Faculty Portfolio Working Group: Difference between revisions
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The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. | The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. Several years ago, instead of our traditional Course Portfolio Working Group (which was begun in 1994), we broadened our scope by offering a [[Teaching Portfolio Working Group]] (TPWG). This year, we are expanding our vision even further by offering a [[Faculty Portfolio Working Group]]. Members of this working group will develop online portfolios that document and reflect upon all aspects of their work as members of the Xavier faculty. | ||
== Why a Faculty Portfolio Working Group? == | |||
== Why a | |||
* Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence. | * Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence. | ||
* The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching. | * Portfolios can also provide evidence of the other areas of our work as faculty members: Scholarship, Service, even Collegiality. | ||
* Portfolios are a step toward a more public, professional view of | * The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching, research, and service. | ||
* Portfolios can offer a look at development over time, helping one see | * Portfolios are a step toward a more public, professional view of our work as teacher-scholars. | ||
* | * Portfolios can offer a look at development over time, helping one see our work as on ongoing process of inquiry, experimentation, and reflection. | ||
* Faculty portfolios capture evidence of one’s entire career, in contrast to course portfolios that capture evidence related to a single course. | |||
== What’s the process? == | == What’s the process? == | ||
The | The FPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) ''The Teaching Portfolio'', meetings will focus on: | ||
* Structuring the portfolio | * Structuring the portfolio | ||
* Summarizing teaching responsibilities | * Summarizing teaching responsibilities | ||
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* Peer observations of teaching | * Peer observations of teaching | ||
* Continuous improvement plans | * Continuous improvement plans | ||
The outcome of this work is a foundational collection of teaching materials upon which the faculty member can build as | The outcome of this work is a foundational collection of teaching, scholarship, and service materials upon which the faculty member can build as they go forward, innovating and experimenting as they go. | ||
== Are there incentives? == | == Are there incentives? == | ||
In addition to having a document demonstrating | In addition to having a document demonstrating effectiveness as a faculty member, each participant will receive $500 upon the completion of their teaching portfolio. | ||
== Who is eligible? == | == Who is eligible? == | ||
Proposals may be submitted by any full-time member | Proposals may be submitted by any full-time faculty member of Xavier University of Louisiana. | ||
== How do I apply? == | == How do I apply? == | ||
If you are interested in this opportunity please [https://cat.xula.edu/about/contact submit your application electronically to CAT+FD] by '''4:00 pm, Friday, September | If you are interested in this opportunity please [https://cat.xula.edu/about/contact submit your application electronically to CAT+FD] by '''4:00 pm, Friday, September 13, 2024'''. Up to eight (8) participants will be accepted. | ||
== Proposal Requirements and Format == | == Proposal Requirements and Format == | ||
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# Narrative: The narrative should not exceed one single-spaced pages and should address the following points: | # Narrative: The narrative should not exceed one single-spaced pages and should address the following points: | ||
#* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach. | #* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach. | ||
#* Statement of interest. In a brief paragraph, explain why you are interested in participating | #* Statement of interest. In a brief paragraph, explain why you are interested in participating in the Faculty Portfolio Writing Group. | ||
#* Statement of Commitment. Please submit a statement of commitment to fully participate in | #* Statement of Commitment. Please submit a statement of commitment to fully participate in all activities of the FPWG. | ||
Revision as of 21:15, 28 August 2024
The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. Several years ago, instead of our traditional Course Portfolio Working Group (which was begun in 1994), we broadened our scope by offering a Teaching Portfolio Working Group (TPWG). This year, we are expanding our vision even further by offering a Faculty Portfolio Working Group. Members of this working group will develop online portfolios that document and reflect upon all aspects of their work as members of the Xavier faculty.
Why a Faculty Portfolio Working Group?
- Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.
- Portfolios can also provide evidence of the other areas of our work as faculty members: Scholarship, Service, even Collegiality.
- The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching, research, and service.
- Portfolios are a step toward a more public, professional view of our work as teacher-scholars.
- Portfolios can offer a look at development over time, helping one see our work as on ongoing process of inquiry, experimentation, and reflection.
- Faculty portfolios capture evidence of one’s entire career, in contrast to course portfolios that capture evidence related to a single course.
What’s the process?
The FPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) The Teaching Portfolio, meetings will focus on:
- Structuring the portfolio
- Summarizing teaching responsibilities
- Articulating one’s approach to teaching
- Documenting teaching strategies and methods
- Demonstrating student learning
- Activities to improve instruction
- Peer observations of teaching
- Continuous improvement plans
The outcome of this work is a foundational collection of teaching, scholarship, and service materials upon which the faculty member can build as they go forward, innovating and experimenting as they go.
Are there incentives?
In addition to having a document demonstrating effectiveness as a faculty member, each participant will receive $500 upon the completion of their teaching portfolio.
Who is eligible?
Proposals may be submitted by any full-time faculty member of Xavier University of Louisiana.
How do I apply?
If you are interested in this opportunity please submit your application electronically to CAT+FD by 4:00 pm, Friday, September 13, 2024. Up to eight (8) participants will be accepted.
Proposal Requirements and Format
- Cover Page should include Your Name, Your Department, Your Signature, and Department Head's Signature
- Narrative: The narrative should not exceed one single-spaced pages and should address the following points:
- Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.
- Statement of interest. In a brief paragraph, explain why you are interested in participating in the Faculty Portfolio Writing Group.
- Statement of Commitment. Please submit a statement of commitment to fully participate in all activities of the FPWG.