Collegiate Teaching Preparation

Teaching Portfolio Contains:
Teaching Philosophy
Inclusivity Statement
3 Course Proposals
Class Project
Mid-Term Feedback Form
Assessment Rubric or Framework
All syllabi need to have a list of course Course Goals followed by a list of Course Learning Outcomes placed right after the Course Description.
Learning outcomes need to be itemized for each week or subsets of syllabus weeks
Course goals and learning outcomes need to be listed in the sample class project too.
If you do not understand the learning outcomes please make an appointment with me.
Course Goals are the deeper understandings or the enduring values of the course or class project.  What is imagined and hoped to occur in the class….what is the greater good of the course or class project. These often are preceded by “to” and have active verbs and refer to the future…what will happen.  Refer to Bloom’s Taxonomy and the Guide to Critical Thinking readings for ways to state the goals and outomes.
These are examples of COURSE GOALS:
to introduce
to contextualize
to engage
to grapple
to compare or contrast
to question
to inquire
to expand
to examine
to evaluate
to collaborate
to originate
Course Learning Outcomes are the ideas and techniques that all students will be assured of coming away with at the end of the course or class project or weekly activity. They are the nouns that are takeaways.
Learning outcomes can be graded with percentages and the designated percentages will correlate with the assessment percentages and be embedded in the grading rubric qualities. They can include conceptual ideas, technical methods, critical participation, projects or assignments and the final projects. What is assured each student will take away from the class is a learning outcome.
Learning outcomes can be distinquished if one thinks of them in terms of nouns.
A comprehension of…..    10 %
An ability or facility in….    15 %
A critical acumen around… 10%
A widening technical range exhibited in… %.
A generative series of four increasingly ambitious projects…..%
A finely resolved final portfolio of……%
An increasingly more integrative body of…..%
A deepening synthesis of media into a final project….
The capability to place one’s work in a social, historical or political arena..
The understanding of eastern and western influences….
A global awareness of…..
Beginning casting agility in three media…
Achievement in tonal range in B + W photography
Conceptual growth and original transposition of materials into….
A portfolio that exhibits trials, challenges, failures and accomplishments…
Special Notes:
All teaching portfolios will exhibit a progression of learning in the syllabus; moving from emerging critical and technical thinking around the topic or subject to a more developing level of critical and technical thinking to a more accomplished or integrative level of critical and technical thinking and ability. How do your words, projects, activities and readings give evidence to this?
Please go back and customize your assessment rubrics to the actual course by adding relevant details that indicate the rubric is not for any class but for the specific class.
Make sure your mid-term feedback form INCLUDES the course goals at the top before the Likert and open-ended questions.
The portfolio is dedicated to college-level students. Add the details such as seminal texts, citations for readings, safety elements and links, critique guides, images, resource lists, intersection with a museum collection, etc. All of these are detailed in the 100 point checklist which is the final review for yourself before you submit the portfolio.
The portfolio is not an outline for further work; it is a resolved and synthesized final project. Do not worry about the length.
All seven of the past portfolio assignments are listed below with additional readings and samples.




+Collegiate Teaching Thursday Section 01 Syllabus 2018

+Collegiate Teaching Friday Section 02 Syllabus 2018

Assignment One

Teaching Philosophy

*Teaching_Philosophy_Assignment 2018


Qualities of Effective Faculty


Assignment Two

Inclusivity Statement


UC Davis- Guidelines for Writing a Diversity Statement

Carnegie Mellon diversity-statement-pdf


Assignment Three

Developing Meaningful Course Descriptions

Course Descriptions

Develop three course descriptions: basic, advanced, and your choice


Assignment Four

*Syllabus Construction Worksheet 2018


Value of Course Learning Objectives Eberly Center

Construct a Full Syllabus with Guide

Read these articles: construct_syllabus    guide-to-critical-thinking   wiggins-mctighe-backward-design

These three articles lead us to a broader view of creating a meaningful syllabus and give us insights into the value of thinking deeply before starting a syllabus design.

Review the course goals and learning outcomes or objectives in these teaching portfolios so we can learn to customize the broader views to an art and design context. Look specifically at the itemized course goals and itemized course objectives (learning outcomes) which follow each course description and the column or stated learning objectives or learning outcomes in the weekly plan in their syllabi.

primmer_teaching_portfolio  Ceramics

paolo_morales-final-teaching-portfolio Photography


Individual Meetings TLAD                                                                                                                 Thursday October 4 + 11  No group class.                                                                                                             Friday October 5 + 12 No group class.



