This document provides an introduction to academic portfolios, including their fundamental features, processes for creation, examples, advantages, and the potential for electronic portfolios. It discusses two approaches to portfolio creation for self-evaluation or professional purposes. Key aspects covered include collection, selection, reflection, and making connections between teaching, research, and experiences. Examples of reflective statements and portfolio contents are provided.
The document provides guidance on effective course design and developing an effective syllabus. It discusses that effective course design includes determining learning objectives and selecting activities and assignments to help students achieve those objectives. An effective syllabus should articulate course aims and objectives, demonstrate how assessment relates to objectives, and clarify expectations for instructors and students. The document then outlines steps for course planning, including analyzing context, planning content and objectives, selecting instructional strategies, and assessing learning. It emphasizes starting with learning objectives and designing a course to help students achieve those objectives through a logical sequence of activities and assessments.
The document provides guidance on effective course design and developing a course syllabus. It discusses determining learning objectives and outcomes, selecting appropriate course content and materials, and using instructional strategies to engage students. The goals of the syllabus are to articulate course aims and objectives, demonstrate how assessments relate to objectives, and clarify expectations for instructors and students. An effective syllabus requires reflection on course goals and logic, and serves as a contract to help students achieve control over their learning.
The document discusses various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer/colleague reviews, teaching resources, and administrative perspectives. It provides examples of tools that can gather information from these sources, such as course portfolios, teaching journals, student surveys and feedback, classroom observations, peer reviews of materials, and student achievement outcomes. Graphs and matrices are suggested as ways to analyze and visualize trends in student feedback and comments over time.
This document provides information on academic portfolios, including what they are, their goals, and how to create one. An academic portfolio is a collection of materials that showcase a faculty member's academic work, including teaching, research, and service. The goals are to demonstrate accomplishments, reflect on experiences, and illustrate the learning process. There are four basic steps to create a portfolio: collection, selection, reflection, and making connections between work. A portfolio evolves over time as new items are added and others removed. Advantages include stimulating self-reflection to improve teaching and research, and providing evidence of expertise for career advancement. The portfolio includes items such as a teaching philosophy, curriculum materials, evaluations, advising records, administration duties,
Signature assignments are common assessment tasks designed collaboratively by faculty that can be adapted to different course contexts while still measuring shared learning outcomes. They provide authentic tasks and a common data set to evaluate student learning across programs and institutions. Well-designed signature assignments engage students, guide effective pedagogy, and facilitate faculty discussions on student learning. Potential disadvantages include the time needed for development and perceptions of inflexibility.
Organizing portfolio assessment involves establishing teaching goals, making those goals clear to students, and using the portfolio to guide student assessment. The portfolio assessment process involves four stages: 1) identifying teaching goals; 2) introducing the portfolio concept to students; 3) specifying portfolio content; and 4) providing guidelines for portfolio presentation. Support from both teachers and students is needed to ensure portfolio work represents the students' own learning and allows for self-reflection and improvement.
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
My Creative Paper in Humanities and Social SciencesSauDinJpeg
The document discusses what a portfolio is and how to develop an effective HUMSS portfolio. It defines a portfolio as a collection of a student's work that shows their learning and progress over time. The key parts of a portfolio are identified as the cover page, checklist, table of contents, preface, selected works, and goals. It also outlines the phases of portfolio development as projection, collection, selection, reflection, self-assessment, and presentation. Tips provided include creating a timeline, practicing reflections, reviewing examples, and making the process organized and convenient.
The document provides guidance on effective course design and developing an effective syllabus. It discusses that effective course design includes determining learning objectives and selecting activities and assignments to help students achieve those objectives. An effective syllabus should articulate course aims and objectives, demonstrate how assessment relates to objectives, and clarify expectations for instructors and students. The document then outlines steps for course planning, including analyzing context, planning content and objectives, selecting instructional strategies, and assessing learning. It emphasizes starting with learning objectives and designing a course to help students achieve those objectives through a logical sequence of activities and assessments.
