TEACHING PORTFOLIO

PAUL C. KING RA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY

NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 1 of 24

I have never taught a class without learning something new-

I have never met a student that did not have something to teach me-

Always answer questions.... build rapport..... tell stories

to make it relevant.... always be flexible enough to put down the notes,

always teach in the present moment... and don't be afraid to make mistakes!

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 2 of 24

TABLE OF CONTENTS PAGE

1.0 TEACHING RESPONSIBILITIES 3 - 6

2.0 DESCRIPTION OF TEACHING PHILOSOPHY 7 - 8

3.0 DESCRIPTION OF TEACHING METHODOLOGIES 9 - 11

4.0 COURSE SYLLABI , ASSIGNMENTS AND STUDENT LEARNING 12 - 15

5.0 TEACHING EFFECTIVENESS 16 - 18

PEER ASSESSMENT OF TEACHING

STUDENT ASSESSMENT OF TEACHING

6.0 TEACHING IMPROVEMENT ACTIVITIES 19 - 21

7.0 FUTURE TEACHING GOALS 22 - 23

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 3 of 24

1.0 TEACHING RESPONSIBILITIES

1 Departmental Overview: The department of Architectural Technology offers a 2 year AAS degree and a 4 year BTECH Degree and is part of the Division of Technology and Design. Since the introduction of the BTECH degree in the spring of 2003, enrollment has grown from a little over 300 students to over 900 by 2008. The number of full time faculty has grown accordingly from (8) in 2003 to more than (15) by 2009. Our department is also supported by two CLT’s and a pool of over 60 adjunct faculty. I have been associated with the college since I began teaching as an adjunct in 1988 and I joined the full time faculty in 2007.

Exhibit 01.01 College Website Departmental Website Describing Degree Programs

2 In addition to my teaching responsibilities I carry the additional responsibility as coordinator for a number of courses in my department. In this role I am responsible for coordinating with all professors teaching these courses each semester. This includes keeping course materials up to date, distributing course materials to other professors, meeting with and answering questions as needed by other faculty. One of the main goals of this process is to maintain consistency and adherence to the approved curriculum. I have served as course coordinator for the following courses: ARCH 1250 (Site Planning), ARCH 1290 (Architectural CADD), ARCH 2330 (Building Technology III), ARCH 2430 (Building Technology IV), ARCH 2491 (Computer Generated Architectural Presentation Drawings), ARCH 3591 (Computer Assisted Architectural Animation), ARCH 3609 (Integrated Software in the Architectural Office), and ARCH 4709 (Advanced 3d Modeling and Rendering).

3 Architecture Student Body and Career Goals: In the past most of our students enrolled in the 2 year AAS program and then continued on to the BTECH program. In recent years as student goals have shifted towards a focus on graduate school the majority of our students choose to enroll directly in the BTECH program. Upon graduation students either move on to graduate level studies in Architecture, Urban Design, Landscape Architecture or other related fields or begin their careers as apprentice Architects. Those who aspire to become licensed Architects and have completed their BTECH degree must apprentice for a period of up to seven (7) years before they can begin to sit for their professional licensing exams. The application process for the exams requires that a candidate demonstrate experience in the various areas required to practice Architecture.

4 Professional Background: My professional career and educational experience is unique among our faculty. In the early 1980's I helped to pioneer the development of methods of integrating computers and computer aided design into my profession. In the 1990's I took this knowledge and formed a consulting company built around introducing and disseminating this new technology. I look to integrate both my technical knowledge, my education and my project experience by exposing my students to my career as a professional. At present I continue to consult to professionals in my field helping them to integrate the latest wave of technology, Building Information Modeling or BIM. I hold a 5-year professional degree in Architecture (BARCH), a BS in Landscape Architecture (BLSA) and Masters of Urban Design (MUD).

Exhibit 01.02 Education & Bio Firm Description/Principal Bio

Curriculum Vitae & Professional Projects Portfolio

5 Courses Taught: My teaching responsibilities divide into three categories of courses; Lecture, Design and Technical. While the focus of any course is grounded in teaching general knowledge of the practice of my profession, my methodology and specific learning objectives within each category varies to adapt to format and subject.

Exhibit 01.03 College Catalogue Department of Architectural Technology pgs 192-197

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 4 of 24

6 Lecture Courses: In Architecture, lecture courses rely heavily on presentation of visual materials using PowerPoint and supporting lab assignments. Students are assessed on reading assignments, research projects and quizzes. ARCH 1250 SITE PLANNING

Required course for AAS/ BTECH degree programs. (1 class hours, 2 lab hours, 2 credits, typical enrollment 25) The application of the fundamental techniques of site planning principles and the use of topographical maps and models. This course will explore the importance of site development as it relates to architecture and sustainable site development. Graphic & model presentation skills required

Prerequisites: ARCH_1100/AR_100; pre- or co-requisite ARCH_1211/ AR_211

7 Technology Courses: Technology courses pair the development of building technology and computer technology knowledge. Building technology is an understanding of the components of a building and how they go together and computer technology is an understanding of the technologies used to study, draw and document solutions. ARCH 1290 ARCHITECTURAL CAD

Required course for AAS/ BTECH degree programs. (1 class hour, 3 lab hours, 2 credits, typical enrollment 22) Introduction to the use of the computer to assist in the production of construction and design drawings. This course will provide the student with the exposure necessary to use the computer as a drafting tool. The student will acquire skills through the use of the computer and equipment including AutoCAD.

Prerequisites: CUNY proficiency in reading and writing, ARCH_1100 or CMCE_1100 or ENT_2200 with a minimum grade of C in ALL prerequisite courses

ARCH 2330 BUILDING TECHNOLOGY III

Required course for AAS/ BTECH degree programs. (1 class hour, 6 lab hours, 4 credits, typical enrollment 22) This course is a continuation of the building technology sequence and introduces the student to building renovation. Using digital technologies, the student analyzes factors, such as codes and government regulations, human ergonomics, and sustainability which affect building use and construction and creates a set of working drawings and a series of report.

Prerequisites: ARCH_1230 with a minimum grade of C ARCH 2491 COMPUTER PRESENTATION AND RENDERING

Required course for AAS/ BTECH degree programs. (1 class hour, 2 lab hours, 2 credits, typical enrollment 22) The course is an introduction to the use of the computer to assist in the creation of architectural presentation drawings in three-dimensions. This course will provide the student with the exposure to the use of the computer in the design studio. The student will acquire skills in the use of the computer and associated equipment for the three-dimensional modeling and rendering aspects to the AutoCAD program.