Assignment Five

Class Project

Class Project Assignment

Critique Statements and Critique Variations

**Critique Formats and Styles 2018

Teaching to Variation

Harkness Learning- Principles of a Radical American Pedagogy – Journal of Pedagogic Development

Discussion_as_a_Way_of_Teaching INC-Learning Circles


Assignment Six

Mid-term Feedback Form

Mid-term Feedback Form Assignment


Assignment Seven

Create a general assessment rubric or framework for your syllabus.

Assignment #7








Individualized Teaching Practice Sessions (ITP’S)

Required Readings:

2018 Criteria For ITP Feedback from Peer and Faculty

Teaching Tips for Individualized Teaching Practice Sessions

Helpful Readings:

Persuasive Communication

Teaching to Variation

Be prepared ahead of class time.  You may switch times if needed with a classmate.

Thursday Section ITP’S Schedule

Thursday, November 1, 2018 

Guest Observer Research +  Assessment Associate, Dr. Mariah Doren

8:30 Lauren

9:00 Hannah

9:30 Shore

10:00 Jiayi

10:30 Manon

Thursday, November 8, 2018. Guest Faculty TLAD Dr. Shana Cinquemani

8:30 Thomas

9:00 Ren

9:30 Diana


10:30 Jessina

11:00 Lauren

Friday Section ITP’S Schedule

Friday, November 2, 2018 Guest Faculty Professor Robin Quigley Jewelry + Metals

8:00 Wu

8:30 Anna

9:00 Nick

9:30 Karin

10:00 Liujun

10:30 Ewa

Friday, November 9, 2018 Guest Faculty Professor Lili Hermann Landscape Architecture

8:30 Rebecca

9:00 Jiali

9:30 Dongqi

10:00 Emily

10:30 Adam



Individualized Teaching Practice Sessions Reviews

Review your videotape. Read your peer reviews.  Reflect on your teaching session.

Meet individually with your two faculty reviewers.


 Final Class  

10 minute Presentations of Teaching Portfolio in  Group Class.  After the presentation please send me your portfolio for my final feedback.

*Teaching Portfolio Contents:

Teaching Philosophy                                                                                                             Inclusivity Statement                                                                                                                        3 course descriptions
Class Project
Feedback Form
Grading Rubric


Final Portfolio Readings and Resources:


Blooms Taxonomy

Critiquing Student Projects Wash Univ.






Grading and Feedback:


salazar_stacey_studio-interior_investigating-undergraduate-studio-art-teaching-and-learning 2013

Making Excellence Inclusive
Making Excellence Inclusive is AAC&U’s guiding principle for access, student success, and high-quality learning. It is designed to help colleges and universities integrate diversity, equity, and educational quality efforts into their missions and institutional operations.

Through the vision and practice of inclusive excellence, AAC&U calls for higher education to address diversity, inclusion, and equity as critical to the wellbeing of democratic culture. Making excellence inclusive is thus an active process through which colleges and universities achieve excellence in learning, teaching, student development, institutional functioning, and engagement in local and global communities.

A high-quality, practical liberal education should be the standard of excellence for all students. The action of making excellence inclusive requires that we uncover inequities in student success, identify effective educational practices, and build such practices organically for sustained institutional change.

Diversity, Inclusion, and Equity: Core Principles
AAC&U endeavors to develop “equity-minded practitioners,” who are willing to engage in the necessary, and sometimes difficult, conversations and decision-making that can lead to transformational change for student learning and achievement.

Diversity: Individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations).

Inclusion: The active, intentional, and ongoing engagement with diversity—in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.

Equity: The creation of opportunities for historically underrepresented populations to have equal access to and participate in educational programs that are capable of closing the achievement gaps in student success and completion.

Equity-Mindedness: A demonstrated awareness of and willingness to address equity issues among institutional leaders and staff (Center for Urban Education, University of Southern California).


