Collegiate Teaching Preparation


Collegiate Teaching Syllabus

CORRECTED SYLLABUS: TUES_Collegiate Teaching Fall 2019 TLAD 044G Section 01

WED_Collegiate Teaching Fall 2019 TLAD 044G Section 02


Assignment One: Teaching Philosophy 

Teaching_Philosophy_Assignment #1_ 2019

Lang,JamesM.”4StepstoaMemorableTeachingPhilosophy.The Chronicle of Higher Education. 8/29/10

Review other teaching philosophy articles from the global teaching and learning sites:


Assignment Two: Inclusivity Statement


Center for Research on Learning and Teaching, University of MichiganCreating Inclusive College Classrooms, Shari Saunders and Diana Kardia (1997)

Additional Reading:

This is a shortlist of inclusivity terms and definitions from Columbia University.

Inclusivity Terms + Definitions Columbia University


Assignment Three: 3 Course Descriptions

Developing Meaningful Course Descriptions  Assignment #3

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

Constructing a Course Description Ryerson University


Assignment Four: Creating a Syllabus

Creating a Syllabus_ Construction Worksheet Assignment #4

Read these articles:

Backward Design by Wiggins and McTigue. Wiggins & McTighe Backward Design

Blooms Taxonomy of Measurable Verbs, Utica College

Constructing a Syllabus by Michael Woolcock Sheridan Center for Teaching and Learning .construct_syllabus

RISD Syllabus-Guidelines

Constructing a Learning-Centered Syllabus: One Professor’s Journey Aaron Richmond     

guide-to-critical-thinking Washington University

These 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 in these teaching portfolios to learn to customize the broader views to an art and design context. Look specifically at the itemized course goals and itemized course 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

Additional Readings:

Iowa State University Center for Excellence in Learning and Teaching A Model of Learning Objectives based on a Taxonomy for Learning, Teaching, and Assessing: a Revision of  Bloom’s Taxonomy of Educational Objectives

 Creating a Syllabus



Assignment Five: Class Project 

Class Project Assignment #5

Labs : Studios – Eberly Center – Carnegie Mellon University

Teaching to Variation Brian Hayden, Sheridan Center for Teaching and Learning


Assignment Six: Feedback Form, Assessment Rubric, Critique Guidelines 

Mid-term Feedback Form Assignment. #6

Sample questions for getting feedback from Students George Washington University

Assessment Rubric. Assignment #6
Providing Effective Assessment of Artistic Work Johanna Inman

Using a Variety of Critique Formats in Syllabus Assignment #6

Develop a critique statement to include on your syllabus. What commonalities about critical dialogue could the class benefit from?  Which ways and what are your expectations for critiques will occur in the classroom?  What is the expectation of the student during critical reviews? Review critique statements in Teaching Portfolios on this site.








Individualized Teaching Practice Sessions (ITP’S)

Required Readings:

Criteria For ITP Feedback from Peer and Faculty

Teaching Tips for Individualized Teaching Practice Sessions

Helpful Readings:

Teaching Observation Vanderbilt University

Persuasive Communication

Individualized Teaching Practice Sessions Reviews

Review your videotape and review your teaching practice session goals and reflect on the practice session.  Read your peer reviews.  Be prepared to give your perspective on your teaching practice session as an opening to the faculty review meeting.

Meet individually with your two faculty reviewers.


 Final Seminar Class  

10 minute Presentations of Teaching Portfolio in  Group Class.

After the presentation send the portfolio to the faculty for a final review.


Final Portfolio Readings and Resources for your last edits and additions.


Blooms Taxonomy

Critiquing Student Projects Wash Univ.


Critique-formats with variety and progressions.




Grading and Feedback:


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

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

Discussion_as_a_Way_of_Teaching INC-Learning Circles


Making Excellence Inclusive American Association of Colleges and Universities
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).


Collegiate Teaching Portfolio Contains:
Teaching Philosophy
Inclusivity Statement
3 Course Proposals
Class Project
Mid-Term Feedback Form
Assessment Rubric or Framework
Critique Statement
Each syllabus includes Course Goals followed by a list of Course Learning Outcomes placed right after the Course Description and details of course (time, instructor, credits, estimated cost of materials, etc.)
Learning outcomes are itemized for each of the three subsets of the syllabus weeks: emerging learning, developing learning, and advanced learning.
Course goals and learning outcomes will be listed in the class project right after the class project description.
If you do not understand what are course goals and learning outcomes please make an appointment with me asap. Below is a synopsis of each.
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 or what will happen in the course schedule.  Refer to Bloom’s Taxonomy and the Guide to Critical Thinking readings for ways to state the goals and outcomes.
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 may be graded with percentages and the designated percentages will correlate with the assessment percentages and also will be embedded in the grading rubric qualities. The learning outcomes are evidence of the teaching and learning cycle and include conceptual ideas, technical methods, critical participation, projects or assignments, and the final projects. What every student will take away from the class is a learning outcome.
Learning outcomes may be distinguished if one thinks of them in terms of nouns.
These are COURSE LEARNING OUTCOMES examples with some samples of grade percentages.
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….
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…
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 advanced or integrative level of critical and technical thinking and ability. How do your words, projects, activities, and readings give evidence to this?
Customize the course assessment rubrics to the actual course by adding relevant details that indicate the rubric is not for any class but for a very specific class.
Make sure your mid-term feedback form INCLUDES the course goals at the top before the Likert and open-ended questions occur.
The portfolio is dedicated to college-level learning environments. 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.
The portfolio is not an outline for further work; it is a resolved and synthesized final project. Do not worry about the length.
All of the portfolio assignments are listed below with additional readings and samples.

Teaching Portfolio


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