Prerequisites: ARCH_1290/AR_290 and MAT_1275/ MA_275

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

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ARCH 3609 INTEGRATED SOFTWARE IN THE ARCHITECTURAL OFFICE Required course for BTECH degree programs. (3 class hours, 3 credits, typical enrollment 22) The course is designed to introduce the student to the variety of software that is being used in a design firm. The student will be provided with the guidelines for a better understanding of specialized software into all aspects of the architectural profession. The course will focus on managing a computerized office and understanding and using the latest technologies in a design firm.

Prerequisites: ARCH_2491/AR_491 and ARCH_3561/AR_561 ARCH 4709 ADVANCED 3D MODELING AND RENDERING

Elective course for BTECH degree programs. (3 class hours, 3 credits, typical enrollment 22) This elective course focuses on 3-dimensional modeling, rendering, lighting and animation techniques. Most advanced aspects of the rendering software will be explored through a series of exercises designed to acquaint the students with the various commands found within the program used.

Prerequisites: ARCH_2491/AR_491, ARCH_3591/AR_591 and ARCH_3609/AR_609

8 Design Courses: Design courses focus on the development of a student's design process and problem solving skills as well as the development of written, oral and graphic communications skills. Design course are typically structured around 3 or 4 project based problems lasting several weeks, each culminating in a formal presentation. Problems increase in complexity, level of detail and presentation requirements as students progress through the curriculum. ARCH 2311 ARCHITECTURAL DESIGN III

Required course for AAS/ BTECH degree programs. (2 class hours, 4 lab hours, 3 credits, typical enrollment 18) This course is an exploration of abstract architectural design theory in the formation of three dimensional space. The creation of comprehensive architectural design projects are developed following a building program and incorporating elements of site, enclosure, structure, material and technology. A juried presentation will take place at the completion of each project.

Prerequisites: ARCH_1211/AR_211 or AR_221, pre- or co-requisite ARCH_1250/ AR_250 ARCH 2411 ARCHITECTURAL DESIGN IV

Required course for AAS/ BTECH degree programs. (2 class hours, 4 lab hours, 3 credits, typical enrollment 18) The architectural process involved in designing small-to-medium-size projects for specific building types. Scope covers initial research and analysis, program development, flow diagrams, schematic design and massing studies through final presentation. Final presentations will entail drawings and models reviewed by a design jury.

Prerequisites: ARCH_2311/AR_311; pre- or co-requisite ARCH_2331/AR_321

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

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ARCH 3511 ARCHITECTURAL DESIGN V Required course for BTECH degree programs. (2 class hours, 4 lab hours, 3 credits, typical enrollment 18) This course deals with the continuing development and detailing of a new design problem introduced at the beginning of the semester. This class will focus on an interior renovation of an existing building. It differs significantly from previous design courses, which deal strictly with new construction. The course addresses the next level of design, including integration of structure, mechanical layout, lighting, plumbing fixture selection, interior materials, finishes, colors and furniture layout. Students will be required to meet current design and functional needs as well as code requirements.

Prerequisites: ARCH_2411/AR_411 or AAS degree in ARCH or related field FMGT 4880 SPACE PLANNING

Elective course for BTECH degree programs. (2 class hours, 2 lab hours, 3 credits, typical enrollment 17) This course deals with the continuing development and detailing of a new design problem introduced at the beginning of the semester. This class will focus on an interior renovation of an existing building. It differs significantly from previous design courses, which deal strictly with new construction. The course addresses the next level of design, including integration of structure, mechanical layout, lighting, plumbing fixture selection, interior materials, finishes, colors and furniture layout. Students will be required to meet current design and functional needs as well as code requirements.

Prerequisites: ARCH_2411/AR_411 or AAS degree in ARCH or related field

9 Learning Community: Learning community courses typically pair two different professors from separate departments teaching the same group of students. Intended to ease the transition from high school to college the paired courses share assignments and provide a venue for the development of more creative teaching techniques. My first learning community experience was different than the standard model as the subject of both courses was Architecture and I was the sole instructor. This unique and creative approach to a learning community has allowed me to test the development of new courses within the existing curriculum structure.

ARCH 1290 ARCHITECTURAL CAD (see description above) ARCH 1200 ARCHITECTURAL DRAWING II

Required course for AAS/BTECH degree programs. (1 class hour, 3 lab hours, 2 credits, typical enrollment 22) This continuation of the development of skills learned in ARCH 1100. The course includes the production of architectural contract documents (working drawings) for a one-story incombustible commercial building.

Prerequisites: CUNY proficiency in reading & writing, ARCH_1100, ARCH_1140 and ARCH_1240

ARCH 1250 SITE PLANNING (see description above) MATH 1275 COLLEGE ALGEBRA & TRIGONOMETRY (TAUGHT BY OTHERS)

This collaboration was a vehicle for my participation in the I-cubed grant that integrated Case Study based teaching methodologies into the classroom.

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

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2.0 DESCRIPTION OF TEACHING PHILOSOPHY

I have never taught a class without learning something new-

I have never met a student that did not have something to teach me-

I teach because I love to learn. I believe to be a teacher you need to be a lifelong learner. If I could accomplish

only a few of my goals as a teacher it would be to have my students share my curiosity about the world and to instill them

with my love of learning.

Always answer questions.... build rapport..... tell stories to make it relevant.... always

be flexible enough to put down the notes, always teach in the present moment... and don't be

afraid to make mistakes!

My ideal classroom is filled with students enthusiastically engaged in discussions, working together to solve a

problem or understand a new concept. It is noisy and exciting, and may appear a bit disorganized. I am either in the

midst of a deep debate with my students or on the periphery moving around from group to group interjecting and providing

gentle guidance. I believe in creating a safe space where my students are comfortable expressing themselves, are not afraid

to make mistakes and are willing to challenge themselves to learn something new. To spark this dynamical setting, all it

will take is an inspired problem or question.

To be an effective teacher I believe: 1 In knowing the individual and reaching the entire class:

Take the time to get to know each student by name and let every student know I am there to help them learn. I take the time to talk to my students one-on-one, to know why they are in my class and what their individual goals are. Reaching the entire class means recognizing each student’s individuality.

2 In building rapport: My classroom atmosphere is a safe place where students ask questions and a place where they feel comfortable answering my questions even when they are uncertain of their answers. I use humor, I tell stories and I look for common experiences that bond us together. Build rapport in the group and everyone will learn.

