student learning
Agenda • RTP requirements and PDS instructions • How can you use this process to actually improve your teaching? • Develop evidence of effective teaching by thinking like a scholar PDS Requirements A. Describe five significant items B. List data on all courses taught in last three years C. List of all theses chaired, all special study projects directed, and membership on any thesis committee for the last three years D. Documentation related to courses taught in last three years PDS Requirements A. Describe five significant items Specific examples provided include: – – – – – Teaching award Teaching aid Teaching innovation Lab manual Study guide PDS Requirements B. List data on all courses taught in last three years: – – – – number of students in each course average class grade average student evaluation for each class departmental average student evaluation for each respective semester – Include student evaluations, student comments, and grades for classes taught at other universities within the last three years. PDS Requirements D. In chronological order, include documentation for the last six (6) semesters for the following: 1. Peer visitations/evaluations of teaching, including any written remarks, if applicable. 2. Written student evaluation comments of faculty and a copy of the computer printout of the statistical summary of student evaluation forms for each course. 3. Copies of syllabi. 4. Copies of all major or final exams (or major projects in lieu of major exams). Most PDS, OAK Items = artifacts of teaching, effort • Syllabi, teaching aids, description of teaching innovations, exams Backward-looking documentation of actions Are these items evidence of good teaching? effective What is good teaching? http://padlet.com/jimazeki/CTL_Apr7 If a student fails to learn, does that mean the teacher is not a good/ effective teacher? Is good teaching necessary for student learning (can students have a bad teacher and still learn, or do they need a ‘teacher’ at all)? Is good teaching sufficient for student learning (can students have a good teacher and still not learn)? “Good teaching is… the purposeful structuring of experiences from which students cannot escape without learning.” - Andrew J. Milne Most PDS, OAK Items = artifacts of teaching, effort • Syllabi, teaching aids, description of teaching innovations Backward-looking documentation of actions Are these By connecting these itemsitems to student learning, evidence of good part teaching? they can become of the process of effective Yes - IF you connect them toteaching student learning Scholarly Research What additional questions are raised? What do I want to know? What is the research question? How will I know I know it? How will I go about learning it? What evidence will I gather and how will I evaluate it? What methods, models will I use? What have other people done? Scholarly Teaching What I What do do I want mywant students to to learn? know? What are the learning outcomes/ goals? What adjustments do I need to make? How will I know knowthey I learned it? know it? How willII How will help my go about students learn? learning it? What evidence will I gather and how will I evaluate it? What pedagogies, activities will I use? What have other people done? Think strategically, long-term • Use the scholarly cycle to identify opportunities for improvement, and iterate over time • Use the evidence you gather to: – Inform pedagogical improvements – Connect teaching artifacts to student learning, goals in PDS Getting started by working backward • Consider something you might use as one of your five items. • What learning outcomes/goals does this item address? How does this item represent or capture student learning? • What evidence do you have, or could you collect, to show you are achieving those outcomes? What would ‘achievement’ look like?
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