DOCUMENTING INSTRUCTIONAL EXCELLENCE

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DOCUMENTING INSTRUCTIONAL EXCELLENCE

• IDEAS AND EVIDENCE FOR TEACHING PORTFOLIOS
• DOSSIERS
• May 27, 2004
• Please email questions, ideas, suggestions,
  comments to Eileen Barrett, Professor of English
• ebarrett_at_csuhayward.edu

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SEVEN BASIC TIPS FROM SUE SCHAEFER

• START NOW DONT STOP
• APPEARANCES COUNT
• FOCUS ON THE DOCUMENTS
• EXPLAIN
• USE PROBLEMS POSITIVELY
• ASK FOR ADVICE
• DONT DRAW CONCLUSIONS

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CURRICULUM VITAE EXPLANATORY NARRATIVES

• A CURRENT C.V. OR RESUME THAT LISTS YOUR RELEVANT
  TEACHING EXPERIENCE
• A NARRATIVE OR LETTER THAT DESCRIBES AND EXPLAINS
  YOUR TEACHING PHILOSOPHY
• TIPS ON DEVELOPING A TEACHING PHILOSOPHY
• --KEEP A TEACHING JOURNAL FOR IDEAS
• --DRAFT, DEVELOP, REVISE YOUR PHILOSOPHY
• --TIE YOUR PHILOSOPHY TO PROGRAM, DEPARTMENT,
  COLLEGE, OR UNIVERSITY MISSION
• --EXPLAIN HOW YOUR COURSE GOALS SUPPORT THE GOALS
  AND OBJECTIVES OF RELEVANT CURRICULUM
• --MENTION HOW YOUR PARTICIPATION IN TEACHING
  WORKSHOPS OTHER ACTVITIES INFORMS YOUR
  DEVELOPMENT AS AN INSTRUCTOR
• --WRITE WITH YOUR READER IN MIND

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CLASSROOM EVIDENCE

• SUPPORT YOUR NARRATIVE WITH SELECTIVE RELEVANT
  EVIDENCE SUCH AS
• SYLLABI
• CLASSROOM ACTIVITIES
• QUIZZES, TESTS, EXAMS
• PROJECTS
• ORAL ASSIGNMENTS
• WRITTEN ASSIGNMENTS
• SAMPLES OF STUDENT WORK

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EVIDENCE OF CREATIVITY IN COURSEWORK SUCH AS

• INNOVATIVE RELEVANT VIDEO OR WEB MATERIALS
• CREATIVE/ UNIQUE CLASSROOM ASSIGNMENTS
• BLACKBOARD MATERIALS
• SERVICE LEARNING PROJECTS
• CAMPUS COMMUNITY CONNECTIONS

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EVIDENCE OF MULTIPLE LEVEL INTERDISCIPLINARY,
SELF-REFLECTIVE TEACHING MIGHT INCLUDE

• RANGE OF UNDERGRADUATE COURSES
• RANGE OF GRADUATE COURSES
• RANGE OF FORMATSLARGE LECTURE, MID-SIZE
  LECTURE/DISCUSSION, SEMINAR, ONLINE OR PARTIALLY
  ONLINE
• REVISIONS OF FREQUENTLY TAUGHT COURSES
• THEMATICALLY LINKED CLUSTER MATERIALS
• COLLABORATIVE WORK WITH DEPARTMENTAL, COLLEGE,
  AND UNIVERSITY COLLEAGUES
• ATTENDANCE AT DEPARTMENTAL, UNIVERSITY, SYSTEM OR
  PROFESSIONAL FACULTY DEVELOPMENT WORKSHOPS

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PEER EVALUATIONS

• SUMMATIVE EVALUATIONS FROM COLLEAGUES WHO VISIT
  YOUR CLASS
• FORMATIVE EVALUATION FROM FACULTY DEVELOPMENT
• LETTERS FROM COLLEAGUES IN WHOSE CLASSES YOU HAVE
  PRESENTED
• LETTERS FROM COLLEAGUES WITH WHOM YOU HAVE SHARED
  SYLLABI, ASSIGNMENTS, OR COLLABORATED IN OTHER
  WAYS

