Teaching Portfolios The teaching portfolio, also discussed in Chapter II, was introduced in teaching autobiographies and the teaching portfolio. These reflective portfolios represent a learning product, a binder containing: (a) products of good teaching; (b) materials from oneself; and (c) information from others. These products represent the participant’s that demonstrate reflection on and redesigning of content the next artifacts of learning time the course is taught. The portfolios for each FTA was collected and completer preserved for his or her yearly employee reviews and could be added to future submitted promotion and tenure (P&T) documents. The outcome associated with the teaching portfolio was to provide the beginning practice of creating a personalized professional development plan. As for the FLC, active participation requires engagement in small group learning communities that share the goal of solving common teaching and learning problems within a supportive and collaborative environment. Each small group was also required to produce an which was either presented publically or institutionally artifact of learning, archived for collegial future reference. These two elements are the key reflective practice elements of the FTA completion process. Measurement of Independent Variables “Change The summative IDEA score used to compare PD transfer was labeled the Adjusted within the Summary Evaluation Converted Average When Compared to All Classes in the (Appendix C). This score was chosen for comparison purposes because IDEA Database it provides the best control data for instructor comparison across all disciplines (Hoyt & Lee, 2002, p. 36). It is important to clarify that the begins as an Converted Average adjusted measure on the 5-point IDEA range (scale) and is then converted to an adjusted
Teaching Portfolios The teaching portfolio, also discussed in Chapter II, was introduced in teaching autobiographies and the teaching portfolio. These reflective portfolios represent a learning product, a binder containing: (a) products of good teaching; (b) materials from oneself; and (c) information from others. These products represent the participant’s artifacts of learning that demonstrate reflection on and redesigning of content the next time the course is taught. The portfolios for each FTA completer was collected and preserved for his or her yearly employee reviews and could be added to future submitted promotion and tenure (P&T) documents. The outcome associated with the teaching portfolio was to provide the beginning practice of creating a personalized professional development plan. As for the FLC, active participation requires engagement in small group learning communities that share the goal of solving common teaching and learning problems within a supportive and collaborative environment. Each small group was also required to produce an artifact of learning, which was either presented publically or institutionally archived for collegial future reference. These two elements are the key reflective practice elements of the FTA completion process. “Change Measurement of Independent Variables The summative IDEA score used to compare PD transfer was labeled the Adjusted Summary Evaluation within the Converted Average When Compared to All Classes in the IDEA Database (Appendix C). This score was chosen for comparison purposes because it provides the best control data for instructor comparison across all disciplines (Hoyt & Lee, 2002, p. 36). It is important to clarify that the Converted Average begins as an adjusted measure on the 5-point IDEA range (scale) and is then converted to an adjusted
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