Collegiate Teaching Preparation

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Week One:  Introductions, Syllabus Review,  Certificate Requirements, Introduction to the Academic World.

All Assignments, Supporting Readings are on Canvas Site

Assignment #1 A and #1 B:

Assignment #1 A Teaching Philosophy

Assignment #1 B Inclusivity Statement

Readings are in each assignment as well:

Philosophy Statement

https://cei.umn.edu/writing-your-teaching-philosophy

http://www.celt.iastate.edu/teaching/document-your-teaching/writing-a-teaching-philosophy-statement Iowa State University Center for Learning and Teaching

 Lang,James M.”4 Steps to a Memorable Teaching Philosophy. The Chronicle of Higher Education. 8/29/10    https://www.chronicle.com/article/4-steps-to-a-memorable/124199

Recommended Readings: Review other teaching philosophy articles from the global teaching and learning sites: https://cte.ku.edu/other-teaching-centers  Center for Teaching and Learning Community

Inclusivity Statement

Center for Research on Learning and Teaching, University of Michigan Creating Inclusive College Classrooms, Shari Saunders and Diana Kardia (1997) http://www.crlt.umich.edu/gsis/p3_1 

8 Actions to Reduce Racism in College Classrooms Harper and Davis 2016

Inclusivity Terms + Definitions from Center for Inclusive Teaching Columbia University

Longer Recommended Reading:

On Being Included. Racism and Diversity in Institutional Life. Sara Ahmed 2012 Duke University Press

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Week Two:    Introductions, Peer Review of Philosophy and Inclusivity Statements, Course Descriptions

Assignment #2 Course Descriptions.

Develop three course descriptions: basic, advanced, and a choice. One course will focus on social equity and inclusivity in its concept. All course proposals incorporate inclusive language.

Required Reading:

Constructing a Course Description Ryerson University Michelle Scwartz Ryerson Center for Learning & Teaching

Course Description Review Sheet

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Week Three: Course Description Small Group Reviews, Introduction to Goals and Outcomes

Class Reading Groups:

Constructing a Syllabus Sheridan Center

Backward Design

Click to access wiggins-mctighe-backward-design.pdf

Syllabus (goals, learning outcomes % of grade, grading, critique statement and variety of formats in weekly plan, inclusvitiy statement, weekly plan with repeatable categories, details, and emerging, developing, advanced learning outcomes divisions in the plan.  Include original object learning, and inclusivity embeded into the weekly plan.  Add safety, community, resources, supplies.

*100 Point Checklist for Syllabus

Assignment #4 Class Project Description, Goals, Outcomes, Methods, Basic & Advanced Competencies

Readings;

**Labs : Studios – Eberly Center – Carnegie Mellon University Teaching Excellence, Innovation and Technology.  Progressions of teaching: situating, modeling, scaffolding

Teaching to Variation Brian Hayden Sheridan Center for Teaching and Learning Brown University

These portfolios online at https://wordpress.com/view/collegiateteachinginartanddesign.com have incorporated learning outcomes into the weekly plan of the syllabus.  The syllabus assignment asked for learning outcomes after each 1/3 of the course divided into emerging, developing and advanced.

Han Seok You. (emerging, developing and advanced learning outcomes in syllabus body)

Tongil Philip Qian (learning outcomes incorporated into the body of the syllabus)

Keavy Handley-Byrne (incorporated weekly learning outcomes))

Ewa Podgorska (puts learning outcomes in subsets before each 1/3 of the course)

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Individualized Teaching Practice Sessions.

Introduce yourself to guest faculty: Name, Year, Department , Class Title, Class Goals, Class Learning Outcomes. Have an opening, middle, and ending. Get feedback and engage participation from the class, through questions, quizzes, activities, responses, peer breakouts, drawing, writing, posting questions, watching a video and answering a question, etc.

Required Readings:

Criteria For ITP Feedback from Peer and Faculty

Teaching Tips for Individualized Teaching Practice Sessions; change time from 25 minutes to 15 minutes.

Teaching Observation Vanderbilt University Center for Teaching https://cft.vanderbilt.edu/services/individual/teaching-observation/

Persuasive Communication Sheridan Center for Teaching and Learning, Brown  University Patricia Hamm 2004

Articles about Teaching Online:

**Remote Teaching Good Practices: Beyond the Tech – Teach Remotely  Dartmouth University

Expert Offers Tips for Teaching Online | Pittwire | University of Teaching Art Online During COVID-19: Professors Share Their Strategies – Pittsburgh

ARTnews.com.    Teaching Art During Covid: Ten Professors 

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Assignment #5 Feedback-form

 Assignment # 5 Course Rubric 

Course Assessment

Assignment #5  Critique Statement or Guide   Critique Guide

Using a Variety of Critique Formats in Syllabus Assignment

Experiencing Successful Critiques

Final Portfolios from Fall Course Sections will be posted under Teaching Portfolios.

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Critiquing Student Projects Wash Univ.