International Collegiate Teaching Sites

Hong Kong

Hong Kong Baptist University Center for Holistic Teaching and Learning

Hong Kong Polytechnic University
 Educational Development Centre

Hong Kong University of Science and Technology
 Center for Enhanced Learning and Teaching Center for Education Innovation

University of Hong Kong
 Centre for the Advancement of Teaching and Learning


Hiroshima University Research Institute for Higher Education

University of Tokyo
 Center for Research on the Development of Higher Education


Universiti Teknologi Malaysia

Saudi Arabia

King Fahd University of Petroleum and Minerals  Teaching and Learning


National University of Singapore Centre for the Development of Teaching and Learning

National University of Singapore
 Centre for Instructional Technology


University of Adelaide
 Centre for Learning and Professional Development – Learning and Teaching Support

Australian National University Center for Educational Development and Academic Methods

Charles Darwin University
 Teaching and Learning Quality Group

Macquarie University
 Learning and Teaching Centre

Melbourne University
 Center for the Study of Higher Education

University of New South Wales

University of Sydney
 Institute for Teaching and Learning

University of Tasmania
 Centre for the Advancement of Learning and Teaching

University of Technology, Sydney
 Institute for Interactive Media and Learning

University of Western Australia
 Centre for the Advancement of Teaching and Learning

University of Wollongong
  Centre for Education Development, Innovation and Recognition

New Zealand

University of Auckland
  Centre for Academic Development

University of Canterbury

University of Otago
 Higher Education Development Centre

Victoria University at Wellington
 University Teaching Development Centre


University of Hamburg


Carleton UniversityEducational Development Centre

Dalhousie UniversityCentre for Learning and Teaching

McMaster UniversityCentre for Leadership in LearningFaculty of Health Sciences—Programme for Faculty Development

McGill UniversityTeaching and Learning Services

Queens University at KingstonCentre for Teaching and Learning

Ryerson UniversityLearning and Teaching Office

University of AlbertaLearning SolutionsCentre for Teaching and Learning

University of British ColumbiaThe Centre for Teaching, Learning and Technology

University of GuelphTeaching Support Services

University of ManitobaUniversity Teaching Services

University of OttawaTeaching and Learning Support Service

University of Saskatchewan Gwenna Moss Centre for Teaching Effectiveness

University of Toronto at ScarboroughCentre for Teaching and Learning

University of VictoriaLearning and Teaching Centre

University of Waterloo…

University of WindsorCentre for Teaching and Learning

Wilfrid Laurier UniversityEducational Development

York University
 The Teaching Commons

Canada Community Colleges

Lethbridge Community College
  Educational Enhancement Team

Mount Royal CollegeInstitute for Scholarship of Teaching & Learning

U.S. Colleges and Universities


Auburn University
 The Instructional Multimedia Group

Samford University
 The Center for Teaching, Learning and Scholarship

University of Alabama
 Center for Teaching and Learning


University of Alaska-Anchorage
 Center for Advancing Faculty Excellence


Arizona State University
 UOEEE Teaching & Learning

Northern Arizona University Faculty Development Program

University of Arizona
 Office of Instruction and Assessment


John Brown University
 Teaching and Learning and Scholarship

University of Arkansas-Little RockCenter for Applied Studies in Education

University of Arkansas-FayettevilleThe Wally Cordes Teaching and Faculty Support Center

University of Central ArkansasInstructional Development Center


Azusa Pacific UniversityOffice of Faculty Development

California State University-ChicoTechnology and Learning Program

California State University-HaywardOffice of Faculty Development and Center for Excellence in Teaching

California State University-Long BeachFaculty Center for Professional DevelopmentAcademic Computing Services

California State University-NorthridgeThe Center for Innovative & Engaged Learning Opportunities

California State University-PomonaFaculty Center for Professional DevelopmentCalifornia State University-SacramentoCenter for Teaching and Learning

California State University-San BernardinoTeaching Resource Center

San Francisco State UniversityCenter for Teaching and Faculty Development

Sonoma State UniversityCenter for Teaching and Professional Development

Stanford UniversityCenter for Teaching and Learning

University of California BerkeleyOffice of Educational DevelopmentGraduate Student Instructor (GSI) Teaching and Resource Center

University of California DavisCenter for Excellence in Teaching and Learning

University of California IrvineTeaching, Learning and Technology Center

University of California Los AngelesOffice of Instructional Development

Univeristy of California San DiegoCenter for Teaching Development

University of California Santa BarbaraInstructional DevelopmentTeaching Assistant Development

University of California Santa CruzCenter for Teaching & Learning

University of Southern CaliforniaCenter for Excellence in Teaching




  District of Columbia & Washington, D.C.





















  New Hampshire

  New Jersey

  New Mexico

  New York

  North Carolina

  North Dakota





  Rhode Island

  South Carolina

  South Dakota







  West Virginia



University of WyomingEllbogen Center for Teaching and Learning

US Community Colleges

Of Related Interest

Broward Community CollegeThreads—The Academic Internet Resource


Universidad Católica de ChileCentro de Desarrollo Docente