Presentation on theme: "Introduction to Academic Portfolios"— Presentation transcript:
1 Introduction to Academic Portfolios DANIELLE MIHRAM, DIRECTORCENTER FOR EXCELLENCE IN TEACHINGOFFICE OF THE PROVOSTUNIVERSITY OF SOUTHERN CALIFORNIA
2 Overview Fundamental features of academic portfolios Four basic processes for the creation of an academic portfolioExample: The “Teaching Portfolio” as part of your academic portfolioAdvantages of an academic portfolioInteractive electronic portfolios: A new medium for academic portfoliosBibliography: 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 alsoto 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 processesConscious of self-awarenessKnowledge and understanding of one’s intellectual approaches and strategies used in learning and teachingAwareness of how other learners’ approaches may differLevel of insight that allows learners to give themselves feedback = Dialogic reflectionHughes, H. Woodrow Dialogic Reflection: A New Face on an Old PedagogyMacLellan, Effie (1999). “Reflective Commentaries: What do they say about learning?” Educational Action Research, Volume 7(3): [pdf on CET web]
6 Metacognition: Implications A highly personal processInvolves reflective judgment and informed choicesFocuses on the uniqueness of each individualFosters individual’s ownership of his or her own learning and career development
7 Benefits of Dialogic Reflection Increased understanding ofHow you learn and what are your learning outcomesWhat you have (and have not ) learnedWhat do you value?Role in learning how to articulate in writing one’s thoughts and ideasHow others view your workEnhanced ability to make connectionsAmong courses taught and in the context of teaching “without boundaries”Among research experiences and research collaborationsIncreased sense of learning over time
8 Sample ReflectionsWhen 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 artworkJohnson, Bil (1996), The Performance Assessment Handbook, Vol. 1. Princeton: Eye on Education.
9 Four Basic Processes for the Creation of an Academic Portfolio CollectionA relatively short collection of materials that summarizes and highlights an individual’s activities as a teacher and researcher.SelectionWhy are you creating the portfolio? Who is reading it, and why?ReflectionThinking critically about your total learning, teaching, and research experiencesConnectionsMaking personally meaningful connections betweenYour teaching,Your field of research, its body of knowledge, and its applicationsYour service and community experiences
10 Goals of an Academic Portfolio Demonstrate breadth of learning, teaching, and researchRange of achievements. Collecting and connecting your various accomplishments; a creative representation of your work and of youEvaluate achievement of intended outcomesOpportunity to showcase your accomplishments. Your best workReflect, assess own educational experienceRepresentative pieces; written reflections. To make connections between where you were, where you are, and where you want to beIllustrate the learning processMultiple drafts -- a process. To document teaching and research as it evolved over time.Share one’s expertiseLegacy 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 teacherTo document one’s teaching as it evolved over timeTo 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 responsibilitiesCourses 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 teachingReflective 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 portfolioItems 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 itemStatements on activities, initiatives, and accomplishments on each itemDo 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 orderThe 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 dataEvidence 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 vitaeAlthough 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 NameDepartment/CollegeInstitutionDateTable of Contents for Teaching Section1. Teaching Responsibilities2. Statement of Teaching Philosophy3. Teaching Methods, Strategies, Objectives4. Student Ratings on Summative Questions5. Colleague Evaluations From Those Who Have Observed Classroom Teaching or Reviewed Teaching Materials6. Statement by the Department Chair Assessing the Professor's Teaching Contribution7. Detailed, Representative Course Syllabi8. Products of Teaching (Evidence of Student Learning)9. Teaching Awards and Recognition10. Teaching Goals: Short- Term and Long-Term11. Appendices
17 Contents of an Academic Portfolio: Research Table of Contents for Research SectionResearch Statement2. Research Methods, Strategies, Objectives3. Students accomplishments in research labSignificant outcomes of collaborative or inter-disciplinary researchResearch awards and recognition6. Research Goals: Short- Term and Long-Term7. Appendices
18 A Document that Evolves Over Time Remember: The portfolio is a living collection of documents and materials which change over timeNew 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 PortfoliosInformation in multi-media (text, graphics, animation, sound,video)Hypertext environment: e.g., menus, hyperlinks, searchable informationNon-linear thinking; “deep” organizationAsynchronous access for others (for feedback and collaboration)
20 Advantages of an Academic Portfolio The Section on TeachingProvides the stimulus and structure for self-reflection about areas of teaching (including those needing improvement)Concentrates on reflective analysis, action planning, and assessment of student learning.Provides evaluators with hard-to-ignore information on what a professor does in a classroom and why he/she does it.The Section on ResearchProvides the stimulus and structure for self-reflection about areas of research that may lead to inter-disciplinary collaborationProvides colleagues with the opportunity to contribute to the portfolio’s creation through feedback and file exchangesExcerpts of Portfolio can be used in successful grant applicationsUsed 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 PortfoliosCreate Your Own Electronic PortfoliosMartin Kimeldorf’s Portfolio LibraryMable Kinzie (An informal approach to the academic portfolio)
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 PortfoliosGreenberg, Gary (2004). “The Digital Convergence: Extending the Portfolio Model,” Educause Review, July-August.Jafari, Ali (2004). “The "Sticky" ePortfolio System: Tackling Challenges and Identifying Attributes,” Educause Review July-August 2004.Love, Douglas, Gerry McKean, and Paul Gathercoal (2004). “Portfolios to Webfolios and Beyond: Levels of Maturation,” Educause Quarterly Vol. 27(2)(Descriptions of developmental stages offer institutions guidance about their place in the process and how to move to the next level)
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.Tomorrow's Professor Msg.#568 Electronic Learning PortfoliosZubizaretta John, (2004). The Learning Portfolio. Bolton, MA: Anker.