The document provides guidance on effective course design and developing a course syllabus. It discusses determining learning objectives and outcomes, selecting appropriate course content and materials, and using instructional strategies to engage students. The goals of the syllabus are to articulate course aims and objectives, demonstrate how assessments relate to objectives, and clarify expectations for instructors and students. An effective syllabus requires reflection on course goals and logic, and serves as a contract to help students achieve control over their learning.
The document discusses various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer/colleague reviews, teaching resources, and administrative perspectives. It provides examples of tools that can gather information from these sources, such as course portfolios, teaching journals, student surveys and feedback, classroom observations, peer reviews of materials, and student achievement outcomes. Graphs and matrices are suggested as ways to analyze and visualize trends in student feedback and comments over time.
This document provides information on academic portfolios, including what they are, their goals, and how to create one. An academic portfolio is a collection of materials that showcase a faculty member's academic work, including teaching, research, and service. The goals are to demonstrate accomplishments, reflect on experiences, and illustrate the learning process. There are four basic steps to create a portfolio: collection, selection, reflection, and making connections between work. A portfolio evolves over time as new items are added and others removed. Advantages include stimulating self-reflection to improve teaching and research, and providing evidence of expertise for career advancement. The portfolio includes items such as a teaching philosophy, curriculum materials, evaluations, advising records, administration duties,
Signature assignments are common assessment tasks designed collaboratively by faculty that can be adapted to different course contexts while still measuring shared learning outcomes. They provide authentic tasks and a common data set to evaluate student learning across programs and institutions. Well-designed signature assignments engage students, guide effective pedagogy, and facilitate faculty discussions on student learning. Potential disadvantages include the time needed for development and perceptions of inflexibility.
Organizing portfolio assessment involves establishing teaching goals, making those goals clear to students, and using the portfolio to guide student assessment. The portfolio assessment process involves four stages: 1) identifying teaching goals; 2) introducing the portfolio concept to students; 3) specifying portfolio content; and 4) providing guidelines for portfolio presentation. Support from both teachers and students is needed to ensure portfolio work represents the students' own learning and allows for self-reflection and improvement.
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
My Creative Paper in Humanities and Social SciencesSauDinJpeg
The document discusses what a portfolio is and how to develop an effective HUMSS portfolio. It defines a portfolio as a collection of a student's work that shows their learning and progress over time. The key parts of a portfolio are identified as the cover page, checklist, table of contents, preface, selected works, and goals. It also outlines the phases of portfolio development as projection, collection, selection, reflection, self-assessment, and presentation. Tips provided include creating a timeline, practicing reflections, reviewing examples, and making the process organized and convenient.
The document discusses using ePortfolios for nursing students, including learning, assessment, and professional portfolios. It provides examples of each type and benefits. Learning portfolios encourage reflection and development. Assessment portfolios present work for evaluation. Professional portfolios showcase skills for employment. Next steps include considering platforms, integrating ePortfolios across the program, and offering workshops to help students create professional profiles.
The document outlines an agenda for a final course meeting for a PG Cert in ULT program. It discusses preparing portfolios, reviewing learning, and the submission/review process. It provides guidance on portfolio contents and what assessors will look for, including critical engagement, development over time, and clear presentation. The document also covers refining topics, writing teaching philosophies, references, plagiarism, and next steps like the Diploma program.
Portfolio development workshop series 2013 workshop iii 11062013Rita Ndagire Kizito
This is the second workshop in the series of portfolio development workshops at the University of the Western Cape (UWC). This workshop focuses on constructing a teaching philosophy statement.
This document outlines various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer reviews, and administrative feedback. It provides examples of tools that can gather evidence from each of these sources, such as course portfolios, teaching journals, student surveys and ratings, peer classroom observations, and student achievement metrics. The document also discusses strategies for analyzing and presenting this evidence, including using graphs to plot trends in student evaluations and matrices to group written student comments.
