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Comprehensive Teaching Portfolio Guide for Ph.D. Candidates

A detailed guide for Ph.D. candidates preparing teaching portfolios. Includes planning, course design, teaching philosophy, syllabi, samples, and assessment tips.

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Comprehensive Teaching Portfolio Guide for Ph.D. Candidates

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  1. The Teaching Portfoliofor Ph.D Candidacy Examinations Anne Hanley Director of Graduate Studies Department of History Northern Illinois University

  2. The Portolio’s purpose • Planning and course design (the formative portfolio) • Why this design? • What is being taught? • Who is being taught? • What are your goals for the class? • How do you meet your goals? • Course reflection (the summative portfolio) • Which elements worked? Which did not? • How should the course design and requirements be modified for future teaching? • Documenting teaching for peer review • Keep the purpose and your audience in mind when writing up the summative elements

  3. The Portfolio Contents • Statement of teaching philosophy • Syllabus for one lower division and one upper division course • Sample materials • Readings vis course goals • Assignments vis course goals • Mentor assessment

  4. Statement of Teaching Philosophy • Philosophically: • What do you believe about teaching? • What do you believe about learning? • What makes an effective teacher? • Practically: • How do these beliefs translate into practice? classroom environment? diverse student populations? techniques for classroom participation and collaboration? engaged learning opportunities? relation to your expertise/research? • How does teaching relate to university mission?

  5. Syllabi • Sample syllabi for two courses • One lower division course (large?) • One upper division course (small?) • A syllabus typically includes • Course description • Statement of course goals • Required readings and assignments • Attendance policy • Accommodations statement • Statement of evaluation measures (grading) • Course outline including readings and assignments

  6. Supporting materials • Annotated Syllabus that describes objectives behind each element • Reflective statements by section of syllabus • Sample paper assignments and examinations with annotations • Guidelines handed out to students • Rubrics to evaluate student writing • Annotations address the point, “What I am trying to accomplish here is…”

  7. Final elements • Faculty Mentor Assessment • Evaluation of the written portfolio • Assessment of teaching (for graduate students who teach independent sections) • Due dates • Please submit the portfolio as a three ring tabbed binder OR electronic file with clearly labeled sections for each type of content • Submit to all three field examiners along with the field essays • You must submit all candidacy examination materials one month before the scheduled oral candidacy exam

  8. Resources on Teaching Portfolios • Chronicle of Higher Education • http://chronicle.com/article/How-to-Write a Statement-of/45133 • Professional Organizations (AHA) • www.historians.org/teaching • www.crlt.umich.edu • http:ucat.osu.edu/portfolio

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