Why you might not want to do this alone - PowerPoint by 027Jt0

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									      Building a Disciplinary
      Commons using Course
      Portfolios
              Josh Tenenberg
              Janet Ash, Donald Chinn, Ravi Gandham,
              Michael Gelotte, Richard Hoagland,
              Laurie Murphy, Brad Richards, John
              Staneff, Phyllis Topham, Jeffrey Weiss


                   Pacific Northwest Higher Education
May 5, 2006         Teaching & Learning Conference      1
Teaching as a private activity

                    Privatized teaching
                     spaces
                      “Aside from his
                      syllabi and fading
                      memories, he had
                      no real record of
                      what happened in
                      those award
                      winning courses”
                    Institutional isolation
                     (or worse)
                                           2
     Outline

   Deprivatizing Teaching: the Disciplinary
    Commons
   What did we do?
   What is a Course Portfolio?
   How much does this cost?
   What might you learn?
   Why do this in a single discipline?
   Why do you want to do this with others?
   Do try this at home!
   Where is the Scholarship?

                                               3
   Deprivatizing Teaching

Faculty meet on
common ground, using
scholarly practices to
investigate teaching
and learning in their
own classrooms.
The practices and
artifacts produced
become “common
property”, available for
use and adaptation by
others.

                            4
    What did we do?

 11 Computer Science (CS) teachers
  meeting face-to-face, monthly for ½
  day throughout the academic year
 Crossing borders: CS faculty from
  different institutions engaged in
  common practices and common goals
 Talking about teaching: as scholars and
  practitioners
 Parallel construction and mutual
  critique of Course Portfolios
 http://depts.washington.edu/comgrnd/

                                        5
The Disciplinary Commons:
 A face-to-face Yackpack




                            6
    What is a Course Portfolio?

 An organized collection of ideas and
  principles that guide the design and
  implementation of a particular course.
 Focuses on the course.
 It is NOT a student portfolio.
 It is NOT a teaching portfolio, although
  it can be part of one.



                                             7
        What is in a Course Portfolio?

   One or more of the following:
       Course description: content, structure
       How the course fits in the curriculum
       Course learning objectives
       Teaching methods
       Teaching philosophy
       How learning is assessed
   What you include depends on why you
    are creating a course portfolio

                                                 8
     How much does this cost?
                 Individual Portfolio Time Requirement
                      Writing            Peer Observation
                      drafts/revisions   3 hrs            Meetings of the
                      32 hrs
                                                          commons
                                                           31 hrs
           Vancouver trip
           5 hrs



               Reading / Research                    Drive time for
               37 hrs                                meetings
                                                     20 hrs

   128 Hours per person (average), as we did it
   Doing it as a group increased the cost due to meetings
    and travel time
   You can do this by yourself in about 80 hours direct
    time
   Benefit of group interaction far outweighs “extra” cost
   It’s probably your time, so the institutional cost is
    minimal (unless ….)
   Benefit to your other courses is immeasurably
    valuable!
                                                                            9
     What might you learn?

   There is “commonality” of teaching contexts
    and practices – We are all in the same boat!
   Benefit from articulating and sharing your
    teaching practices – Now you know why you
    do things the way you do them!
   Realize that some of your practices do not
    directly relate to course objectives – A reality
    check!
   Find new ways to enhance the your course’s
    effectiveness from peer insights – A sense of
    self-accountability and accomplishment!

                                                   10
Why do this in a single discipline?
                           literature

                                            geography
         chemistry




                                                   psychology
    philosophy




                                        biology
                     art




                                                                11
Why do this in a single discipline?


                           CS


          1.   Able to make assumptions
                             Java
               about understanding
                                                  CS
     CS   2.   More emphasis on rational
                                  data
                      Common
                    control
                               abstraction
               for teaching choices
                   structure
          3.   MoreLanguage
                      thoughtful peer
               observations C++
                  software
                  design



                                             CS
    CS




                           CS




                                                       12
Why do this in a single discipline?


                                  CS
              non-traditional     teaching        transfer
                students            load          students



     CS
                          institutional                               CS
          semester
                         and individual                quarter

                          differences
                          budgetary constraints
                 running start               traditional
                   students                   students

                                                                 CS
    CS




                                  CS




                                                                           13
            Why do this in a single discipline?
              The power of the portfolio approach is multiplied when there are
              several examples available for a single disciplinary aspect.