3 In teaching students to think and not to memorize: I believe learning the process of finding the answer is more important than the answer itself. I want my students to understand that there can be more than one answer to any problem. I want them to engage in debate with their classmates, challenge their instructors and find the answers through open dialogue.

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 8 of 24

4 Teaching the soft skills is necessary for success: The development of soft skills is a natural fit with the teaching of architecture and is one that I consciously integrate into my teaching methodology. Everyone can benefit from developing their problem solving and critical thinking skills, learning to collaborate and to work effectively as a team and developing effective oral, written and graphic communication skills.

5 In planting seeds for future learning: I believe that my students will continue to learn from the lessons I have taught long after they have graduated. I know that when I teach that not everything is understood that day or even during that semester. I see myself not only as a lifelong learner but as a lifelong teacher planting seeds for future learning.

6 In always answering a question. Regardless of the number of times I am asked a question I am always willing to answer it again. If the question is one I do not immediately know the answer to, instead of putting the question off, I take the student and the class on the journey of searching for the answer.

7 In acknowledging the accomplishment of learning: The greatest satisfaction comes from watching a student succeed in learning something that has challenged their abilities and stretched their limits. Acknowledge the accomplishment and the effort and they will always be willing to accept the next challenge.

8 In recognizing and fostering creativity:

As Architects, creativity is our most valuable asset. Everyone is creative -if they do not recognize it in themselves – help them to see it. Once tapped into their creativity the flood gates to knowledge will open.

9 In embracing the diversity of our student body: I believe in recognizing and adapting to the needs of our student body. Our students are a diverse cultural group often with limited financial means and the added complications of work and family responsibilities. I never lower my standards, but am always compassionate, supportive and willing to listen.

Exhibit 02.01 Nucleus Vol 2 Issue Article: Reflections of a Practitioner

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 9 of 24

3.0 DESCRIPTION OF TEACHING METHODOLOGIES Be certain of your methods but always be willing to change your approach... 1 Making a good first impression:

It is said, "First impressions are not everything they are the only thing". The first time I meet with a class I know that my actions are crucial to setting the tone for the entire semester and will determine the dynamic of how the class interacts with me as a teacher and with each other as students. Make it memorable - make it fun- and do it from the start.

2 Lead with an activity: My "Activity First" methodology grew out of my experiences teaching at CityPoly High School. Activity first reverses the standard lecture-lab sequence by leading with the activity followed by a lecture that serves more as a summary. This method captures the interest of students immediately and provides instant feedback allowing me to asses if my students are understanding the material. Two examples are provided.

The first is a brick coursing activity where student build modular brick walls with a set of plexiglass bricks I made using a laser cutter.

The second example is the "Vitruvian Man" activity originally developed as part of the curriculum for CityPoly High School. This activity begins with students taking measurements of each other and using worksheets to record and then calculate and compare the proportions of the human body. This lesson is based on the famous drawing of the human body by Leonardo da Vinci which is based on the writings of Vitruvius. This multidisciplinary lesson covers measurement and ratios, concludes with a historic overview, and through the introduction a "Homer Simpson" reference (see PowerPoint) makes it humorous and memorable to students.

Exhibit 03.01 Brick Coursing Photograph of students using my Plexiglass Bricks

Worksheets Vitruvian Man Instructor Guide and Student Worksheet

PowerPoint Lecture Vitruvian Man PowerPoint Lecture.

3 Did I get that question right? When answering a question the first thing I do is rephrase the question aloud for the entire class and then I ask the student “Did I get your question right?” This method assures two things, first that this teaching moment is for the benefit of the entire class and secondly that I am answering the correct question. About 10 percent of the time the answer comes back "No that was not my question." Always repeat, clarify and then answer.

4 Be a Story Teller: All my students know me as a story teller. As common response to a student question, a topical story told in the moment keeps the course fresh and relevant and serves to keep the students interested in the material. A story that references a common or shared experience, particularly one that evokes a positive emotion serves to make the learning moment memorable. Some of these stories have over time become more formal lectures as with my favorite lecture "A Trip to the Beach” for my site planning course. It takes a positive common experience and uses it to teach basic site planning principles by drawing a parallel between choosing where to sit on the beach with the process of locating a new house on a piece of property. The second type of story I use is to recount experiences from my own professional life. Nothing captures my students’ attention and inspires them more than bringing into the classroom a set of professional construction documents, photographs of projects or architectural renderings and animations.

Exhibit 03.02 Sample Story Trip to the Beach Case Study Worksheet & PowerPoint Lecture

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 10 of 24

5 Integrate and adapt to New Technology:

Over the course of my teaching and professional career technology has moved from T-squares, triangles and

pencils to basic CAD programs and pen plotters to laser cutters and CNC mills. As an educator it is my

responsibility to stay current, to understand new technology and to bring innovation into the classroom.

6 One-on-One Mid-semester Sit-Down: In a design class feedback comes during class presentation and desk critiques. Recently I have begun to implement a more direct approach to providing student feedback by implementing a direct one-on-one sit down with each student once or twice each semester. In a private conversation I discuss where I see their strengths and their weakness and together we lay out a plan of how we will leverage their strengths and address their weaknesses.

7 Foster teamwork, collaboration and group learning:

In every class I teach I divide my students into groups and assign them the mutual responsibility of helping all other members of the group. To reinforce the groups, I re-arrange their seats and give a first day in-class assignment to interview their fellow team members and present a team profile to the entire class.

As Architecture is a collaborative profession I construct assignments that require students to work as groups or teams. Group and team activities differ. Group activities ask students to work together to better understand the assignment or to share research but to produce their own independent work where a team activity which includes a collaborative presentation requires students to agree on an assignments goals & schedule, to assign responsibilities and to share a grade. The two serve to reinforce and scaffold the development of soft skills.

8 White Elephant Assignments: An important part of being an Architect is to develop the ability to see things from a client’s point of view. The “White Elephant Method” is a way of setting up a group relationship where each student serves the multiple roles as architect and client.

To setup the groupings students are asked to anonymously present an 11 x 17 collage on a specific theme. After group discussion, students select a collage presentation other than their own that will be the basis for a design project. In the dynamic of “White Elephant” students make selections in order by assigned numbers. Each choice can be “stolen” twice from another student so strategy becomes part of the selection process. This fun activity is an excellent ice-breaker that serves to bond the class. When done, each student serves as the client for their own board and as the architect for someone else.

