you?
    • The vacationer
    • The prisoner
    • The judge
    • The explorer
      • I HOPE WE HAVE A ROOM FULL OF EXPLORERS!!
  • General Writing Suggestions
    • Write: Get Something Down NOW
    • Collaborate & Share
    • Be Inclusive Rather than Exclusive
    • Save Early & Save Often
    • Order Not Important Now
    • Edit & Revise Later
  • Ch. 2: What is an Academic Portfolio?
    • A Description of WHAT You do, WHY You do it, HOW you do it, to WHOM You do it to, WHERE and WHEN You do it, and What IMPACT Your Actions Have on You, Your Students, Your Department, Your College, Your University, Society, & Universe
  • Sample Portfolio Activity Impact Table Teaching Research Outreach Service Self Students Department College University Society
  • The 3 rd dimension of the Academic Portfolio Table? What Why How When Where
  • Ch. 2: What is an Academic Portfolio?
    • 8-15 Written Pages Followed by Appendices and Supporting Data
    • Organized into Sections That Reflect the Various Aspects of Your Academic Life
  • Ch. 2: A Good Academic Portfolio
    • Introduces You
    • Is a Focused Guide Revealing Who You Are and Why You Do What You Do
    • Provides Evidence of Your Abilities
    • Is Integrated and Aligned
    • Provides Evidence of Growth
    • Describes Plans for Future
  • Ch. 2: Reasons to Create an Academic Portfolio
    • Take Control — Proactive not Reactive
    • THE EVALUATION OF YOUR PERFORMANCE IS TOO IMPORTANT TO BE LEFT UP TO OTHERS
    • Help Others to Understand the Full Range of Your Academic Accomplishments
    • Stimulates Reflection
    • Can Create Template for Future Growth
  • Ch. 2: What Does an Academic Portfolio Look Like?
  •  
  • My Academic Roles
  • Ch. 2: Draw/Describe Your Academic Roles
    • Page 10
  • Ch. 2: Plan Your Table of Contents
    • Pages 12 & 13
    • Complete Brainstorming Activities
  •  
  • Ch. 3 – Describing your Teaching: Model
  • Ch. 3 – Describing your Teaching
    • Step 1 List Courses
    • Step 2 Organize / Group
    • Step 3 Writing
    • Steps 4, 5, & 6 Other Teaching Activities
    • “ The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.”
    • Anatole France
  • “ Mr. Osborne, may I be excused? My brain is full.”
  • Ch. 3: Philosophy of Teaching – Pages 21-31
    • Step 1 Thinking / Metaphors
    • Step 2 Role of Teacher
    • Step 3 Describe what you do
    • Step 4 Discuss
    • Step 5 Role of Students –
      • Read: “Student as Customer vs. Student as Learner”
  •  
  •  
    • “ The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” William Arthur Ward
    • But …
    • “ The truly exceptional teacher facilitates lasting positive change ” James Edward Groccia
  • Ch. 3: Philosophy of Teaching
    • Step 6 Organizing and Writing
    • Step 7 Discuss and Share
    • Step 8 Foundational Knowledge: Background Reading – What We Know About Learning
    • Step 9 Reflecting, Editing, Rewriting
    Reflection : http://bit.ly/zPgfk
  • Ch. 3: Documenting Evidence of Good Teaching
    • Refer to any evaluation data you brought with you
  •  
  • Ch. 3: Broadening Our View of Teaching Evaluation
    • Need to Use Multiple Strategies For Evaluating Teaching
    • Don’t Just Rely on Student Ratings
    • Teaching Involves More Than Presenting (Remember Model)
  • What is the Purpose?
    • Data for Promotion and Tenure
    • Data for Professional Development
    • Data for Research (SoTL)
  • Who will do Evaluation?
    • Self
    • Students
    • Colleagues
    • Administrator—Chair / Dean
    • Alumni
    • Biggio Center
  • When will Evaluation be Done?
    • Before Teaching
    • During Teaching
    • After Teaching
  • What Can Be Evaluated?
    • Organization of Course
    • Content
    • Instructional Materials / Syllabus
    • Communication Skills
    • Knowledge
    • Concern / Caring / Empathy
  • What Can Be Evaluated?
    • Fairness and Equity
    • Reliability / Validity of Tests & Exams
    • Teaching Methods
    • Learning Outcomes
  • How ? Evaluation Approaches
    • End of Semester Student Evaluations
    • “ Compared to What I was Told About You, You are Better Than I Expected”
    • “… He Made the Best Out of an Unbearable Situation”
    • “ You’re a Great Teacher, but I Hate This Class”
    • “ Maybe an Eraser Fight is in Your Future”
  • How ? Evaluation Approaches
    • End of Semester Student Evaluations
    • Quiz
  • How ? Evaluation Approaches
    • Class Observation
    • Videotaping
    • Peer Review – Caveat
    • Review of Instructional Material
    • Review of Student Records
      • Graduate on Time?
