Collegiate Studio Seminar 

Final Class Reflections and Tips
You have almost two weeks for the final teaching portfolio submission.
These are the times I am available for individual meetings. Email if you would like to go over your drafts. If you send me drafts I will give you my observations and suggestions.

Thursday May 17 8 am to Noon

Monday May 21
Wednesday May 23
PRESENTATIONS
Thank you for your presentations of your draft Teaching Portfolios on Thursday. I enjoyed the uniqueness of each of your presentations and your engagement in revealing your growth. It takes a semester of reflection to more deeply realize a meaningful and authentic portfolio.
There were effective plans, individualized teaching tenets, and thoughtful examples with graphical transitions and detail considerations. The brief presentations could be transferred into an interview discussion around pedagogical ideas supported by actual examples for a classroom.
RECAP
All syllabi need to have a list of course aims/goals followed by a list of course learning outcomes. 
Learning outcomes need to be itemized for each week or subsets of syllabus weeks
Aims/goals and learning outcomes need to be listed in the sample class project.
If you do not understand the learning outcomes please make an appointment with me.
Aims/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.
These are examples:
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
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.
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.
These are examples:
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…
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.
These are the areas that may enrich a portfolio.  Please don’t think how to shorten the document at this point; distillation of a well-conceived portfolio can occur later. We want to achieve an in-depth development that holistically and authentically represents pedagogy in the format of a tenure-track line.  One can go shorter in the future.  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. The portfolio is not an outline for further work; it is a resolved and synthesized final project.
ARTICLE REVIEW, FACULTY INTERVIEW, CASE STUDY
If you did not present an article review, case study or faculty interview in the class, I will need to have that submitted to me in pdf format with the final full teaching portfolio. This needs to be thoughtfully done (1500 words would be appropriate.)
ONGOING SEMINAR GRADUATES
Graduates who have taken the fall semester/ws seminar need to present all new portfolio material for this term. Include a cover letter, academic cv, diversity statement, images of one’s own work, student work if available with no student names only levels and image inventory lists. You may also include an artist or designer statement and selected student evaluations with names blocked out if available.
This would complete a full teaching portfolio.
GRATITUDE
I have enjoyed each of you very much. I welcome you to my other classes next year if you are continuing. Have a wonderful end of the term, graduation or final next year at RISD.
Kindly, Nancy

 

Thursday May 3   Open Work Period. No Group Class.

Work on Teaching Portfolio Contents:

Send me any preliminary work to get my feedback as you work; but I need a week to respond with line by line suggestions.

Academic CV, Philosophy, Diversity Statement, Course Description, Syllabus, Class Project, Mid-term Feedback Form, Course Assessment Rubric.  Review my 100 point evaluation guide for the syllabus.

Each course syllabus contains course goals and course outcomes with a percentage of grade after each outcome; each weekly plan contains course outcomes per week or per sub-section; outcomes can include concepts, understandings and work projects.  No A grade will be given for the Collegiate Studio unless outcomes are clearly written in both areas.

Thursday April 26 

Roundtable discussion of article, faculty interview, pedagogy website, blogsite, case study or comparative analysis of curriculums of disciplines or schools, or departments. Discussion of critique value, purpose and range.

Thursday April 19

Roundtable discussion of article, faculty interview, pedagogy website, blogsite, case study or comparative analysis of curriculums of disciplines or schools, or departments.

For Teaching Portfolios: please read this article and review your schedule of activity, your use of words and outcomes for the course, the weeks and the class projects.

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Please read this article to place critiques in context of the whole course.

https://ctl.yale.edu/Formative-Summative-Assessments

Thursday April 12

Individual reviews of teaching portfolio.
Thursday April 5

Whole Group Class Meets at 8:30 am 

8:30 to 10:00

Guest Faculty Simonette Quamina, Assistant Professor, Tenure Track,  Eastern Connecticut State University,    Practice and Pedagogy

10:00 to 11:00

Dina Vincent  Faculty RISD Continuing Education, Vermont College of Fine Arts,
Practicing Designer for 17 years

11:00 to 11:30

Feedback Form

Exchange hard copies of Drafts

we will go over your documents in peer to peer and small groups.

we will discuss the rest of the semester schedule

we will review the next assignment: a class project

Thursday March 22  Group Class will start at 9:30 this week only.

Small Group Microteaching Session: 8:30 Christian 9:00 Dylan 9:15 Jiayi

Large Group Class STARTS AT 9:30 am

Microteaching reflections.

We will divide into peers and review each others documents.