A teaching portfolio is a collection of materials that documents a faculty member's teaching experience, philosophy, and effectiveness. It includes components such as a teaching philosophy statement, documentation of teaching experience, teaching materials and assessments, evidence of teaching effectiveness through student and peer evaluations, documentation of professional development activities, and examples of student work. The purpose of a teaching portfolio is to demonstrate a candidate's qualifications and approach to teaching for purposes such as job applications, tenure and promotion reviews, and professional development and improvement.
This document outlines the process of creating an academic teaching portfolio, including collecting materials, selecting items to include, reflecting on one's teaching, and connecting the portfolio to one's curriculum vitae. It describes the portfolio as a living collection that evolves over time, providing supporting evidence of effectiveness as a teacher. A seven step process is provided for creating the portfolio, which involves summarizing responsibilities, describing one's teaching approach, selecting and preparing portfolio items, and compiling supporting data.
This document outlines a proposed Research-Teaching Nexus (R-TN) initiative with two core strands: 1) Pedagogic research and scholarship of teaching and learning capacity building and 2) Research as inquiry comprising research-informed teaching and research-enhanced learning. The initiative aims to increase engagement with pedagogic research, provide professional development opportunities, and incorporate more research-focused learning and teaching into the curriculum through activities like audits, blogs, and writing groups.
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
This document summarizes a workshop on teaching portfolios for teaching assistants. It defines what a teaching portfolio is, discusses the different types and components of portfolios, and provides examples. The workshop objectives are to help participants compare portfolio types, identify portfolio resources, recognize common components, and create an action plan. Attendees learn about developing portfolio elements like philosophy statements, teaching activities, evidence of student learning, and reflections. Questions are provided to help participants think about their own portfolios.
The document provides guidance for MLS students on constructing a capstone portfolio to demonstrate their learning and achievement in the program. The portfolio serves both student-level assessment of learning as well as program-level assessment for accreditation. Students are instructed to include 10-12 artifacts from their coursework, accompanied by reflective statements using the C-T-A-P-O method to describe the course purpose, relevant theories, artifacts, practices, and learning outcomes. Examples of reflective statements are provided.
Portfolio development workshop series 2013 workshop iii 18062013Rita Ndagire Kizito
This is the third in a series of portfolio development workshops at the University of the Western Cape (UWC). We focus on making sure that the teacher/lecture gathers appropriate evidence and makes sure the evidence collected corresponds to the philosophy statement and portfolio outlines.
This workshop was targeted at UK teaching staff in higher education who would like to explore the use of online portfolios to showcase and reflect on their teaching practice.
This document provides an overview of curriculum design fundamentals. It discusses 10 axioms for curriculum design according to Peter Oliva, including that curriculum change is inevitable and a cooperative group process. The major components of curriculum design are also outlined, including behavioral objectives, subject matter, references, teaching methods, and assessment. Behavioral objectives should be specific and measurable. Subject matter should be relevant to the objectives. Teaching methods can include cooperative learning, independent learning, and competition. Assessment includes self-assessment, peer assessment, and teacher assessment, and can be formative or summative. These same components apply for designing courses, syllabi, and other curricula.
This document discusses different types of library instruction, specifically one-shot instruction versus co-teaching a course. One-shot instruction involves a single session led by a librarian, which may not be closely tied to course goals. Co-teaching involves deeper collaboration where the librarian and instructor share goals and responsibilities for a course. Co-teaching has benefits like improved student outcomes but requires more resources. The document provides examples of effective models for library-faculty collaboration, from integrated sessions to co-designing assignments. It also discusses evaluating the impact of these models through methods like citation analysis.
The presentation for GaCOMO about the graduate studies librarian journey to improve graduate students learning outcomes through collaboration with teaching faculty
Portfolios are purposeful collections of student work that demonstrate progress over time. They can be used to evaluate student learning, determine if standards have been met, and document growth. Effective portfolios have clear purposes and criteria. Students and teachers collaborate to select portfolio contents and assess student work using rubrics or checklists. Portfolios provide authentic assessments of diverse skills and motivate independent learning.