      • GPA
  • How? Evaluation Approaches
    • Student Learning Outcomes
  • How ? Evaluation Approaches
    • Self-Assessment
    • Early Feedback
      • SGIF
      • CATs
      • Evaluation Forms
    • On-Going Assessment—”Clickers”
  • Ch. 3: Documenting Effective Teaching (P. 37)
    • Step 1: Student Evaluation
    • Step 2: Other Evidence
    • Step 3: Student Comments
    • Step 4: Organizing and Writing
    • Step 5: Additional Evidence
    • Step 6: Sharing and Editing
  • SoTL – Scholarship of Teaching & Learning http://bit.ly/IVPtK - Carnegie Found. Adv. Tch.
    • “ Scholars of teaching and learning … are not prepared to be drive-by educators. They insist on stopping at the scene to see what more they can do.”
    • — Lee S. Shulman, 2002
    • President, Carnegie Foundation
    • … Cars…Sports…Military…Construction…
    • Typical male bias in choice of analogy?
  • Ch. 4: My Research Role
    • Step 1 Brainstorming
    • Step 2 Pre-Writing / Metaphor / Discussion
    • Step 3 Writing
    • Describe “What”
  •  
  •  
  •  
  • Ch. 4: My Research Philosophy
    • Step 1 Brainstorming
    • Step 2 Writing
    • Step 3 Share and Provide Feedback
    • Describe “Why”
    • Demonstrate Alignment
  • How would you describe your research area?
    • An emerging field with not very many people working in it
    • A well-established field but not very popular
    • A well-established field that is very popular right now
    • A field that might be stagnating
    • What? I am supposed to do research?
  • Considerations of use/application Quest for fundamental understanding Search for the Higgs Boson Implementing Teacher Prof. Dev. Situating your Research Agenda Where are you now and will your location move over time?
  • How much research are you supposed to do in your appointment?
    • <20%
    • 20-40%
    • 40-60%
    • >60%
    • I am supposed to do research?
  • How many people do you regularly interact with to conduct your research?
    • No one else – just books and databases
    • Just one or two people (rest are plants or animals)
    • A few to several (lab research assistants)
    • Dozens (e.g. in K-12 classrooms)
    • Hundreds (e.g. survey research; audiences)
  • Not including your time, how expensive is your research?
    • Not very – just need books and databases
    • Moderately so (~$10K/year)
    • Reasonably so (~10K-50K/year)
    • Pretty expensive (~$100K/year)
    • Really expensive (> ~$100K/year)
  • Ch. 4: Evidence of Research Success
    • Step 1 List Accomplishments
    • Step 2 Discuss how to Organize
    • Step 3 & 4 Write — 3 to 5 Paragraphs
  • How much progress have you made this year on your research?
    • Not very much
    • Some, but not as much as I would like
    • I am satisfied with the progress
    • Its been great!
    • I was nominated for the Nobel Prize!!
  • Ch. 4: Impact & Future Plans
    • Describe how your Research has meaning to profession, department, institution, students, etc.
    • Describe Future Plans
  • How much progress have you made this year on your research?
    • Not very much
    • Some, but not as much as I would like
    • I am satisfied with the progress
    • Its been great!
    • I was nominated for the Nobel Prize!!
  • Chapter 5. Outreach What does Outreach mean to you?
  • The Faculty Handbook says…
    • Today, Auburn University serves as a comprehensive, multi-disciplinary source of information, expertise, and programs of lifelong learning. Through .., university outreach, … Auburn faculty contribute to an educational network that extends research-generated knowledge and services to the people and communities of Alabama and subsequently to national and international audiences.
  • Outreach Role
    • Outreach:
      • “ Instruction, or Research, or Instruction and Research that is Applied to the Direct Benefit of External Audiences and that is Directly Relevant to the Mission of the Units in which the Contributing Faculty and Staff Members Work” (Muse, 2000)
  • Keep brainstorming – who could potentially benefit from your outreach activities?
  • High school teachers Health services and hospitals Prisons Underserved population General public Auburn citizens Kids Minority groups Communities Non-profit organizations Elderly Museums Cities Students Small businesses Inventors Animal shelters Parks
  • Activities
    • Educational programs
    • Informational publications
    • Technical assistance
    • Locally, nationally and internationally
  • … who has time for that…? How can you get credit for it?
