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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. OVERVIEW. Scholarship of Teaching Definition Standards of scholarship Course Portfolios Overview Content

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Facilitating Scholarship of Teaching Through Electronic Course Portfolios

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  1. 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

  2. OVERVIEW • Scholarship of Teaching • Definition • Standards of scholarship • Course Portfolios • Overview • Content • Technical considerations • Challenges and benefits

  3. 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

  4. IS IT DIFFERENT THAN SCHOLARLY TEACHING? Scholarly teaching 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 • Demonstration of teaching expertise • In-depth disciplinary knowledge • Emphasis is on teaching activities • Work stays in the classroom

  5. STANDARDS OF SCHOLARSHIP

  6. What tools support the scholarship of teaching?

  7. PORTFOLIOS

  8. POLL Have you developed an academic portfolio? a teaching portfolio? a course portfolio? None of the above

  9. 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

  10. 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

  11. 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

  12. DETERMINING AN ELECTRONIC FORMAT • Existing portfolio tools • Word document • Web design tools • Blog tools

  13. SCREEN SHOTS FROM SAMPLE

  14. SCREEN SHOTS FROM SAMPLE

  15. SCREEN SHOTS FROM SAMPLE

  16. 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

  17. 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

  18. STANDARDS OF SCHOLARSHIP DEMONSTRATED IN A COURSE PORTFOLIO

  19. 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

  20. 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

  21. THANK YOU!Contact:Bridgett Piernik-Yoderpiernikyoder@uthscsa.edu

  22. 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

  23. 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.

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