Incorporate a range of critical dialogue opportunities in the syllabus providing for a diversity of learning styles.

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

Required Reading:

Sample Feedback Questions George Washington University Teaching & Learning Center

7 Principles of Good Feedback Practice. University of Strathclyde, Scotland, UK.      Re-Engineering Assessment Practices in Higher EducationProviding Effective Assessment of Artistic Work Johanna Inman Temple University

Click to access Effective_Assessment_of_Artistic_Work%20%5BAccessible%5D_0.pdf

Incorporate a range of critical dialogue opportunities in the syllabus providing for a diversity of learning styles.

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

Examples:

paricio-leidtke-rubric-design-principals

jian-yu-rubric-for-ceramics

lantry-teaching-assessment

gonzalez_assessment_rubricgonzalez_assessment_rubric

levels-of-participation-rubric-bowling-green-university

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Course and Portfolio Resources:

Blooms Taxonomy of Measurable Verbs, Utica College https://www.utica.edu/academic/Assessment/new/Blooms%20Taxonomy%20-%20Best.pdf

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

RISD Syllabus-Guidelines

Constructing a Learning-Centered Syllabus: One Professor’s Journey Aaron Richmond            https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_60.pdf   

guide-to-critical-thinking Washington University Center for Teaching & Learning & Technology

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 that follow each course description and the column or stated learning objectives or learning outcomes in the weekly plan in their syllabi.  Details about creating course goals and learning outcomes are under Teaching Portfolio contents when you scroll down further on this site.

kuan_portfolio_2019_tlad

funaki_portfolio_2019_furniture_pdf

primmer_teaching_portfolio  Ceramics

paolo_morales-final-teaching-portfolio Photography

Han Seok You Photography 2020

Recommended 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 http://www.celt.iastate.edu/wp-content/uploads/2015/09/RevisedBloomsHandout-1.pdf

 Creating a Syllabus  https://distance.fsu.edu/docs/instruction_at_fsu/Chptr3.pdf Florida State University

Scaffolding: A  Promising Approach to Fostering Critical Thinking Laurie Browne, Hough and Schwab University of Utah Scaffolding Critical Thinking

Teaching to Variation Brian Hayden Sheridan Center for Teaching and Learning Brown University

Recommended Readings:

Labs : Studios – Eberly Center – Carnegie Mellon University Teaching Excellence, Innovation and Technology.  Progressions of teaching: situating, modeling, scaffolding

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Final Seminar Class  Give a 8-minute in-class slide presentation of your teaching portfolio in our final group class. Talk about the tenets of your teaching and inclusivity statements and how you applied these in selected portfolio sections. Share additional key points from the portfolio. Please share an image or talk succinctly about your current studio or thesis project, in addition to sharing aspects of your portfolio that would help us know the larger context of the portfolio.

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

four-questions-re_-syllabi-bok-center from Derek Bok Center for Teaching and Learning, Harvard University

Blooms Taxonomy

Critiquing Student Projects Washington University Washington University Center for Teaching and Learning 

student-centered-perspective-in-pedagogy-in-art-design-education-orr-yorke-and-blair 

Critique-formats with variety and progressions.

assessment-student-learningGraham Gibbs and Claire Simpson Oxford University The Open University

creating-an-inclusive-classroom-celt Iowa State University Center for Learning and Teaching

Grading and Feedback: http://bokcenter.harvard.edu/grading-feedback

mindfulness-in-higher-education-center-for-teaching-and-learning Linda Watts

salazar_stacey_studio-interior_investigating-undergraduate-studio-art-teaching-and-learning 2013 National Art Education Association Journal

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

Discussion_as_a_Way_of_Teaching INC-Learning Circles Steven Brookfield University of Minnesota 2006

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).

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Collegiate Teaching Portfolio Contains:
 
Teaching philosophy
Inclusivity statement
3 course proposals
Syllabus with goals, outcomes, emerging, developing and advanced outcomes
Class project with project description, goals, outcomes, methods
Mid-term feedback form with course goals,  Likert and open-ended questions.
Assessment rubric or framework for syllabus
Critique statement
 
Ohio State University Center for the Advancement of Teaching.  Teaching Portfolio Resources
 
Each syllabus includes Course Goals followed by a list of Course Learning Outcomes with gradable percentages. These are 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 stages.
 
Course goals and learning outcomes will be listed in the class project right after the class project description.
 
If you do not understand what course goals and learning outcomes are 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 throughout the syllabus 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. They are what every student will take away from the class.
 
Learning outcomes may be distinguished if one thinks of them in terms of nouns.
 
These are just a few  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 above with additional readings and samples.
 

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International Collegiate Teaching Sites: Use as Resources for Teaching Portfolio Contents and for teaching enrichment throughout your teaching career.