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STUDENT EVALUATIONS

• IMPARTIALLY ADMINISTERED STUDENT COURSE
  EVALUATIONS WITH
• TABULATED RESULTS FROM OFFICE OF ASSESSMENT
  TESTING
• UNEDITED SUMMARIES OF STUDENT COMMENTS
• UNSOLICITED LETTERS OF APPRECIATION FROM STUDENTS
• UNSOLICITED EMAILS WITH SUBSTANTIVE COMMENTS FROM
  STUDENTS

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INFORMAL FEEDBACK ON STUDENT LEARNING

• CLASSROOM ASSESSMENT TECHNIQUES PROVIDE ANONYMOUS
  STUDENT RESPONSES TO QUESTIONS ABOUT
• DAILY LECTURE AND DISCUSSION
• COMPREHENSION OF COURSE MATERIAL
• KNOWLEDGE OF STUDENTS LEARNING PROCESS
• See Angelo Cross, Classroom Assessment
  Techniques, for excellent models

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USING CHICKERING AND GAMSONS SEVEN
PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE
EDUCATION

• See the March 1987 Bulletin of AAHE for Arthur
  Chickering and Zelda Gamsons original article
  about these principles. http//www.aahebulletin.co
  m/public/archive/sevenprinciples1987.asp

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1. Good Practice Encourages Contacts Between
Students and Faculty

• Frequent student-faculty contact in and out of
  class is a most important factor in student
  motivation and involvement. Faculty concern helps
  students get through rough times and keep on
  working. Knowing a few faculty members well
  enhances students intellectual commitment and
  encourages them to think about their own values
  and plans.
• Chickering Gamson

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EVIDENCE OF CONTACT WITH STUDENTS MIGHT INCLUDE

• RECORDS OF OFFICE HOURS
• RECORDS OF ADVISING SESSIONS
• SAMPLE EMAIL RESPONSES TO STUDENTS
• INDEPENDENT STUDIES, INTERNSHIPS, THESES
• SUPERVISION OF STUDENTS PRESENTATIONS OR
  PERFORMANCES AT CONFERENCES, FESTIVALS,
  GALLERIES, MEETS, etc.
• SAMPLE LETTERS OF RECOMMENDATION
• WORK WITH STUDENT GROUPS
• ASSISTANCE WITH STUDENTS CAMPUS FUNCTIONS
• MENTORING OF STUDENTS

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2. Good Practice Develops Reciprocity and
Cooperation Among Students

• Learning is enhanced when it is more like a team
  effort than a solo race. Good learning, like good
  work, is collaborative and social, not
  competitive and isolated. Working with others
  often increases involvement in learning. Sharing
  ones ideas and responding to others improves
  thinking and deepens understanding.
• Chickering Gamson

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POSSIBLE EVIDENCE OF CLASSROOM COLLABORATION

• ICE BREAKING ACTIVITIES THAT CREATE RAPPORT AMONG
  STUDENTS
• DESIGNS FOR GROUP WORK AND PROJECTS
• ORGANIZED ROLE PLAYING, DEBATES, PERFORMANCES
• STUDENT GENERATED ACTIVITIES PROJECTS
• GUIDELINES FOR PEER EVALUATIONS
• STUDY GROUPS AMONG STUDENTS
• USE OF BLACKBOARD DISCUSSION GROUPS

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3. Good Practice Uses Active Learning Techniques

• Learning is not a spectator sport. Students do
  not learn much just sitting in classes listening
  to teachers, memorizing prepackaged assignments,
  and spitting out answers. They must talk about
  what they are learning, write reflectively about
  it, relate it to past experiences, and apply it
  to their daily lives. They must make what they
  learn part of themselves.
• Chickering Gamson

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POSSIBLE EVIDENCE OF ACTIVE LEARNING

• INSTRUCTIONS STRATEGIES FOR NOTE TAKING
• OUTLINES OF LECTURES THAT SHOW TIME FOR
  REFLECTION AND QUESTIONS
• WRITING TO LEARN ACTIVITIES
• STUDENT PRESENTATIONS
• LAB ASSIGNMENTS ACTIVITIES
• FIELD TRIPS, MUSEUM VISITS
• PERFORMANCE ACTIVITIES
• RESEARCH ASSIGNMENTS
• COURSE PORTFOLIO PROJECTS
• SELF REFLECTIVE LEARNING JOURNALS

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4. Good Practice Gives Prompt Feedback

