Future Faculty Teaching Dossier – Badge Criteria for #ida8101

5 Nov Shell Reflection

8101 Badge ImageStudents earning this badge will have completed the following UMinnesota Preparing Future Faculty Course, a 3-credit graduate elective course, earning a B grade or better, and met the criteria listed below:

Teaching in Higher Education – GRAD8101
Fall 2014 OR Spring 2015

Ilene D. Alexander, instructor

1.  Demonstrate learning about teaching via engagement with learning and teaching roles as course participants working in:

  • teaching teams & learning groups,
  • interactive class sessions & readings-based discussions, and
  • online & technology-enhanced active learning classrooms.

Evidence: shared, collaborative Google Folder documents; and by by teacher and peer observations, completed preparing for class work, and regular use of classroom assessment techniques.

2.  Select and use technology tools to support learning and teaching in higher education generally, and course session learning aims specifically.

Evidence: observation of participants as learners and members of teaching teams by teacher and peers accompanied by rubric, peer, and self-assessment protocols.

3.  Create a “job ready” teaching dossier that represents the following accomplishments:

  • Creation of original teaching-related documents – CV, Learning & Teaching Philosophy, and Syllabus with supporting major assignment and class session plan documents – tailored to future career plan through engagement with writing intensive learning practices.
  • Select, test, and integrate research-based learning theories, principles, and practices to inform course design, support student learning in factual, conceptual, procedural, and metacognitive dimensions, and sustain knowledge development during class sessions.
  • Design courses for a broad range of learners – making use of principles and practices of both Universal Design for Learning and Multicultural Inclusive Learning and Teaching to sequence support as learners stretch to meet high expectations for learning.

Evidence: drafted writing across the semester accompanied by peer feedback, writer’s ongoing commentary embedded with questions, reflection on use/adaptation/rejection of feedback and regarding research as well as experience informing decision-making throughout development of documents.

The following links serve to provide context for the course:

  • Preparing Future Faculty homepage, which sets out course expectations and provides a sample syllabus
    • a z.umn.edu link here
  • The basic syllabus for Dr. Alexander’s Fall14 and Spring 15 [Learning and] Teaching in Higher Education course
    • a z.umn.edu link here
  • Contact information for Dr. Alexander

 

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