Upcoming Assignments:

Class Project

Mid-term Feedback Form

Assessment Rubtic

Article, Case Study, Faculty Interview

_____________________________________________________________________________

____________________________________________________________________________

Thursday March 15 Microteaching Sessions

Only come to your small group session:

Group One: 8:30 Gabe  8:45 Zuhal 9:00 Chloe 9:15 XinXin                                              Group Two: 10:00 Armando  10:15 Shterma  10:30 Tom 10:45 Izabela

____________________________________________________________________________Thursday March 8th Class

Guests Professors Lee and Bostrom

Jung Lee CV

Leslie Bostrom CV

microteaching-guidelines-2018

Persuasive Communication

________________________________________________________

Due Dates:

Thursday February  22 Academic CV Small Group Reviews 

Job Position Sources:

College Art Association  Must be a student member to access jobs.

Higher Education
The Chronicle of Higher Education Careers
Academic Keys
Artjobs.com
NYFA.org under classifieds
some higher education positions plus the spectrum of teaching

                                                                                                                                                                                                                                                                                    

Thursday March 1  Teaching + Diversity Statements, Course Proposal, Cover Letter, Roundtable                                                                                                              

Thursday March 8 Teaching + Diversity Statements, Course Proposal, Cover Letter Peer Review if we have time after guest speakers.     Please email these to Friese.                                                                                                        

Thursday March 15  Microteaching Sessions Only come to your group time.  

Thursday March 22 Post/email Final CV, Cover Letter, Statements, Course                                                                                                         

Thursday March 28 Spring Break                                                                                                            

Thursday April 5 Mid-Term                                                                                                                      

Thursday April 13 and Thursday April 20 Individual Reviews All previous documents and Syllabus and Class Project                                                                

Thursday April 27 Article Review, Faculty Interview, Case Study Roundtable                                                                                                                

Thursday May 4 Feedback Form, Assessment Rubric                                                                                                                 

Thursday May 10  Final Portfolio, Faculty Interview, Case Study                                                                                                                                                                       

Thursday May 24 Final Submission via Email or Posting                                                                                                                                                                                                                                                        

______________________________________________________

The seminar includes this content:

Creating a Teaching Portfolio

Micro-teaching Sessions

Article Review Roundtable

Case Study or Faculty Interview Research

Teaching Portfolio Final Presentation

The seminar will incorporate:

Individual and Group Reviews

Peer to Peer Reviews

Guest Faculty Reflections

Guest Graduate Experiences

Two Group Presentations

____________________________________________________________

Teaching Portfolio Assignments:

cv-standards-and-guidelines-college-art-association

cover-letter-advice

Teaching Philosophy Assignment

Teaching Philosophy Readings and Guide

UCSD Guide To Diversity Statement

Best Practices-Course Descriptions

______________________________________________________________________________

microteaching-guidelines

How to persuade With Ethos, Pathos or Logos Lincoln Mullen         http://comm.lab.asu.edu/persuasive-power-the-importance-of-ethos-pathos-and-logos/#.WLgXnxg-LLE

https://www.teachlearn.caltech.edu/TAs/Microteaching

Constructing a Syllabus

Persuasive Communication

Learning Centered Syllabus 2016 Article

____________________________________________________________________________

syllabus-worksheet-assignment

syllabus-criteria-100-point-guide

critique-formats

class-project-assignment

feedback-form-assignment

rubric for proposed course assessment (hard copy only)

_____________________________________________________________

Articles:

sotl-in-higher-education-marian-mccarthy

planning-your-course-decisions-guide-cornell-university-center-for-teaching-excellence

creating-a-syllabus-fsu-guide

backward-design-wiggins-mctighe

guide-to-critical-and-integrative-thinking

Revised Bloom’s Handout

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

the-getting-of-wisdom What Critically Reflective Teaching is and Why it’s Important. Stephen Brookfield

critiquing-student-projects-wash-univ

blooms-taxonomy-stages-in-learning

questions-for-a-syllabus-bok-center

should-syllabi-convey-expectations-regarding-appropriate-classroom-behaviors

disruptive-learning

conditions-when-assessment-supports-student-learning

Flipping the Classroom, Howard University Podcast Center for Teaching and Learning http://www.cetla.howard.edu/teaching_strategies/flipping_the_classroom.html

_____________________________________________________________

International Collegiate Teaching Sites

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

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

Malaysia

Universiti Teknologi Malaysia

Saudi Arabia

King Fahd University of Petroleum and Minerals 
Deanship of Academic Development

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

University of Toronto at ScarboroughCentre for Teaching and Learning

University of VictoriaLearning and Teaching Centre

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

University of WindsorCentre for Teaching and Learning

Wilfrid Laurier UniversityEducational 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 CollegeInstitute 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 RockCenter for Applied Studies in Education

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

University of Central ArkansasInstructional Development Center

 California

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

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 WyomingEllbogen Center for Teaching and Learning

US Community Colleges

Of Related Interest

Broward Community CollegeThreads—The Academic Internet Resource

Chile

Universidad Católica de ChileCentro de Desarrollo Docente