• Knowing what you know and dont know focuses your
  learning. In getting started, students need help
  in assessing their existing knowledge and
  competence. Then, in classes, students need
  frequent opportunities to perform and receive
  feedback on their performance. At various points
  during college, and at its end, students need
  chances to reflect on what they have learned,
  what they still need to know, and how they might
  assess themselves.
• Chickering Gamson

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EVIDENCE OF FEEDBACK AND STUDENT SELF-REFLECTION
SUCH AS

• SCHEDULE OF GRADED WORK
• SAMPLE DIAGNOSTIC OR BASE-LEVEL TESTS
• SAMPLE QUIZZES, TESTS
• GRADING RUBRICS FOR VARIOUS ASSIGNMENTS
• COMMENTS ON LECTURE NOTES, READING JOURNALS, AND
  LAB ASSIGNMENTS
• CUMULATIVE COURSE PORTFOLIOS
• SELF EVALUATION ACTIVITIES
• SAMPLE COMMENTS ON STUDENT WORK
• SAMPLE STUDENT PROGRESS REPORTS

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5. Good Practice Emphasizes Time on Task

• Time plus energy equals learning. Learning to use
  ones time well is critical for students and
  professionals alike. Allocating realistic amounts
  of time means effective learning for students and
  effective teaching for faculty.
• Chickering Gamson

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EVIDENCE OF TIME ON TASK MIGHT INCLUDE

• DETAILED COURSE CALENDAR WITH DATES FOR DRAFTS OR
  PORTIONS OF PAPERS PROJECTS
• TIME-MANAGEMENT ACTIVITIESWEEKLY SCHEDULES FOR
  STUDENTS
• ATTENDANCE POLICIES
• POLICIES ON LATE WORK

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6. Good Practice Communicates High Expectations

• Expect more and you will get it. High
  expectations are important for everyone for the
  poorly prepared, for those unwilling to exert
  themselves, and for the bright and well
  motivated. Expecting students to perform well
  becomes a self-fulfilling prophecy.
• Chickering Gamson

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POSSIBLE EVIDENCE OF HIGH EXPECTATIONS

• COURSE GOALS AND REQUIREMENTS
• USE OF MODELS OF STUDENTS BEST WORK
• RECOMMENDED READINGS AND ASSIGNMENTS
• EXTRA CREDIT ACTIVITIES
• ENCOURAGING STUDENTS TO JOIN PROFESSIONAL
  ORGANIZATIONS ATTEND CONFERENCES
• VISITS FROM FORMER SUCCESSFUL STUDENTS LEADERS
  IN THE FIELD

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7. Good Practice Respects Diverse Talents and
Ways of Learning

• Many roads lead to learning. Different students
  bring different talents and styles to college.
  Brilliant students in a seminar might be all
  thumbs in a lab or studio students rich in
  hands-on experience may not do so well with
  theory. Students need opportunities to show their
  talents and learn in ways that work for them.
  Then they can be pushed to learn in new ways that
  do not come so easily.
• Chickering Gamson

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EVIDENCE OF DIVERSE TEACHING STRATEGIES RESPECT
FOR STUDENT DIVERSITY MIGHT INCLUDE

• RULES FOR RESPECTFUL CLASSROOMS
• DIFFERENT TESTING OPTIONS
• ASSIGNMENTS THAT TEST DIFFERENT SKILLS
• USE OF VISUAL, AUDIO, AND WRITTEN MATERIALS
• ACTIVITIES RELEVANT TO THE DIVERSITY OF THE
  STUDENTS
• ATTENTION TO ACHIEVEMENTS OF WOMEN AND PEOPLE OF
  COLOR IN THE DISCIPLINE
• POLICY ON STUDENTS WITH DISABILITIES

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YOUR FEEDBACK

• TO DEVELOP IDEAS ON CAMPUS FOR DOCUMENTING HOW
  OUR TEACHING ENHANCES STUDENT LEARNING, WE WOULD
  LIKE TO HEAR FROM YOU. PLEASE SEND YOUR
  IDEAS,COMMENTS, QUESTIONS ABOUT THIS
  PRESENTATION, THE SEVEN PRINCIPLES, THE
  EVIDENCE YOU MIGHT USE IN A PORTFOLIO OR DOSSIER
  TO Eileen Barrett, ebarrett_at_csuhayward.edu