Documenting Your Teaching

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Notes on in Liberal Arts>Laurel’s notes 2003

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Documenting Your Teaching and Student Evaluations Center for Teaching Excellence Duquesne University

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What to Keep for Documenting Your Teaching Syllabus Sample assignments Samples of student work (with permission) Sample lesson plans Sample tests and quizzes Notes and reflections ALL Course evaluations --Written and electronic portions Any observation forms and notes completed for you by faculty and TA colleagues

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Benefits of Documenting Your Teaching All your teaching files are organized for future use/revision Immediately document any necessary changes on quizzes, assignments, etc. Teaching materials are often required for: The job search/application process TA award dossier Aspects of Certificate of University Teaching

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Faculty or Peer Observations Several weeks in advance, ask an instructor to observe you Some supervisors visit classes regularly and give you feedback Meet with the observer beforehand to tell him/her your goals for the particular class period. You may also want to provide a syllabus so the observer can see how the class fits into the larger goals of the semester Meet with the observer afterward, to get his/her feedback CTE can provide you with guiding questions or an observation form Faculty observations are required for the TA award

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Early Course Evaluation Benefits: You have time to make changes to the course before the semester ends You open the lines of communication between teacher and student You choose the method, time, and type of evaluation, which allows you to tailor it to your own concerns and/or teaching goals Early course evaluation is optional, but encouraged

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Methods of Early Course Evaluation Open-ended questions I learn best when my professor… I learn best when I… In order to prepare for class I… “K Q S” Keep doing Quit doing Start doing Traffic Light Survey Red (Stop) Yellow (Slow) Green (Go)

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Methods of Early Course Evaluation Checklist Format: Focus on the actions that are reasonable for you to stop/start. Add an open-ended question for additional feedback. Source: Teaching What You Don’t Know by Therese Huston

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End of Semester Student Evaluation Survey (SES) Required by University Anonymous student responses Survey open to students online 2 weeks prior to final exam Students receive email notices for each course Faculty can see response rate throughout 2 week period and encourage students to participate An idea: you may ask students to complete SES as homework to increase participation (CTE recommends NOT for grade points) Approx 4 weeks after final exam period, instructor will have access to results

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Student Evaluation: Instructional design Instructional delivery Attitudes toward student learning Out of class availability Student outcomes Students indicate how much they agree with statements about the instructor Items are randomly ordered for students 25 Questions in 5 Domains Items are grouped by domain on the report to faculty:

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Domain A: Instructional Design The instructor made it clear how students would be assessed. The instructor provided constructive feedback on course assignments and exams. The assignments were challenging at an appropriate level for the course. The assignments were helpful in acquiring a better understanding of course objectives.

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Domain B: Instructional Delivery The instructor’s use of examples helped to get points across in class. The instructor was enthusiastic about teaching. The instructor used methods that helped students learn. The objectives of the course were well explained. The instructor helped me to understand the relevance of this course. The instructor’s explanations were clear. The instructor was well prepared for class.

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Domain C: Attitudes toward Student Learning The instructor was concerned with whether or not the students learned the material. The instructor treated students with respect. The instructor returned graded materials within an appropriate time frame. The instructor created a learning environment in which students felt comfortable asking questions. The instructor stimulated my thinking. The course material was presented at an appropriate level of understanding.

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Domain D: Out of Class Availability Communication with the instructor outside of class was helpful. Assistance from instructor outside of class was readily available if I sought help. The instructor encouraged students to seek help outside of class if needed. The instructor responded to my communications in a timely manner.

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Domain E: Student Outcomes The instructor helped me to understand the material in this course. The instructor helped me consider alternative perspectives on the topics presented. The instructor was helpful in advancing my knowledge or skills. The instructor challenged me intellectually.

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Student Evaluation: Written Comments What aspects of this instructor’s teaching were most effective? How could this instructor improve his/her teaching effectiveness?

Summary: The PowerPoint stresses the importance of what to collect and why it should be collected when teaching. The goal is to encourage teacher-scholars to develop a professional portfolio for the hiring process.

Tags: portfolio design teaching

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