AUTOMATED STORAGE AND RETRIEVAL SYSTEM.pptxsamygs1
This document provides an overview of automated storage and retrieval systems (AS/RS). It discusses the problems with conventional storage systems and introduces the concept and basic structure of AS/RS. The structure includes storage racks, storage/retrieval machines, storage modules, pick-and-deposit stations, and external handling systems. It also covers AS/RS control using computers and positioning methods. Benefits include improved efficiency, accuracy, space usage, and costs. Design considerations include structural dimensions and load capacities. Carousel storage systems operate items on continuous conveyors and are used for storage, transport, and work-in-process applications.
LPG is a flammable gas mixture used as a fuel. It is odorless and colorless, so an odorant is added to help detect leaks. LPG is heavier than air and can accumulate near the ground in low-lying areas if there is a leak. Strict safety measures must be followed when handling, storing, and transporting LPG to prevent fires and explosions, including proper design of storage facilities, maintenance of equipment, and avoidance of potential ignition sources.
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The document discusses using ePortfolios for nursing students, including learning, assessment, and professional portfolios. It provides examples of each type and benefits. Learning portfolios encourage reflection and development. Assessment portfolios present work for evaluation. Professional portfolios showcase skills for employment. Next steps include considering platforms, integrating ePortfolios across the program, and offering workshops to help students create professional profiles.
The document outlines an agenda for a final course meeting for a PG Cert in ULT program. It discusses preparing portfolios, reviewing learning, and the submission/review process. It provides guidance on portfolio contents and what assessors will look for, including critical engagement, development over time, and clear presentation. The document also covers refining topics, writing teaching philosophies, references, plagiarism, and next steps like the Diploma program.
Portfolio development workshop series 2013 workshop iii 11062013Rita Ndagire Kizito
This is the second workshop in the series of portfolio development workshops at the University of the Western Cape (UWC). This workshop focuses on constructing a teaching philosophy statement.
This document outlines various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer reviews, and administrative feedback. It provides examples of tools that can gather evidence from each of these sources, such as course portfolios, teaching journals, student surveys and ratings, peer classroom observations, and student achievement metrics. The document also discusses strategies for analyzing and presenting this evidence, including using graphs to plot trends in student evaluations and matrices to group written student comments.
A teaching portfolio is a collection of materials that documents a faculty member's teaching experience, philosophy, and effectiveness. It includes components such as a teaching philosophy statement, documentation of teaching experience, teaching materials and assessments, evidence of teaching effectiveness through student and peer evaluations, documentation of professional development activities, and examples of student work. The purpose of a teaching portfolio is to demonstrate a candidate's qualifications and approach to teaching for purposes such as job applications, tenure and promotion reviews, and professional development and improvement.
This document outlines the process of creating an academic teaching portfolio, including collecting materials, selecting items to include, reflecting on one's teaching, and connecting the portfolio to one's curriculum vitae. It describes the portfolio as a living collection that evolves over time, providing supporting evidence of effectiveness as a teacher. A seven step process is provided for creating the portfolio, which involves summarizing responsibilities, describing one's teaching approach, selecting and preparing portfolio items, and compiling supporting data.
This document outlines a proposed Research-Teaching Nexus (R-TN) initiative with two core strands: 1) Pedagogic research and scholarship of teaching and learning capacity building and 2) Research as inquiry comprising research-informed teaching and research-enhanced learning. The initiative aims to increase engagement with pedagogic research, provide professional development opportunities, and incorporate more research-focused learning and teaching into the curriculum through activities like audits, blogs, and writing groups.
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
This document summarizes a workshop on teaching portfolios for teaching assistants. It defines what a teaching portfolio is, discusses the different types and components of portfolios, and provides examples. The workshop objectives are to help participants compare portfolio types, identify portfolio resources, recognize common components, and create an action plan. Attendees learn about developing portfolio elements like philosophy statements, teaching activities, evidence of student learning, and reflections. Questions are provided to help participants think about their own portfolios.