The greatest value of playing multiple roles are the student discussions and feedback that continues throughout the development of the assignment over the weeks that follow. As a design professor my job then becomes one of conductor, orchestrating the student interactions.

9 Learn from every class: take photos of notes and drawings

Since the flow of my teaching is a direct response to my student questions no two classes are ever taught in the same manner and each set of notes and drawings on the board are unique. When the board is full and needs to be erased I break to allow both myself and my students to digitally record the notes and drawings. This is critically important with new students who are still developing their graphic and drawing skills - without digital photos of my drawings some would be unable to keep a complete set of notes. For myself, I archive these photographs in my course file to review and integrate into future lessons when I repeat a course. This method is a direct extension of my post class note taking. For most of my teaching career, I have kept a running journal as I teach. I stay after class is over to take notes on the days lesson and review how I might modify it next time.

Exhibit 03.03 Photos of Board Board Photos from Two Sample Classes

Photos of students photographing the board

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 11 of 24

10 The Design Feedback Loop: - soft skill of problem solving I refer to the design process as the "Design Feedback Loop". It outlines an iterative critical thinking and problem solving process that continues until a problem is resolved or thoroughly investigated. This methodology can be applied to a wide range of subjects and is not limited to the study of Architecture.

11 Know the curriculum: I believe that in order to be a good teacher it is important to understand how any course I teach fits into the greater puzzle of the overall curriculum. To that end during my first three years as a full time faculty member, I made it a point to teach (1) one or (2) two new courses each semester. Reading through a course outline can never give you the perspective you gain from actually teaching a course and living it week to week.

12 Teach a course three times in a row:

Due to my flexible skill set I teach a wide range of courses. To maintain a high level of student success I look to teach the same course in at least three consecutive semesters. In the first semester I follow the course exactly as it has been laid out for me and I consult with other faculty who have experience teaching the course. In the second semester I make adjustments that work better with my own style and methods and best leverages my professional experience and by the third pass with an understanding of the proper pacing I am able to refine how to most effectively teach a course.

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 12 of 24

4.0 COURSE SYLLABI, ASSIGNMENTS AND STUDENT LEARNING

1 As part of my class preparation I spend a great deal of time to create clear and detailed handouts, assignment sheets, tutorials and PowerPoint presentations. I am responsible for the creation of all samples provided here and have taught the following courses:

Exhibit 04.01 Course Syllabi ARCH 1200 Architectural Drawing II

Course Syllabi ARCH 1250 Site Planning

Course Syllabi ARCH 1290 Architectural CADD

Course Syllabi ARCH 2300 Architectural Drawing III

Course Syllabi ARCH 2311 Architectural Design III

Course Syllabi ARCH 2330 Building Technology III

Course Syllabi ARCH 2411 Architectural Design IV

Course Syllabi ARCH 2491 Computer Generated Architectural Presentation Dwgs

Course Syllabi ARCH 3511 Architectural Design V

Course Syllabi ARCH 3609 Integrated Software in the Architectural Office

Course Syllabi ARCH 4709 Advanced 3d Modeling and Rendering

Course Syllabi FMGT 4880 Space Planning

2 Class Agendas

I believe strongly that organization is the cornerstone to maintaining a high level of excellence in my teaching. To that end I develop a set of daily agenda outlines for each of my classes. These agendas include notes on class preparation, tasks to compete prior to class, class activities with the estimated time for each, reminders for the next class and follow-up notes. More recently to keep up with the integration of technology in the classroom I added a new category entitled "Technology Notes". These agendas are available to my students and for courses where I am the course coordinator they are provided as a guide to other instructors.

Exhibit 04.02 Sample Agendas Arch_1250 Site Planning days 1 & 4

3 Graphic Aids: PowerPoint Lectures

As Architects much of our course content is visually driven. I look to develop presentations that are a well organized balance of text accompanied by images. Two examples are provided.

The first example from a conference presentation in 2012 demonstrates the organization and graphic quality of the presentations I develop. The clear menu system along the left hand side shows an outline of the complete presentation which helps to pace the lecture and provides a clear listing of the materials covered.

The second examples, an ARCH_1250 Site planning lecture shows how technology has been integrated into my presentations and course development. This lecture provides an explanation of a concept paired with the teaching of technology - in this case the use of Revit CAD Software for the development of sun studies.

Exhibit 04.03 PowerPoint/PDF Presentation March 16 2012 - FIT Cloud Conference

PowerPoint/PDF ARCH_1250 Climate and Revit Sun Studies

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 13 of 24

4 Graphic Aids: Handouts, Worksheets and Tutorials

Handouts, Worksheets and Tutorials are all documents provided to help students master new subjects and skills. Three sets of examples are provided:

Handouts are the shortest and typically cover a single topic and are intended as easy reference sheets for students. The examples provided all cover courses that include the teaching of computer software.

Tutorials for software are the longest and bring students through the step-by-step use of a program. The first example which teaches roof construction using Revit/BIM is for in class use, is four pages in length and is accompanied by a step-by-step demonstration. The second example focuses on building a temple using Maya and is intended for students to follow on their own. This tutorial goes into greater detail and is 23 pages long.

Worksheets which are designed to be used either in class or at home provide students with a series of questions that help them to solve a problem, create a presentation or to answer an assignment. The first example is an Open Space Ratio (OSR) and Setback Handout that practices the steps involved in zoning calculations. I have used this both for CityPoly curriculum and for Site Planning. The second example also for my Site Planning class is a group worksheets that ask students to answer a series of questions as they prepare for a presentation.

Exhibit 04.04 Handout Samples ARCH_2491 - AutoCAD - Overview of the 3d Environment ARCH_2491 - AutoCAD - Using Extrude-Loft-PressPull ARCH_4709 - Maya - Types of Lights

Tutorial Samples LC 1200-1290 - Revit - Roof Construction ARCH_4709 Maya - Octagonal Temple Construction

Worksheet Samples CityPoly Integrated Projects - Setbacks OSR & Zoning ARCH_1250 Site Planning - Trip to the Beach

5 Graphic Aids: Assignment Sheets

Assignment sheets typically provide a background of the topic to frame the assignment, clarification for the deliverable as well as grading and assessment methodology. Three examples are provided:

The first is an assignment sheet which describes a semester long project and adds clarification of assessment details provided by the course syllabus.

The second is set of three single day assignment sheets for the same course. Each describes uses of a software program by the profession of architecture, followed by a specific assignment which requires the use of this program along with the rubric to be used for assessment. The third is an observation assignment that is to be completed as a team. This assignment ask students to create two pieces of observation writing and a set of drawings based on the same set of observations. The purpose here is to develop a student's ability to see a familiar space with new eyes and to analyze and describe it through writing and drawings. The group or team component allows the students to support and learn from each other.

