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
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