The document provides guidance for MLS students on constructing a capstone portfolio to demonstrate their learning and achievement in the program. The portfolio serves both student-level assessment of learning as well as program-level assessment for accreditation. Students are instructed to include 10-12 artifacts from their coursework, accompanied by reflective statements using the C-T-A-P-O method to describe the course purpose, relevant theories, artifacts, practices, and learning outcomes. Examples of reflective statements are provided.
Portfolio development workshop series 2013 workshop iii 18062013Rita Ndagire Kizito
This is the third in a series of portfolio development workshops at the University of the Western Cape (UWC). We focus on making sure that the teacher/lecture gathers appropriate evidence and makes sure the evidence collected corresponds to the philosophy statement and portfolio outlines.
This workshop was targeted at UK teaching staff in higher education who would like to explore the use of online portfolios to showcase and reflect on their teaching practice.
This document provides an overview of curriculum design fundamentals. It discusses 10 axioms for curriculum design according to Peter Oliva, including that curriculum change is inevitable and a cooperative group process. The major components of curriculum design are also outlined, including behavioral objectives, subject matter, references, teaching methods, and assessment. Behavioral objectives should be specific and measurable. Subject matter should be relevant to the objectives. Teaching methods can include cooperative learning, independent learning, and competition. Assessment includes self-assessment, peer assessment, and teacher assessment, and can be formative or summative. These same components apply for designing courses, syllabi, and other curricula.
This document discusses different types of library instruction, specifically one-shot instruction versus co-teaching a course. One-shot instruction involves a single session led by a librarian, which may not be closely tied to course goals. Co-teaching involves deeper collaboration where the librarian and instructor share goals and responsibilities for a course. Co-teaching has benefits like improved student outcomes but requires more resources. The document provides examples of effective models for library-faculty collaboration, from integrated sessions to co-designing assignments. It also discusses evaluating the impact of these models through methods like citation analysis.
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Portfolios are purposeful collections of student work that demonstrate progress over time. They can be used to evaluate student learning, determine if standards have been met, and document growth. Effective portfolios have clear purposes and criteria. Students and teachers collaborate to select portfolio contents and assess student work using rubrics or checklists. Portfolios provide authentic assessments of diverse skills and motivate independent learning.
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AUTOMATED STORAGE AND RETRIEVAL SYSTEM.pptxsamygs1
This document provides an overview of automated storage and retrieval systems (AS/RS). It discusses the problems with conventional storage systems and introduces the concept and basic structure of AS/RS. The structure includes storage racks, storage/retrieval machines, storage modules, pick-and-deposit stations, and external handling systems. It also covers AS/RS control using computers and positioning methods. Benefits include improved efficiency, accuracy, space usage, and costs. Design considerations include structural dimensions and load capacities. Carousel storage systems operate items on continuous conveyors and are used for storage, transport, and work-in-process applications.
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We have compiled the most important slides from each speaker's presentation. This year’s compilation, available for free, captures the key insights and contributions shared during the DfMAy 2024 conference.
DEEP LEARNING FOR SMART GRID INTRUSION DETECTION: A HYBRID CNN-LSTM-BASED MODELgerogepatton
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accuracy rate of 99.50%.
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6th International Conference on Machine Learning & Applications (CMLA 2024)ClaraZara1
6th International Conference on Machine Learning & Applications (CMLA 2024) will provide an excellent international forum for sharing knowledge and results in theory, methodology and applications of on Machine Learning & Applications.
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Three-day training on academic research focuses on analytical tools at United Technical College, supported by the University Grant Commission, Nepal. 24-26 May 2024
Low power architecture of logic gates using adiabatic techniquesnooriasukmaningtyas
The growing significance of portable systems to limit power consumption in ultra-large-scale-integration chips of very high density, has recently led to rapid and inventive progresses in low-power design. The most effective technique is adiabatic logic circuit design in energy-efficient hardware. This paper presents two adiabatic approaches for the design of low power circuits, modified positive feedback adiabatic logic (modified PFAL) and the other is direct current diode based positive feedback adiabatic logic (DC-DB PFAL). Logic gates are the preliminary components in any digital circuit design. By improving the performance of basic gates, one can improvise the whole system performance. In this paper proposed circuit design of the low power architecture of OR/NOR, AND/NAND, and XOR/XNOR gates are presented using the said approaches and their results are analyzed for powerdissipation, delay, power-delay-product and rise time and compared with the other adiabatic techniques along with the conventional complementary metal oxide semiconductor (CMOS) designs reported in the literature. It has been found that the designs with DC-DB PFAL technique outperform with the percentage improvement of 65% for NOR gate and 7% for NAND gate and 34% for XNOR gate over the modified PFAL techniques at 10 MHz respectively.