Exhibit 04.05 Assignment Samples LC 1200-1290 Building Technology Project Statement ARCH_3609 Using Word, Excel & PowerPoint in Architecture ARCH_1250 Site Planning - Observation Assignment

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 14 of 24

6 Quizzes: Graphic, Written and Tutorial Based

The visual nature of the courses and subjects I teach requires the use some unusual techniques to asses my students knowledge. Four examples are provided:

The first example is a series of "cut" and "fill" exercises and a quiz used to teach topographic grading. Students are provided with a set of worksheets and the exercises are projected on the screen. We discuss and solve each of these problems step-by-step. Students are encouraged to work with colored pencils using red for cut and orange for fill. The PowerPoint leads them through the exercises in a methodical manner and each exercise builds upon the knowledge learned in the previous. One week after the exercises are complete students are given an in-class quiz that is presented in similar format. The quiz is reviewed immediately.

The second example is a simple snap quiz given at the beginning of class. These simple "low stakes" quizzes provide a number of benefits. They encourage prompt arrival to class, they provide a quick assessment and they are used as an immediate springboard for class discussion.

The third example is given when the course material requires the mastery of a software package. In this case a course in Advanced Rendering and Animation requires students to master the use of Maya software. The quiz mimics the format of tutorials that have been provided to the students during the course. It is a practical quiz that asks students to build a 3d model and animate it according to the clearly provided set of steps. As students have a limited amount of time to complete the quiz it quickly allows me to assess their familiarity with the program and each students level of knowledge of the subject.

In those instances where I do give more standard quizzes I have moved my quiz methodology to blackboard. I make use of blackboards ability to create pools of questions in specific subjects and to randomize these when testing student knowledge. I setup each in-class quiz to display all questions at once, to be taken within a limited time and to provide immediate feedback to the students when the quiz is complete.

Exhibit 04.06 Site Grading Quiz Site Planning - PowerPoint with Exercises & Topographic Grading Quiz

User Interface Quiz Advanced Rendering - Simple Single Snap Quiz

Tutorial Style Quiz Advanced Rendering - Maya Practical Model Building & Animation Quiz

Blackboard Quiz Site Planning - Standard Quiz Using Blackboard

7 Grading and Review as a teaching method: Use of PDF

The combination of several technologies - a multifunction printer with a sheet feed scanner, the smart classroom projector and the PDF file format have allowed me to develop a new method of communicating assessment to my students.

For text based assignments I grade using a red pen and for color graphic assignments I mark-up using black to maximize visibility of my comments. I create a PDF of the assignment sheet and rubric and add a set of compiled graded assignments scanned using the sheet feed scanner. Two copies are kept. One is my own record copy and the second copy used in class to review the assignment, has student personal information and grades blacked out to maintain confidentiality. Not only does this method provide me with an archive of student work it has allowed me to leverage the review process as a teaching moment. I have found that students benefit a great deal from seeing comments on the work of other students in addition to their own.

Exhibit 04.07 Faculty View - Excel ARCH.3609 Student Excel Assignment Compilation

Student View - Excel ARCH.3609 Student Excel Assignment Compilation - Grades blacked out

Faculty View - Visual ARCH.2491 Student Modeling Assignment Compilation

Student View - Visual ARCH.2491 Student Modeling Compilation - grades blacked out

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 15 of 24

8 Rubrics & Grading: I create a custom rubric for each course in excel following the same basic format. The first set of examples provided are typical rubrics used for both individual projects and for semester grading. Students are provided with assessment information that matches this rubric on their assignment sheets.

The second example provided is a grading sheet for a design project. In one column are my grades for the project and directly to the right of this are a set of columns which shows peer grading given by the 16 students in the class. Included in this example are copies of student peer review sheets with comments.

As part of the design jury process I require each student to grade both themselves and others in the class. In this case they were given 5 assessment criteria valued from 1 to 5 for a possible total score range of 5 to 25. Criteria included: Design Concept, Materials Journal, Presentation Drawings, Model and Design Concept.

This method serves several purposes. It requires each student be engaged in the review process, it allows students to review each other critically and by posting their grading next to my own it validates their opinions. I have found that students are fair graders, sometimes even harsher in their assessment of each other than I am.

Exhibit 04.08 Various Rubrics A compilation of rubrics from various courses

Student Input Rubric A grading sheet showing my grading next to student self and evaluations

9 Student Learning: Student Work

Four categories of student work have been provided from various design courses.

Exhibit 04.09 Various Samples Collage Design Concept Boards

Short term projects and presentations that are conceptual in nature and are completed in a week or two.

Various Samples Design Presentations with Materials and Product Research

Medium length projects developed in four to six weeks that include design and materials research.

Various Samples Design Presentation Drawings

Medium to long term projects that include a greater degree of design development.

Various Samples Design Presentation Videos

Short Videos paired with Design Presentation Drawings these include animation and music.

arch_3511.design Student Movie - Jingyu Cao

arch_351.design Student Movie - Russ Tcherkezov

arch_3511.design Student Movie - Samuel Wieder

arch_3511.design Student Movie - Philip Morgan

Letter of Thanks Student Emir Pjetergjokaj - enrolled in City College Masters Program

Nov 5 2009 Unsolicited email from student Yaya Kobayashi to architectural club members complementing work of my students.

"Also I saw many good projects in those two classes. Especially I was impressed by Professor King's class. The students

had good graphics, did a lot of work, showed respect to their fellow students the entire time, and there was some good vibe

in class. I liked it a lot."

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 16 of 24

5.0 TEACHING EFFECTIVENESS

PEER ASSESSMENT OF STUDENT TEACHING

I have consistently received an "excellent" rating in faculty peer observations of my teaching.

1 ARCH_1200 Spring 2011 Observer: Prof. Illya Azaroff Rating: Excellent

ORGANIZATION AND DEVELOPMENT OF MATERIAL

"Clearly forecasts how the class will run, opens with asking questions and revisits old work relating

it to new parts of the assignment. Excellent logical thread. He gives students the opportunity to

understand the larger picture of the process and consequences of decisions in their work.”

SPECIFIC RECOMMENDATIONS FOR IMPROVEMENT

"Professor King is a very good professor; he has a firm grasp on professional standards and practice

that he brings into the classroom to serve as example. He presents material at a good pace and

relates all student work to the context of the lecture.”

