Anne HanleyDirector of Graduate Studies

Department of HistoryNorthern Illinois University

The Teaching Portfoliofor Ph.D Candidacy Examinations

The Portolio’s purposePlanning and course design (the formative portfolio)

Why this design?What is being taught?Who is being taught?

What are your goals for the class?How do you meet your goals?

Course reflection (the summative portfolio)Which elements worked? Which did not?How should the course design and requirements be modified for

future teaching?

Documenting teaching for peer reviewKeep the purpose and your audience in mind when writing up the

summative elements

The Portfolio ContentsStatement of teaching philosophySyllabus for one lower division and one upper

division courseSample materials

Readings vis course goalsAssignments vis course goals

Mentor assessment

Statement of Teaching PhilosophyPhilosophically:

What do you believe about teaching?What do you believe about learning?What makes an effective teacher?

Practically:How do these beliefs translate into practice?

classroom environment?diverse student populations?techniques for classroom participation and collaboration?engaged learning opportunities?relation to your expertise/research?

How does teaching relate to university mission?

SyllabiSample syllabi for two courses

One lower division course (large?)One upper division course (small?)

A syllabus typically includesCourse descriptionStatement of course goalsRequired readings and assignmentsAttendance policyAccommodations statementStatement of evaluation measures (grading)Course outline including readings and assignments

Supporting materialsAnnotated Syllabus that describes objectives behind each

element

Reflective statements by section of syllabus

Sample paper assignments and examinations with annotations

Guidelines handed out to students

Rubrics to evaluate student writing

Annotations address the point, “What I am trying to accomplish here is…”

Final elementsFaculty Mentor Assessment

Evaluation of the written portfolioAssessment of teaching (for graduate students who teach

independent sections)

Due datesPlease submit the portfolio as a three ring tabbed binder OR

electronic file with clearly labeled sections for each type of contentSubmit to all three field examiners along with the field essaysYou must submit all candidacy examination materials one month

before the scheduled oral candidacy exam

Resources on Teaching PortfoliosChronicle of Higher Education

http://chronicle.com/article/How-to-Write a Statement-of/45133

Professional Organizations (AHA) www.historians.org/teaching

www.crlt.umich.eduhttp:ucat.osu.edu/portfolio