The curriculum team portfolio brainstorming session at the February 7 workshop produced several models for the portfolio. In general, they suggest that a course portfolio have two different types of information:
We see this as having two parts:
I. a collection of material selected from the list below that represents the goals and approaches to reaching them taken in the course.Both lists are seen as guidelines; not all items are appropriate for all courses, and additional items may be added that we didn't think of.
II. a short reflective essay addressing the points listed below
There was not agreement in the group about the amount of material that should be submitted. Some felt that the portfolios should contain details of assignments, activities, etc. and others felt that very selective examples should be sufficient. We thought that decision should be left up to individuals for the first go-round to see which is most useful for the purposes of the portfolio.
Our understanding is that the portfolios have two roles:
I. Descriptive/Reflective pieceII. Items that may be useful documentation (not all for all classes and in no particular order):
a. Goals the instructor(s) had in terms of STEMTEC changes: this should include innovations in class structure and K-12 connections
b. Reflections on what actually happened:
c. In summary,
- with respect to the stated goals
- other stuff that was interesting but not part of the original plan
- to the extent that it is possible to compare changes or outcomes with earlier times you taught the course, mention that.
- if you have results of evaluations of the course, how useful were they and how will you use them? (feedback is what you need to HEAR, you don't necessarily need to DO what the feedback tells you to do--for instance, if students are annoyed that they have to take more initiative than before, that's probably good--you need to know they are annoyed and perhaps address that, but you're probably happy to know they are taking more initiative).
- what went well that you plan to continue or expand
- what will you not repeat or will you change?
Course description from catalogue
Syllabus (including assignments, explanations to students about course structure/requirements, lab schedule, field trips, etc.)
Results that you wish to share of ongoing evaluations--this may include formal STEMTEC evaluations, informal feedback sheets, end of course evaluation results, student comments about the course, etc.
Comparison data of student performance/attitudes/etc. pre-post in this course or this course compared to previously taught comparable course
Examples of student work if appropriate (but be sparing or excerpt or summarize)
Sample but actual "prompt" questions used in informal cooperative learning or in bookend lectures: examples that worked well and those that fell flat would both be of interest.
Log book or other notes on each lesson about what worked what you'd do differently next time. (some people keep a log that ends up being what the actual syllabus was and that has comments like--"don't do this again" or "next time make sure to....")
Demographics (we were reminded that these are being collected and kept by our campus coordinators, but if you teach a class in which you noticed dramatic differences in the level or quality of participation or attitude of (say) women compared to previous times you taught the course, mention that. Or if some straight science/tech types express a surprising interest in teaching careers, mention that.
Videos that were made of or in or by your class
For K-12 connections: what kinds of teaching, tutoring, joint classes, peer teaching, key pals, etc. did students in your class engage in? Examples of lesson plans, photos, approximate numbers, any other information that would make it real and give ideas to others of things to do (or not do). How did you initiate contacts with the school folks you worked with?
The biologists also want to start collecting sample problems people have used successfully in class. We're looking for quickie 15 min. problems to include in a lecture, home assignments that are ongoing but don't take much class time (grow bean seeds in two different conditions, record and report); puzzlers, demonstrations that promote active learning/problem solving; etc. Lots of specific examples, different time frames, different topics/disciplines....
The portfolio might contain four major categories of information:
A portfolio could consist of the following items:
If groups were used, a paragraph that indicates the procedure for organizing, modifying, and assessing group work and how well it worked. The latter could consist of statements of what was positive about group work and what were the challenges.
Any other "STEMTEC" methodologies used and how they worked.
submitted by Lauren Brewer
The math team came up with the following suggestions for the items that could be included in a portfolio:
Table of contents
Various student assignments with a paragraph of why the particular assignments were selected.
Group assignment with a paragraph explaining what was a success and what was not. Independent evaluation of the course, e.g., student evaluations, 2+2 evaluation (compliments and suggestions), or MAP.
Student reflection sheets or journal entries that respond to questions such as:
"What did you do?"
"How did you do it?"
"Why did you do it?"
Comparison with the course proposal: How close did you follow it? If you made significant changes, why?
Bibliography and resources, including software and Internet resources Tests and assessment tools, and what worked, what didn't work, and why.
The geology curriculum team came up with the following list of items that could be included in a course portfolio:
Back to the STEMTEC home