2 ARCH_1200 Fall 2011 Observer: Prof. Jill Bouratoglou Rating: Excellent

STUDENT-INSTRUCTOR INTERACTION

"The class is very comfortable with the Professor as they are in a learning community with Arch

1290. The students were very engaged and talkative.

OVERALL EVALUATION

"Great Work!! Very exciting to see the level of work being done in this learning community."

SPECIFIC RECOMMENDATIONS FOR IMPROVEMENT

"Students seem to have learned so much during this learning community. Please share this work

with the Professors teaching the new curriculum next semester.”

3 FMGT_4880 Fall 2010 Observer: Prof. Wendell Edwards Rating: Excellent

SUBJECT MASTERY

"The instructor used appropriate and demonstrated exceptional command of the material presented.

His immense design experience was clearly on display."

ORGANIZATION AND DEVELOPMENT OF MATERIAL

"The material was presented in a masterful, logical and sequential manner and covered thoroughly

the area of Inventory, Site Analysis, Program and Design Response.”

STUDENT-INSTRUCTOR INTERACTION

"He energized the students into being active participants in the lecture and created an excellent

environment for learning"

OVERALL EVALUATION

"The instructor is highly skilled, has great command of the material and is articulate. He is an

exceptional talent. His is an asset to this faculty."

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 17 of 24

4 ARCH_3511 Fall 2009 Observer: Prof. William Berensmenn Rating: Excellent

PROFESSIONAL TRAITS

"Obviously has excellent rapport with class."

OVERALL EVALUATION

"A talented and industrious group of students influenced by a creative professor"

5 ARCH_1290 Spring 2007 Observer: Prof. Shelley Smith Rating: Excellent

PROFESSIONAL TRAITS:

"Professor King is professional, confident, relaxed and at ease in the classroom. Speech is perfectly paced -

slow enough and with appropriate repetition to convey complex concepts and command sequences, but never

dragging. Professor King began by coming to each student's terminal, asking how they were doing and

reviewing their current project progress. He was respectful and encouraging, but did not hesitate to let several

students know they were falling behind and to make specific suggestions for success."

PRESENTATION OF MATERIAL:

"Professor King struck a very effective balance between review of basic concepts - e.g. the "explain, show, do"

method described above - and a more rapid demonstration with some advanced techniques. This range of

material seemed to keep the more proficient students engaged, while showing the less advanced student what is

possible as skills are developed."

OVERALL EVALUATION:

"Professor King is an excellent and dedicated teacher who works hard to engage students at all levels of ability

and proficiency. I was impressed by his clear vision of the goal for his students that is, not just to learn a

sequence of commands, but to understand what they are drawing. He encourages students to research and

understand how the building goes together, as part of the drawing process."

RECOMMENDATIONS FOR IMPROVEMENT

"None. Professor King is an excellent teacher"

6 ARCH_2491 Fall 2005 Observer: Prof. Robert Zagaroli Rating: Excellent PROFESSIONAL TRAITS

"Professor has an ease in the classroom and conducted the class in an intimate, conversational way that was

comfortable to follow. He interjects relevant, first hand professional stories. He is clearly heard and presents

himself in a direct, professional manner."

OVERALL EVALUATION

"He possesses a very strong balance of technical and aesthetic talents which seems to blend very well with the

needs of the department"

Exhibit 05.01 Faculty Observations See personnel file for copies of faculty observations

May 16 2009 Email from Shelley Smith re: Observation

"Attached is my observations report of your brilliant teaching..."

TEACHING PORTFOLIO

PAUL C. KING RA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY

NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 18 of 24

STUDENT ASSESSMENT OF TEACHING

From the fall of 2007 to the spring of 2012 my overall student evaluation ratings have ranged from 4.14 to 4.89.

Criteria

Fall '07 ARCH 4709 (n=8)

Fall '07 ARCH 1250

(n=20)

Fall '08 ARCH 2411

(n=13)

Fall '07 ARCH 2311

(n=13)

Sp '08 ARCH 4709

(n=16)

Sp '09 ARCH 2491

(n=17)

Sp '09 ARCH 3511

(n=13)

Sp '09 ARCH 3609

(n=13)

Fall '10 ARCH 1200

(n=17)

Sp '11 ARCH 1290

(n=14)

Fall '10 FMGT 4880

(n=17)

Sp '11 ARCH 1200

(n=16)

Fall '11 ARCH 1290

(n=17)

Sp '12 ARCH 1250

(n=20)

1. Communicated in a way I understood? 4.88 4.60 4.46 4.77 4.19 4.88 4.17 4.23 4.76 4.64 4.38 4.63 4.88 4.55

2. Held my interest and attention in class?

4.63 4.45 4.31 4.31 3.88 4.94 3.92 4.00 4.65 4.71 4.38 4.69 4.88 4.40

3. Took the time to explain the material when students did not understand?

4.63 4.65 4.62 4.54 4.44 4.88 4.38 4.38 4.82 4.64 4.46 4.63 4.94 4.60

4. Students encouraged to ask questions and were given meaningful answers?

4.50 4.50 4.46 4.54 4.50 4.88 4.38 4.31 4.65 4.64 4.62 4.63 4.88 4.55

5. Student encouraged to express own ideas and/or participate in class activities?

4.75 4.35 4.54 4.38 4.25 4.88 4.62 4.23 4.71 4.69 4.46 4.63 4.88 4.55

6. Treated the students with courtesy and respect?

4.75 4.90 4.69 4.85 4.31 4.94 4.69 4.23 4.53 4.79 4.54 4.69 4.82 4.70

7. Available to students for discussions or conferences?

4.86 4.60 4.23 4.15 4.06 4.88 4.46 4.38 4.71 4.79 4.38 4.63 4.88 4.55

8. Generally met class on time and held class to end of period?

4.25 4.75 4.15 4.46 4.19 4.88 4.46 4.08 4.76 4.77 4.15 4.75 4.94 4.60

9. Spoke clearly and could be heard in class?

4.75 4.70 4.62 4.77 4.50 4.88 4.67 4.54 4.88 4.79 4.46 4.69 5.00 4.63

10. Grading System for course clearly explained?

4.00 4.40 4.00 3.92 3.50 4.88 4.23 4.31 4.35 4.71 4.31 4.56 4.65 4.45

11. Overall teaching was effective? 4.38 4.70 4.46 4.31 3.75 4.88 4.15 3.92 4.76 4.71 4.46 4.67 4.88 4.53

12. OVERALL 4.57 4.60 4.41 4.45 4.14 4.89 4.38 4.24 4.69 4.72 4.42 4.65 4.88 4.56

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 19 of 24

From the fall of 20127 to the spring of 2013 my overall student evaluation ratings have ranged from 4.27 to 4.75.