Hong Kong

Hong Kong Baptist University http://chtl.hkbu.edu.hk/main/hkbu-ga/ 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

Japan

Hiroshima University 
Research Institute for Higher Education  https://www.hiroshima-u.ac.jp/en/centers/gakunai/rihe

University of Tokyo
 Center for Research on the Development of Higher Education  http://www.he.u-tokyo.ac.jp/en

Malaysia

Universiti Teknologi Malaysia

Saudi Arabia

King Fahd University of Petroleum and Minerals  Teaching and Learning http://www.kfupm.edu.sa/deanships/dad/SitePages/en/ContentDetailsPage.aspx?CUSTOMID=65&LinkID=LinkV3

Singapore

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

National University of Singapore
 Centre for Instructional Technology

Australia

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
 https://teaching.unsw.edu.au/designing-learning

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
 http://www.teachlearn.canterbury.ac.nz/

University of Otago
 Higher Education Development Centre

Victoria University at Wellington
 University Teaching Development Centre

Germany

University of Hamburg

Canada

Carleton University
Educational Development Centre

Dalhousie University
Centre for Learning and Teaching

McMaster University
Centre for Leadership in Learning
Faculty of Health Sciences—Programme for Faculty Development

McGill University
Teaching and Learning Services

Queens University at Kingston
Centre for Teaching and Learning

Ryerson University
Learning and Teaching Office

University of Alberta
Learning Solutions
Centre for Teaching and Learning

University of British Columbia
The Centre for Teaching, Learning and Technology

University of Guelph
Teaching Support Services

University of Manitoba
University Teaching Services

University of Ottawa
Teaching and Learning Support Service

University of Saskatchewan
 http://www.usask.ca/gmcte/ Gwenna Moss Centre for Teaching Effectiveness

University of Toronto at Scarborough
Centre for Teaching and Learning

University of Victoria
Learning and Teaching Centre

University of Waterloo
  https://uwaterloo.ca/centre-for-teaching-ex…

University of Windsor
Centre for Teaching and Learning

Wilfrid Laurier University
Educational Development

York University
 The Teaching Commons  http://teachingcommons.yorku.ca

Canada Community Colleges

Lethbridge Community College
  Educational Enhancement Team http://www.eetlc.ca

Mount Royal College
Institute for Scholarship of Teaching & Learning

U.S. Colleges and Universities

Alabama

Auburn University
 The Instructional Multimedia Group

Samford University
 The Center for Teaching, Learning and Scholarship

University of Alabama
 Center for Teaching and Learning

Alaska

University of Alaska-Anchorage
 Center for Advancing Faculty Excellence

Arizona

Arizona State University
 UOEEE Teaching & Learning

Northern Arizona University 
Faculty Development Program

University of Arizona
 Office of Instruction and Assessment

Arkansas

John Brown University
 Teaching and Learning and Scholarship https://www.jbu.edu/teaching-learning-scholarship/

University of Arkansas-Little Rock
Center for Applied Studies in Education

University of Arkansas-Fayetteville
The Wally Cordes Teaching and Faculty Support Center

University of Central Arkansas
Instructional Development Center

 California

Azusa Pacific University
Office of Faculty Development

California State University-Chico
Technology and Learning Program

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

California State University-Long Beach
Faculty Center for Professional Development
Academic Computing Services

California State University-Northridge
The Center for Innovative & Engaged Learning Opportunities

California State University-Pomona
Faculty Center for Professional DevelopmentCalifornia State University-Sacramento
Center for Teaching and Learning

California State University-San Bernardino
Teaching Resource Center

San Francisco State University
Center for Teaching and Faculty Development

Sonoma State University
Center for Teaching and Professional Development

Stanford University
Center for Teaching and Learning

University of California Berkeley
Office of Educational Development
Graduate Student Instructor (GSI) Teaching and Resource Center

University of California Davis
Center for Excellence in Teaching and Learning

University of California Irvine
Teaching, Learning and Technology Center

University of California Los Angeles
Office of Instructional Development

Univeristy of California San Diego
Center for Teaching Development

University of California Santa Barbara
Instructional Development
Teaching Assistant Development

University of California Santa Cruz
Center for Teaching & Learning

University of Southern California
Center for Excellence in Teaching

Colorado

  Connecticut

  Delaware

  District of Columbia & Washington, D.C.

  Florida

  Georgia

  Hawaii

  Idaho

  Illinois

  Indiana

  Iowa

  Kansas

  Kentucky

  Louisiana

  Maine

  Maryland

  Massachusetts

  Michigan

  Minnesota

  Mississippi

  Missouri

  Montana

  Nebraska

  Nevada

  New Hampshire

  New Jersey

  New Mexico

  New York

  North Carolina

  North Dakota

  Ohio

  Oklahoma

  Oregon

  Pennsylvania

  Rhode Island

  South Carolina

  South Dakota

  Tennessee

  Texas

  Utah

  Vermont

  Virginia

  Washington

  West Virginia

  Wisconsin

  Wyoming

University of Wyoming
Ellbogen Center for Teaching and Learning

US Community Colleges

Of Related Interest

Broward Community College
Threads—The Academic Internet Resource

Chile

Universidad Católica de Chile
Centro de Desarrollo Docente