International Conference on NLP, Artificial Intelligence, Machine Learning an...gerogepatton
International Conference on NLP, Artificial Intelligence, Machine Learning and Applications (NLAIM 2024) offers a premier global platform for exchanging insights and findings in the theory, methodology, and applications of NLP, Artificial Intelligence, Machine Learning, and their applications. The conference seeks substantial contributions across all key domains of NLP, Artificial Intelligence, Machine Learning, and their practical applications, aiming to foster both theoretical advancements and real-world implementations. With a focus on facilitating collaboration between researchers and practitioners from academia and industry, the conference serves as a nexus for sharing the latest developments in the field.
2. Overview
Fundamental features of academic portfolios
Four basic processes for the creation of an academic
portfolio
Example: The “Teaching Portfolio” as part of your
academic portfolio
Advantages of an academic portfolio
Interactive electronic portfolios: A new medium for
academic portfolios
Bibliography: Electronic portfolios.
3. Two Approaches to Portfolio Creation
Portfolios for Self-Evaluation & Development:
• The Learning Portfolio (students)
• The Course Portfolio (instructors)
• The Teaching Portfolio (instructors)
• The Academic Portfolio (faculty)
The Professional Portfolio (The “job market”)
4. Fundamental Feature of the Academic
Portfolio Created for Self-Evaluation
A fundamental feature of the (self-evaluative) academic
portfolio is the intentional focus on learning and
assessment:
• the deliberate and systematic attention not only to teaching
and research skills, but also
• to a faculty’s self-reflective, meta-cognitive appraisal of how,
and more importantly, why learning, teaching, and research
are being perfected.
5. What is Meta-cognition?
Awareness of a learner’s own thought processes
• Conscious of self-awareness
• Knowledge and understanding of one’s intellectual approaches
and strategies used in learning and teaching
Awareness of how other learners’ approaches may
differ
Level of insight that allows learners to give
themselves feedback = Dialogic reflection
Hughes, H. Woodrow Dialogic Reflection: A New Face on an Old Pedagogy
http://gsep.pepperdine.edu/~whughes/Journaling.html
MacLellan, Effie (1999). “Reflective Commentaries: What do they say about learning?” Educational
Action Research, Volume 7(3): 433-449. [pdf on CET web]
6. Metacognition: Implications
A highly personal process
Involves reflective judgment and informed choices
Focuses on the uniqueness of each individual
Fosters individual’s ownership of his or her own learning and
career development
7. Benefits of Dialogic Reflection
Increased understanding of
• How you learn and what are your learning outcomes
• What you have (and have not ) learned
• What do you value?
• Role in learning how to articulate in writing one’s thoughts and ideas
• How others view your work
Enhanced ability to make connections
• Among courses taught and in the context of teaching “without
boundaries”
• Among research experiences and research collaborations
Increased sense of learning over time
8. Sample Reflections
When one basic goal is improvement over time, consider:
• Documentation of steps (analogous to keeping a log for
lab research)
• Commentaries (as for solutions to math problems)
• Evolution of a course, of a speech, or of a paper
• “History” of a piece of artwork
Johnson, Bil (1996), The Performance Assessment Handbook, Vol. 1.
Princeton: Eye on Education.
9. Four Basic Processes for the Creation of an
Academic Portfolio
Collection A relatively short collection of materials that summarizes
and highlights an individual’s activities as a teacher and
researcher.
