Using Course Portfolios to Document Student Learning

March 19, 2009

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Overview

Learn how a course portfolio offers faculty ways to systematically investigate, analyze, and document student learning.

A course portfolio is a reflective investigation of how course structures, teaching techniques, and assessment strategies enhance or detract from student learning. It is a needed complement to the typical approaches of measuring classroom success which might involve relying solely on student course evaluations or occasional classroom visits from faculty colleagues.

Join us for this on-demand webcast to explore how course portfolios can enable faculty and administrators to make visible the intellectual work of teaching for use and review by others. You will learn how a course portfolio offers faculty ways to systematically investigate, analyze, and document student learning and performance.

TARGET AUDIENCE

Faculty developers, departmental chairs, academic leaders, and faculty will review a model that faculty can use to document scholarly inquiry into their teaching practices. This on-demand webcast discusses how the intellectual work of teaching can be documented, promoted, and valued for improving postsecondary education using course portfolios. Learn how course portfolios can:

Improve faculty teaching by providing a guiding context for formative assessment
Be integrated into university structures such as teaching award or promotion and tenure processes
Make teaching visible and accessible for review within institutional reward systems

Agenda

Recorded On Thursday, March 19, 2009

How course portfolios document student learning
- Challenges that faculty face in accounting for students' learning
- Expertise faculty bring to documenting students' learning
- Benefits that faculty and departments have gained from inquiry into teaching
- Formative and summative uses of course portfolios
- Examples of documenting student learning
- Relationship to Scholarship of Teaching and Learning
Process of developing a course portfolio
- Defining course goals
- Discussing methods for achieving course goals
- Documenting student learning
- Creating a course portfolio
- Examples of course portfolios
Using course portfolios to foster campus collaborations
- Collaboration within departments
- Collaboration between departments
- Organizing campus conversations
- Promoting teaching excellence
Dissemination and external reviews of course portfolios
- Advantages of electronic course portfolios
- Formative and summative evaluations
- Issues in soliciting an external review
- Issues in reviewing a portfolio
Creating a campus community
- Campus coordination
- Strategies for running a project
- Measuring and disseminating impact

Want more information about this event?

Contact Tunde Brimah, Senior Conference Director if you'd like additional information about the program agenda.

Instructors

Amy M. Goodburn

Associate Dean for Faculty, College of Arts and Sciences

University of Nebraska-Lincoln

Amy is associate dean for faculty of the College of Arts and Sciences and professor of English and Women's and Gender Studies at the University of Nebraska-Lincoln. As an associate dean, Amy is responsible for faculty recruitment, hiring, reappointment, promotion and tenure, and merit reviews. From 2005-08 she served as associate dean for academic programs where she oversaw curriculum, faculty development, general education, and program assessment.

In addition to having authored two books, Making Teaching and Learning Visible: Course Portfolios and the Peer Review of Teaching and Inquiry into the College Classroom: A Journey Toward Scholarly Teaching, Amy and Paul co-coordinate the University of Nebraska-Lincoln's Peer Review of Teaching Project, a program to help faculty capture and document the intellectual work of their teaching. In 2005, this project was one of three faculty development programs nationwide to receive a TIAA-CREF Hesburgh Award Certificate for Excellence in recognition of an exceptional faculty development program designed to enhance undergraduate student achievement.

Paul A. Savory

Director of Summer Sessions & Flexible Programs

University of Nebraska-Lincoln

Paul is director of summer sessions and flexible programs and associate professor of Industrial and Management Systems Engineering at the University of Nebraska-Lincoln. As director, Paul coordinates the curricular issues, schedules, and budgets for the university's summer sessions. He also facilitates campus efforts to create flexible learning opportunities to better meet the needs of current and future students.

Registration

CD Recording of Live Webcast

$350.00

Using Course Portfolios to Document Student Learning CD Recording

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