                              Course Portfolio                               Course Portfolio Course Portfolio
   Course Portfolio
                                   CS – 142          Course Portfolio
            CS-210              South Puget Sound
                                                                                  CSCI144                 CIS 121
          Bellevue              Community College   Course Portfolio
                                                        CS-210                    Evergreen              Pierce College
       Community College                                  Bellevue
                                                                               Community College
                                                       Community College
                               Object-Oriented     CS100                                           Introduction to Computer
     Fundamentals of               Prog I                                           Java I            Information Systems
                                               Fundamentals of
    Computer Science I
                                                     Computer Science I
                                                      Introduction to
                                Course Portfolio
                              Computer ScienceCourse Portfolio
Course Portfolio                                                                                          Course Portfolio
               Course Portfolio
                                                         Compu 142
      CSCE144                                               Shoreline                TCSS 390                  CSCI161b
Pacific Lutheran University     CIS 201c                 Community College
                                                                                      UW-Tacma
                                                                                                          University of Puget Sound
                               Pierce College
 Introduction to                                       Intro. to Computer                                  Introduction to
Computer Science              Intro to Java               Programming            Undergraduate            Computer Science
                                                            with Java            Seminar in CSS


                                                                                                                               14
 Why you might want to make a
 Course Portfolio
For “permission” to take the time
     to reflect on what you are doing

 To focus on the Big Picture
      The curriculum/program
      The course
      The teaching

 and focus on an element
      Testing, lectures, homework …
                                        15
        Why you might want to make a
        Course Portfolio – 2

   For “permission” to research

       From others
       On your teaching

   To Document

   To Share

                                       16
    Why you might not want to do
    this alone
 Begin with the end in mind - sharing
 A common framework elicits discipline
 Encouragement and camaraderie in the
  face of a rather large amount of work
 Building a community of resources
 And besides, it couldn’t possibly be as
  much fun



                                        17
                                                                                         Commit
                   Activities         Goals       Scholarship         Resources
                                                                                          ment

                                 • Self
                                                  • Clear Goals
                                   Improvement
Individual       Write Portfolio                  • Reflective    20 hours                Low
                                 • Increased
                                                    Critique
                                   Learning

                                                                 Add:
                 Add:
                                  Add:            Add:           • 20 hours (meeting,
                 • Meeting
                                  • Create SoTL   • Adequate       peer stuff) +
Small Group in   • Peer Obs.
                                    Culture in      Prep         • 20 hours (reading)    Medium
Institution      • Peer             academic      • Effective    • 10 hours (add’l on
                   Critique         unit            Presentation portfolio) +
                 • Readings
                                                                 • Organizer time

                                  Add:                            Add:
                                  • Share                         • 20 hours (travel)
                 Add:               knowledge & Add:              • 10 hours (prep)
Disciplinary
Commons          • Extend           practices     • Appropriate   • 10 hours (peer
                   timeframe to     across inst’s   Methods         stuff)                High
across
Institutions
                   academic       • create or add • Significant   • 10 hours (add’l on
                   year             to existing     Results         portfolio)
                                    portfolio                     • Incentives            18
                                    repository
     Characteristics of Scholarship

 Clear Goals
 Adequate Preparation
 Appropriate Methods
 Significant Results
 Effective Presentation
 Reflective Critique

Scholarship Assessed: Evaluation of the Professoriate, Charles Glassick, Mary
   Huber, and Gene Maeroff, Jossey Bass Publishers, San Francisco, 1997




                                                                                19
     Acknowledgements

   Sally Fincher has been a collaborator
    throughout this project. She runs a
    Commons in the UK.
   Funding has been provided by the
    Washington State Board of Community and
    Technical Colleges, the University of
    Washington Tacoma’s Institute of Technology,
    and the UWT Founder’s Endowment.
   Julie Jacob of the SBCTC and Orlando
    Baiocchi and Larry Crum from UWT have
    been especially supportive.

                                              20
      Participants and Affiliations

 Josh Tenenberg       University of Washington Tacoma

   Janet Ash          Green River Community College
   Donald Chinn       University of Washington Tacoma
   Ravi Gandham       Bellevue Community College
   Michael Gelotte    Bellevue Community College
   Richard Hoagland   South Puget Sound Community College
   Laurie Murphy      Pacific Lutheran University
   Brad Richards      University of Puget Sound
   John Staneff       Pierce College Fort Steilacoom
   Phyllis Topham     Shoreline Community College
   Jeffrey Weiss      Pierce College Puyallup

                                                         21
Panel Q/A




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