Selection Why are you creating the portfolio? Who is reading it, and
why?
Reflection Thinking critically about your total learning, teaching, and
research experiences
Connections Making personally meaningful connections between
• Your teaching,
• Your field of research, its body of knowledge, and its
applications
• Your service and community experiences
10. Goals of an Academic Portfolio
Demonstrate breadth of
learning, teaching, and
research
Range of achievements. Collecting and
connecting your various
accomplishments; a creative
representation of your work and of
you
Evaluate achievement of
intended outcomes
Opportunity to showcase your
accomplishments. Your best work
Reflect, assess own educational
experience
Representative pieces; written reflections.
To make connections between
where you were, where you are,
and where you want to be
Illustrate the learning process Multiple drafts -- a process. To document
teaching and research as it evolved
over time.
Share one’s expertise Legacy of best practices in both teaching
and research.
11. Example: The “Teaching Portfolio” as Part of
your Academic Portfolio
Why a Teaching Portfolio?
To serve as supporting materials (documented evidence,
specific data) of one’s effectiveness as a teacher
To document one’s teaching as it evolved over time
To obtain feedback and to share one’s expertise
(mentoring, legacy of best practices)
12. Seven Steps for the Creation of a Teaching
Portfolio
1. Summarize teaching responsibilities
Courses taught, whether they are graduate or undergraduate,
required or elective;
Teaching-related activities (e.g., serving as faculty advisor to
student organizations, advising individual graduate or
undergraduate students).
2. Describe your approach to teaching
Reflective statement about teaching, strategies, methodologies
and objectives [“Teaching Philosophy Statement”].
• The most effective reflective statements provide detailed examples of
classroom practices which show how the faculty’s teaching methods fit
his or her aims and the context of the course.
13. Seven Steps for the Creation of a Teaching
Portfolio (Cont.)
3. Select items for the portfolio
Items which are most applicable to the professor’s teaching
responsibilities and approach to teaching;
Choice of items should also reflect the professor’s personal
preferences, style of teaching, academic discipline, and particular
courses.
4. Prepare statements on each item
Statements on activities, initiatives, and accomplishments on each
item
• Do the syllabi of courses coalesce around a specific theme about your
teaching? have you participated in programs, colloquia, or seminars
designed to improve teaching? Do you have a variety of measures of
your teaching effectiveness? Back-up documentation and appendices
are referenced as appropriate.
14. Seven Steps for the Creation of a Teaching
Portfolio (Cont.)
5. Arrange the items in order
The sequence of the accomplishments in each area is
determined by their intended use (e.g., to demonstrate
teaching improvement: entries that reflect that goal should be
stressed -- such as participation in seminars and workshops
designed to enhance classroom performance).
6. Compile the supporting data
Evidence supporting all items mentioned in the portfolio: e.g.,
original student evaluation of teaching, samples of student
work, invitations to contribute articles on teaching in one’s
discipline, colleagues’ evaluations.
• Such evidence is not part of the portfolio but is back-up material
placed in the appendix or made available upon request.
15. Seven Steps for the Creation of a Teaching
Portfolio (Cont.)
7. Incorporate the portfolio into the curriculum
vitae
Although the portfolio may stand as a separate
document [e.g., assembled in a three-ring binder], a
professor may choose to insert it into his/her
curriculum vitae under the heading of “teaching”.
The intent is to provide a formal record of teaching
accomplishments so they can be accorded their proper
weight along with other aspects of a professor’s role.
