[Teaching_Composition] teaching portfolios and faculty discussions

[Hawkins, Amy]

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Doug--
=20
To some degree, the portfolio created a sense of urgency regarding =
participation in faculty development discusssions.  But, as always, it =
is more complex than that.  In our p-fac body, about half the folks have =
been around for quite awhile (over 40 hours of teaching at our school) =
and half or so have less than three semesters there.  The folks who have =
been around awhile--long than I have been Director of Comp--have been =
very anxious about the portfolio process.  They have asked for sessions =
that deal with the creation of a portfolio.  We offered three specific =
sessions for this and about 15 differernt folks attended any number of =
the three sessions.  This is what I presumed would happen--high anxiety =
about a requirement, request for support and not so many folks seeking =
the support.  This is why we have individual mentors for each person who =
is submitting a portfolio that term. =20
=20
The Composition Colloquium has been intended to offer folks a space to =
talk about their teaching.  I think the portfolio is a part of this, but =
the interest here doesn't feel forced, or as a result of the =
requirement.  I think that folks really want a community.  I would =
estimate that about 75% of the folks who are involved here are "newer" =
teachers to Columbia and about 25% have over 50 credit hours of =
experience and time at Columbia.  In these sessions, portfolios are not =
the focus.  This last session, we started by allowing faculty to talk =
about some of the difficult moments they had during the term--student =
complaints, etc.  The administration (me and my assistant) asked what we =
could to do make things easier and they had two specific requests:  1) =
Explicitly state on the website that the program will support the =
instructor; 2) create some protocols for student complaints that are =
written out and easy to follow.  This made me realize that p-fac really =
want and need a clear set of boundaries wthin which to work.  I though =
goals and objectives and sample syllabi were this sort of support, but =
it is the affective, ephemeral aspects of the classroom that they need =
help with.  So, we will work this summer to provide what they are asking =
for.  It also reinforced for me the idea that all you need to do to help =
folks is ask what they need.=20
=20
Incidentally, I have just read a report from our institutional =
assessment board and they say that a survey of the faculty in our =
department illustrates a split between satisfaction with the portfolio =
process.  The split does not necessarily fall along the lines of how =
long the person has been at Columbia.  I have not been privy to the =
survey or the specific results.  Interestingly, as a result of all the =
conflict, the p-fac union is putting pressure on the college to support =
every p-fac member in creating a teaching portfolio.  but, they do not =
want the portfolio used to evaluate the teaching of the instructor.  I =
am not sure where this is going to go, but I imagine I will be part of =
the conversation at some point. =20
=20
I am not sure whether I have answered the initial question, or just =
mucked up the waters here.  I suppose it all comes down to getting a =
beat on your p-fac, in the context of your institution and coming to =
work with what they need and what your program needs and negotiating =
that space together.
=20
Amy

________________________________

From: teaching_composition-admin@mailman.eppg.com on behalf of Doug =
Downs
Sent: Sat 5/6/2006 9:39 AM
To: teaching_composition@mailman.eppg.com
Subject: [Teaching_Composition] teaching portfolios and faculty =
discussions



Amy, is it the experience of your program that the portfolio system =
creates some exigence for faculty development among part-time =
instructors themselves?=20

Here's the source of my question: currently our part-time instructors =
are assessed primarily by observation alone rather than by a =
full-fledged portfolio (that, presumably, would include peer and =
supervisor obvservations?).  Also currently, we really struggle to get =
participation in monthly development meetings even as we've gone from a =
top-down, "programmatic" design to a model more reminiscent of yours, =
peer-to-peer collaborative discussions on questions posed by =
instructors.  This is in part because we can't make the meetings =
worthwhile enough for a significant portion of our instructors, in part =
because scheduling is just hell and it's fairly easy to say no to the =
meetings not just for real conflicts but for a busy night of _Lost_ and =
_Deal or No Deal_.=20

So I guess I'm wondering, directly, is a "looming" portfolio a sort of =
incentive for those (in our program, I would say 1/3d to 1/2) who do not =
seem to have the self-incentive to join these discussions and just "talk =
teaching"?  Just curious what you've observed.  To be blunt, some of our =
faculty would see the portfolio as a carrot.  Can it also be seen as a =
stick?

Cheers --
Doug


Dr. Doug Downs
Asst. Professor, Composition & Rhetoric
Dept. of English and Literature
Utah Valley State College
800 W University Pkwy, Orem UT 84058
LA 114w
801-863-8572


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