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?