Criteria

Fall '12 ARCH 1250

(n=21)

Fall '12 ARCH 1250

(n=20)

Fall '12 ARCH 2330

(n=11)

Sp '13 ARCH 3510

(n=16)

Sp '13 ARCH 2330

(n=17)

Sp '13 ARCH 3691

(n=13)

13. Communicated in a way I understood? 4.48 4.70 4.73 4.19 4.88 4.17

14. Held my interest and attention in class?

4.43 4.55 4.64 3.88 4.94 3.92

15. Took the time to explain the material when students did not understand?

4.48 4.70 4.73 4.44 4.88 4.38

16. Students encouraged to ask questions and were given meaningful answers?

4.57 4.80 4.82 4.50 4.88 4.38

17. Student encouraged to express own ideas and/or participate in class activities?

4.48 4.70 4.82 4.25 4.88 4.62

18. Treated the students with courtesy and respect?

4.62 4.75 4.91 4.31 4.94 4.69

19. Available to students for discussions or conferences?

4.33 4.60 4.64 4.06 4.88 4.46

20. Generally met class on time and held class to end of period?

4.57 4.70 4.64 4.19 4.88 4.46

21. Spoke clearly and could be heard in class?

4.57 4.75 4.82 4.50 4.88 4.67

22. Grading System for course clearly explained?

4.33 4.60 3.82 3.50 4.88 4.23

23. Overall teaching was effective? 4.38 4.65 4.73 3.75 4.88 4.15

24. OVERALL 4.48 4.68 4.75 4.45 4.66 4.27

TEACHING PORTFOLIO

PAUL C. KING RA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY

NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 20 of 24

6.0 TEACHING IMPROVEMENT ACTIVITIES

1 A reflective teaching portfolio is not just a record of who I am as a teacher. It is an active,

live document that I constantly reference to make myself a better teacher.

As I evolve as a teacher so does my teaching portfolio.

2 My teaching improvement activities fall into two categories; active teaching methods that I employ in the classroom and outside activities not directly related to any given course that contribute to my ongoing effort to improve my effectiveness as a teacher.

Active Teaching Methods: 3 Learn from each other: Co-Teaching & Co-Preparation:

Philosophically I believe in being open minded about my approach to teaching. Two forms of collaboration that directly engage this philosophy are co-teaching and co-preparation. Since joining the faculty in a full time position I have had the opportunity to engage in these activities with several of my colleagues.

The co-teaching environment is mutually beneficial to instructor and student. For an instructor this experience is enhanced by the constant dialogue that occurs during preparation and in the classroom it allows one to observe different approaches to student learning. For students, the classroom experience is enriched by the active and constant dialogue between professors exposing students to different and sometimes opposing points of view on various subjects creating an atmosphere that includes them in healthy discussion and debate.

When not co-teaching the use of co-preparation is another form of collaboration that continually promotes discussion with my colleagues and keeps me from teaching in isolation. In particular our recent modifications to our curriculum have benefited greatly from this process as we continue to fine tune the changes to our course materials. On a weekly basis I am currently engaged in discussions of materials for both my building technology and site planning courses. Additionally promoting this method as a course coordinator helps new instructors to orient themselves to courses, to learn from fellow instructors familiar with the materials and maintains a consistently high quality of courses for our students.

4 Learn from my students: As dedicated as I am to staying up to date on new techniques one person is not as effective as a team. My team extends to my students who are a constant source of learning for me. As example, in the Spring of 2010 several of my design students began using Windows Movie Maker to produce multimedia presentations in my design courses. They had each carefully integrated photographs of the project site, images of their designs and appropriate music into a cohesive and clear presentation. I asked these students to lead the entire class in a lesson to convert their presentations into movies. In turn I took this technique, refined it, and documented it with a set of handouts which I share with each of my classes. This led to the development of an effective new methodology that addressed a deficiency of the design jury process. To understand the value of this new method it is important to first understand the typical design jury experience. In any given design class a formal design jury will convene typically three times during a semester. Often these juries include invited guests or critics who are practicing professionals, community representatives or other instructors. Two of the more critical challenges for the jury is to familiarize themselves with the specific project (site and program) and to also gauge their comments to a level appropriate to the students. This process typically occurs during review of the first few projects which results in a greater amount of time spent discussing the work of this group than the students who follow. This inequity can be particularly unfair to those who present last.

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 21 of 24

For each design jury I now make the creation of a 60 second video a requirement of the presentation. We begin the jury as a group viewing the videos of the entire class followed by individual presentations. This group viewing has been beneficial on several fronts. First it makes it critically important that all students are in attendance at the beginning class, it allows the jury to orient themselves to the project and to the level of student work they will be reviewing and it gives all students projects equal visibility solving the inequity of the typical jury method. This method has enhanced the discussion of student projects as jurors, familiar with all of the student work from the initial video presentation are able to cross reference their comments from the start.

Exhibit 06.01 arch_3511.design Student Movie - Jingyu Cao (also shown in Exhibit 04.09)

Exhibit 06.02 Moviemaker Handout Creating an Automovie

Moviemaker Handout Adding Photos and Video

Moviemaker Handout Adding Music

Moviemaker Handout Adding Titles and Credits

5 Activity of discovery first: Learning from the classroom experience

In the fall of 2009 as part of the curriculum development process for CityPoly High School I had the opportunity to test new materials in the high school classroom. I taught two different lessons one an activity based introduction to site planning and the second a more traditional lecture followed by activity lesson. While the "lead with an activity" based lesson worked well the traditional college model of "lecture-lab" quickly failed to gain student attention and focus.

This experience has had a profound effect on my approach in the classroom. If a high school student learned better when I led with an activity would college level students also benefit from this switch? Testing this method in the college classroom I found the switch to be effective on several levels. First it immediately captured the attention of the entire class and focused them on the days lesson. Second if a student was unable to complete the activity it was readily apparent, allowing me to immediately change my approach, resulting in an increased success of achieving student learning objectives.

This idea of leading with an "activity of discovery" continues to influenced all that I do in the classroom.