  • How could you tie Outreach to your Research or Teaching
  • Documentation - Creating a Framework
  • I. Situation - Problem
    • Identify a need and the benefitting target group
      • How is this problem connected to your discipline and expertise?
    • Community activities
    • National and international
  • II. Objectives
    • What would you like to achieve?
    • For direct beneficiaries (e.g., high school teachers)
    • For indirect beneficiaries (e.g., high school students through their teachers)
  • III. Approach - Methodology
    • What would be ways to best achieve your goals?
    • Develop a workshop
    • Set-up small group discussions
    • Create electronic message board …
  • III. Approach – Resources
    • Do you need any resources to achieve your objectives (student help, space)?
    • Do you need funding?
    • Where could you apply for funding?
      • Consider AU funding opportunities,
      • organizations, public agencies, private sector, ...
  • VI. Outcomes - Impact
    • What is the impact of your outreach project?
    • On the direct and indirect beneficiaries
    • Qualitatively and quantitatively
  • V. Deliverables
    • Consider
      • Workshop
      • Report
      • Non-technical publication
  • VI. Outreach Effectiveness
    • How could you evaluate the success of your outreach activity?
    • Consider
      • Evaluation by participants
      • Development of an Outreach Portfolio
        • Outreach philosophy
        • Documentation of evidence
  • How could your outreach activity benefit you in terms of research and/or teaching and morph into something larger?
  • Outreach Philosophy
    • Write one paragraph and share with your group
    • Expand later to approximately 1 page
  • Ideas and Goals for the Future?
  • Ch. 7: Pulling it all Together: My Academic Role
    • Who Are You as an Academic Professional?
    • What is the “Gestalt” of What You do?
    • What is the Meaning of What You do?
  • Ch. 7: Academic Role & Responsibilities
    • Describing your Academic Responsibilities
      • Review What you Have Written in Previous Sections
    • Respond to Brainstorming Qusetions
    • Write
    • Discuss and Edit
  • Ch. 7: Academic Philosophy – Sources
    • AAUP Code of Professional Ethics
      • Seek and State Truth
      • Support Free Pursuit of Learning
      • Support Community of Scholars
      • Effective Teachers & Scholars
      • Good Citizens
  • Ch. 7: Academic Philosophy – Sources
    • AU Mission Statement and Strategic Plan
  • Ch. 7: Academic Philosophy – Sources
    • Boyer’s Scholarship Reconsidered
      • Discovery
      • Integration
      • Application
      • Teaching
  • Ch. 7: Academic Philosophy – Sources
    • Faculty as “Meta Professional”
      • Base Professional Skills
        • Content Expertise
        • Currency of Knowledge
        • Field Related Practice or Clinical Skills
        • Field Related Research Skills & Techniques
      • Necessary but Not Sufficient
  • Ch. 7: Academic Philosophy – Sources
    • Faculty as “Meta Professional”
      • Meta Professional Skills Include
        • Course Design, Management, Delivery
        • Communication Skills
        • Financial / Budgeting Skills
        • Policy Analysis & Development Skills
        • Group Process Skills
        • Human Development Skills
        • Personnel Management & Supervision Skills
        • Information Technology Skills
  • Ch. 7: Academic Philosophy
    • Step 1 Brainstorming
      • Big Picture
      • “ Why?”
    • Step 2 Writing
    • Step 3 Sharing and Editing
    • Step 4 Future Plans
    • “ Spoon–feeding in the long run teaches us nothing but the shape of the spoon.”
    • E.M. Forster
    • “ I am teaching…it’s kind of like having a love affair with a rhinoceros.”
    • Anne Sexton
  • Ch. 8: Finishing
    • Check for Alignment
    • Organize Appendices
    • Review and Edit
    • Self Evaluation and Other’s Feedback
  • Ch. 8: Plans for Continuation
    • Commit to Working with Others to Continue Process
    • Schedule Future Meeting
    • Work with Campus Directors
  • Ch. 8: Plans for Continuation
    • Remember: Academic Portfolio is NEVER finished (Unless you Retire or Die)!
  • Summary / Wrap Up
  • We Hope We Accomplished Our Goals
    • Created a SANTUARY for Reflection and Work
    • Facilitated EMPOWERMENT
    • Provided GUIDELINES & ORGANIZATION
    • Provided FOUNDATIONAL INFORMATION
    • Facilitated COLLEGIALITY
    • Facilitated COLLABORATION
  • We Hope We Accomplished Our Goals
    • Supported FEEBACK and SHARING
    • Created an ENGAGED LEARNING EXPERIENCE
    • Encouraged NETWORKING and FUTURE SUPPORT MECHANISMS
    • HELPED YOU PRODUCE A PRODUCT —A Partial First Draft of Your Academic Portfolio
  •