16. Contents of an Academic Portfolio: Teaching
Faculty Member's Name
Department/College
Institution
Date
Table of Contents for Teaching Section
1. Teaching Responsibilities
2. Statement of Teaching Philosophy
3. Teaching Methods, Strategies, Objectives
4. Student Ratings on Summative Questions
5. Colleague Evaluations From Those Who Have Observed Classroom Teaching or Reviewed Teaching
Materials
6. Statement by the Department Chair Assessing the Professor's Teaching Contribution
7. Detailed, Representative Course Syllabi
8. Products of Teaching (Evidence of Student Learning)
9. Teaching Awards and Recognition
10. Teaching Goals: Short- Term and Long-Term
11. Appendices
17. Contents of an Academic Portfolio: Research
Table of Contents for Research Section
1. Research Statement
2. Research Methods, Strategies, Objectives
3. Students accomplishments in research lab
4. Significant outcomes of collaborative or inter-disciplinary
research
5. Research awards and recognition
6. Research Goals: Short- Term and Long-Term
7. Appendices
18. A Document that Evolves Over Time
Remember: The portfolio is a living collection of
documents and materials which change over
time
New items are added, others are dropped.
Once each year, when the research and service
section of the curriculum vitae are updated, the
same is done for the portfolio’s teaching and
research sections.
19. Features of Portfolio Formats
Limitations of Physical Portfolios (paper or CD)
• Logistic challenges (space and time).
Advantages of Electronic Portfolios
• Information in multi-media (text, graphics, animation,
sound,video)
• Hypertext environment: e.g., menus, hyperlinks,
searchable information
• Non-linear thinking; “deep” organization
• Asynchronous access for others (for feedback and
collaboration)
20. Advantages of an Academic Portfolio
The Section on Teaching
• Provides the stimulus and structure for self-reflection about areas of
teaching (including those needing improvement)
o Concentrates on reflective analysis, action planning, and assessment of
student learning.
o Provides evaluators with hard-to-ignore information on what a professor does
in a classroom and why he/she does it.
The Section on Research
• Provides the stimulus and structure for self-reflection about areas of
research that may lead to inter-disciplinary collaboration
• Provides colleagues with the opportunity to contribute to the portfolio’s
creation through feedback and file exchanges
Excerpts of Portfolio can be used in successful grant applications
Used as credentials for those seeking academic positions
21. Interactive Electronic Portfolios: A New
Approach for Academic Portfolios
Barrett, Helen (Univ. of Alaska, Anchorage)
• Using Technology to Support Alternative Assessment and Electronic Portfolios
• http://transition.alaska.edu/www/portfolios.html
• Create Your Own Electronic Portfolios
• http://www.electronicportfolios.com/portfolios/iste2k.html
Martin Kimeldorf’s Portfolio Library
http://amby.com/kimeldorf/portfolio/
Mable Kinzie (An informal approach to the academic portfolio)
http://kinzie.edschool.virginia.edu/
22. Bibliography: Electronic Portfolios
Barrett, Helen C. (2004) . “Electronic Portfolios as Digital Stories of Deep Learning --
Emerging Digital Tools to Support Reflection in Learner-Centered Portfolios
http://electronicportfolios.org/digistory/epstory.html
Greenberg, Gary (2004). “The Digital Convergence: Extending the Portfolio Model,”
Educause Review, July-August.
http://www.educause.edu/pub/er/erm04/erm0441.asp
Jafari, Ali (2004). “The "Sticky" ePortfolio System: Tackling Challenges and Identifying
Attributes,” Educause Review July-August 2004.
http://www.educause.edu/pub/er/erm04/erm0442.asp
Love, Douglas, Gerry McKean, and Paul Gathercoal (2004). “Portfolios to Webfolios
and Beyond: Levels of Maturation,” Educause Quarterly Vol. 27(2). 2004.
(Descriptions of developmental stages offer institutions guidance about their place in the
process and how to move to the next level)
http://www.educause.edu/pub/eq/eqm04/eqm0423.asp
23. Bibliography: Electronic Portfolios (Cont.)
Seldin, Peter (1997). The Teaching Portfolio. Bolton, MA: Anker.
Tomorrow's Professor Msg.#567 Answers to Common Questions about the
Teaching Portfolio.
http://ctl.stanford.edu/Tomprof/postings/567.html
Tomorrow's Professor Msg.#568 Electronic Learning Portfolios
http://ctl.stanford.edu/Tomprof/postings/568.html
Zubizaretta John, (2004). The Learning Portfolio. Bolton, MA: Anker.