Outside Activities:

6 Pedagogical Research, Writing, Conference Presentations and Publication: One focus of my research is the development and application of new pedagogical methodologies. Over the past 5 years I have researched, written, presented at conferences and published on a number of occasions on this topic. The common theme is the practice of interdisciplinary and collaborative learning in the classroom. The opportunity to present and discuss my work with my peers promotes a dialogue that continues to enrich my development as an educator.

Exhibit 06.03 see PARSE Sec.18 Publication and Production

Journal Article, Book Chapter:, Conference Presentations

7 Continuing Education Seminars: A requirement of being a licensed Architect is to attend continuing education workshops and seminars. These seminars are an important part of staying current on new products, technologies & methods that are part of the practice of Architecture. Information learned in these seminars is often directly integrated into my classes.

Exhibit 06.04 see PARSE Sec.25 Continuing Professional Education

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 22 of 24

8 Co-Lead Teaching Portfolio Workshops: Twice a year in January and June as part of a team that includes Professor Janet Liou-Mark, and Professor Gwen Cohen-Brown, I have the privilege to co-lead the Teaching Portfolio Workshops offered through Julia Jordan and the Faculty Commons. A part of my own teaching improvement activities, the workshops allow me to interact and learn from my fellow faculty as we debate and discuss teaching philosophy and methodology. The mix of faculty from a wide range of disciplines and professions makes the experience all the more valuable.

Exhibit 06.05 see PARSE Sec.23 Service: Teaching Portfolio Workshops

9 My Reading List & the Introduction of Soft Skills:

In addition to readings within my field, I regularly include educational topics in my reading list. One such work that has influenced a good deal of my thinking is Tony Wagner's "The global Achievement Gap (Wagner, 2008). This work clarified for me the importance of the development of "Soft Skills" including Critical Thinking & Problem Solving, Collaboration, Initiative, Accessing and Analyzing Information and Effective Oral and Written Communication, a set of principles already a part of my teaching methodologies. The work re-confirmed my conviction that these skills were critically important to our students.

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 23 of 24

7.0 FUTURE TEACHING GOALS 1 A reflective teaching portfolio is a live document that evolves as I evolve as a teacher.

Always be ready to learn.... don't settle... keep it fresh.... collaborate... share my thinking with my

students.... and take my students along for the ride.

2 My future teaching goals are focused on the increased success of my students. I see three means of engaging in this ongoing process. First is to not be satisfied with current success but to continually question my methods and integrate and test new techniques, second is to utilize collaboration and the third is to continue my pedagogical research by identifying and then investigating some of the critical issues that arise in my teaching. To achieve my future teaching goals I look to:

Achieve greater student success: 3 Improve Student evaluations and peer reviews:

Student and peer reviews are a valuable tool for gauging my success as a teacher. One of my goals is for my student evaluations to indicate greater satisfaction with my teaching. I review my evaluations in context of the course they refer to and respond by reviewing my methods and materials as I prepare to teach the course again.

4 Improve Student Feedback & Interaction: I look for methods of improving the quality and timeliness of feedback between myself and my students. Historically most of my communications and feedback has occurred during class and office hours or via blackboard and email. In the fall of 2011 as a Title-V fellow I introduced the use of an OpenLab website to my list of methods.

I now create an OpenLab website for every course I teach. In addition to providing easy access to lecture materials, tutorials and class handouts I make use of these sites to expand upon the summary and clarification of assignments that typically occurs in discussion with students either during or directly after class. In line with my philosophy of teaching the entire class, these simple and timely posts extend this activity beyond class time.

OpenLab is immediately available and democratic and allows me to reach out to a wider audience including students who may not currently be enrolled in one of my courses. In the fall of 2012 in the aftermath of Hurricane Sandy it allowed me to create a forum for discussion on an OpenLab site called "Storm Stories" where I invited my students and colleagues from the greater college community to share their experiences.

Exhibit 07.01 OpenLab Sample OpenLab Postings

Storm Stories Sample Postings

live site http://openlab.citytech.cuny.edu/stormstories/

Site Planning Sample Postings

live site http://openlab.citytech.cuny.edu/kingsiteplanningfall12/

Building Tech 3 Sample Postings

live site http://openlab.citytech.cuny.edu/btreadings-/

Learning Community Sample Postings

live site http://openlab.citytech.cuny.edu/learningcommunity12001290/

TEACHING PORTFOLIO PAUL C. KING RA, AIA, ARA

DEPARTMENT OF ARCHITECTURAL TECHNOLOGY NEW YORK CITY COLLEGE OF TECHNOLOGY

FALL 2012

Page 24 of 24

Increase student success through collaboration: 5 Interdisciplinary Collaboration:

I look to continue my efforts to collaborate with my colleagues and in particular to look for interdisciplinary opportunities. Collaboration is an important skill set of the successful Architect and so this way of thinking needs to be transferred to our students. In practice we work closely with other Architects, Urban Planners, Landscape Architects and Engineers.

6 Third Year Learning Communities: In addition to the formal collaboration of first year learning communities I hope to create informal upper level learning communities that operate across disciplines and departments. The goal is for work begun by my architecture students to be critiqued by students in other disciplines ranging from engineering and biology to the social sciences to provide feedback that would directly influence the development of student work.

Continue my own personal development through Pedagogical Studies: 7 Consulting Activities:

Through contact with my professional peers, consulting allows me to stay up to date with the practice of Architecture in the field . I teach and consult with professional firms teaching their staff the use of new software (AutoCAD & Revit) and its proper application on their projects.

Exhibit 07.02 see PARSE Sec.24 Professional Activities: Consulting Activities

8 Teaching Portfolio Workshops:

A second area for future development of my teaching is the continued expansion of my work as a consultant running Teaching Portfolio Workshops outside of the college at other universities and conferences. In addition to my exposure to a wider range of ideas and fields of study, this practice has led to publication and has opened up some additional areas for research.

Exhibit 07.03 see PARSE Sec.18 Publications & Production: Invited Presentations : Teaching Portfolio

Workshop Website Sample Postings

http://reflectiveteachingportfolio.wordpress.com/

Areas for future research and publication:

9 Development of new group teaching methodologies: An ongoing challenge is to find effective methods of providing student feedback in classes with large numbers of students. My vehicle for achieving this goal is the continued development of group and team teaching methodologies.

10 Activity of discovery - first: A second area of interest is the continued development of the principle of "leading with an activity". Identified during my curriculum development for CityPoly high school it is a method that provides me with immediate feedback of student learning and engages my students actively in the learning process. I see the development of these new methods as an avenue for future research, writing and publication.