Transcript Course Portfolio - Queensborough Community College

Course Portfolio:
Making Pedagogy Visible
Center for Excellence in Teaching and Learning (CETL)
Queensborough Community College, CUNY
Spring 2008
Course Portfolio: An Introduction
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A course portfolio is a means of
documenting the intellectual work of
teaching a particular course
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It is a comprehensive and efficient way to
document and design the execution of a
course, including student learning
Making pedagogy visible:
Collect, Select, Reflect, Connect
A Course Portfolio connects
People, Data, Systems, Institutions
Reflection
Guidance & Mentoring
Course Components
Course Artifacts and
the Institutional Context
Student Work
Course
Portfolio
Feedback and Review
Course Portfolio
Storage and Information Mgt.
(QCC- CUNY, Epsilen, etc.) for
greater accessibility of data
Critical Analysis of Key
Assignments
Communication ( World wide web,
blogs, podcast, learning communities)
Professional Development
(Pedagogical Research, Scholarly
publications, presentations, etc.)
Examples of Course Portfolio
From CASTL Higher Education gallery
The sites in this collection include web based
portfolios on the scholarship of teaching and learning
(SoTL) projects. They display the inquiry, processes,
and reflections of faculty from various disciplines.
At the same time, they reveal some unique ways of
representing individual faculty investigations of
teaching, collaborative inquiry, and disciplinary and
interdisciplinary teaching and learning.
http://gallery.carnegiefoundation.org/gallery_of_tl/castl_he.html
http://www.courseportfolio.org/peer/pages/index.jsp?what=showc
asedList (Peer Review of Teaching and Learning)
Examples
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Advanced Mathematics for Secondary Teachers: Course Portfolio
For the Fall 2000 class taught at Michigan State University
Curtis Bennett
http://gallery.carnegiefoundation.org/collections/castl_he/cbennett/index.html
•
Western Civilization: A Course Portfolio
http://gallery.carnegiefoundation.org/collections/castl_he/mkelly/welcome.htm
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An Alternative Approach to General Chemistry: Addressing the Needs of At-Risk
Students with Cooperative Learning Strategies Dennis Jacobs
•
http://gallery.carnegiefoundation.org/collections/castl_he/djacobs/index2.htm
•
Learning Interdisciplinarity: A Course Portfolio
Sherry Linkon
http://gallery.carnegiefoundation.org/collections/castl_he/slinkon/CoursePortfolioHome.htm
What are the benefits of creating a
Course Portfolio?
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By identifying and documenting teaching
effectiveness, a course portfolio ensures
that quality teaching is recognized, valued,
and rewarded
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Teaching can be understood and presented
as a form of scholarship, utilizing the
accountability through peer review that
already exists in higher education
What are the benefits of a course
portfolio?
For Faculty
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Exhibit and reflect on
pedagogical issues
Cultivate scholarship
Convey one’s work to
appropriate audience
(to review committeesfor promotion & tenure,
faculty awards, etc.)
For Students
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Access to previous
semester material
Materials adapted to
diverse learning styles
Identify common
mistakes
Familiarity with past
student experiences
Benefits to
administrators and departments
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Provide a source of information to improve
courses
Provide useful accreditation and
assessment documents
Access to course materials from previous
semesters
Identify supplemental material to enhance
the previously collected material
Components of Visible Pedagogy
Suggested Artifacts
Approach
Rationale
Pedagogy
Overview
Course Content and goals
Learning Objectives
Course Development
Student Learning
Plan for accomplishing goals
Relevant Data
Student work samples; Reflection
Reflection & Critical Review
Institutional Context
Enhancing current material
Improving teaching strategies
Collaboration and feedback
Support for new faculty
Types of Course Portfolio
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Benchmark Course Portfolio:
 focuses on documenting a snapshot or range of activities
and learning from a course
Inquiry Course Portfolio:
 focuses on exploring a specific issue or question in a course
Developmental Course Portfolio:
 focuses on a study or research conducted over a period of
time, and may be directly tied to outcomes or rubrics.
Representational Course Portfolio:
 focuses on student achievements in relation to particular
developmental goals and is, therefore, selective.
Adapted from PRTP project in documenting, assessing, and improving student learning (University of
Nebraska, Lincoln) http://www.courseportfolio.org/peer/pages/index.jsp?what=rootMenuD&rootMenuId=2
Course Portfolio Contents
1. List of items included in the course portfolio
2. Teaching materials
2.1 Syllabus; Learning Objectives
2.2 Course manual; Lecture notes
2.3 Additions and revisions
3. Support materials
4.1 Computer files, programs, and documents
4.2 Departmental resources and workshops
4.3 Additions and revisions
4. Assignments
4.1. Expected format for assignments
4.2. Homework; Quizzes and exams
4.3. Laboratory experiments and in-class exercises
5. Student work
5.1. Samples artifacts; projects/papers; presentations
5.2. Graded assignments;
6. Personal reflections and student feedback
6.1 Reflections before/after the first day
6.2 Reflections during/after the semester
6.3 Critical review of assignments
6.4 Summary of relevant e-mails
7. Future Issues