TEACH Manual
Section 1 - Introduction
TEACH Program Cohort
FALL 2007-SPRING 2008
| TEACH Fellow | Department | |
|
Liz Bates |
Mass Communications | liz.bates@ttu.edu |
| Pelin Bicen | Marketing | pelin.bicen@ttu.edu |
| Tanecia Blue | Psychology | tanecia.blue@ttu.edu |
| Tom Downen | Accounting | tom.downen@ttu.edu |
| Dawn Fischer | Management | dawn.fischer@ttu.edu |
| David Forrest | Music | david.forrest@ttu.edu |
| Naveen Gudigantala | Information Systems & Quantitative Sciences | naveen.gudigantala@ttu.edu |
| Ju-yu Ho | Nutrition, Hospitality, & Retailing | juyu.ho@ttu.edu |
| Erica Irlbeck | Ag. Education & Communications | erica.irlbeck@ttu.edu |
| Lisa Martin | Personal Finance Planning | llcomartin@yahoo.com |
| David McDaniel | History | david.c.mcdaniel@ttu.edu |
| Cory Mills | Plant and Soil Science | cory.mills@ttu.edu |
| Domi Oh | Music | domi.oh@ttu.edu |
| Vijay Pasapula | Biological Sciences | vijay.pasapula@ttu.edu |
| Silvia Peart | Classic & Modern Language & Literatures | silvia.peart@ttu.edu |
| Luis Pradanos-Garcia | Classic & Modern Language & Literatures | luis.i.pradanos@ttu.edu |
| Bryan Reece | Biological Sciences | b.reece@ttu.edu |
| Nicole Reynaud | Geosciences | fnreynaud@gmail.com |
| J Rudine | Psychology | j.rudine@ttu.edu |
| Jeffrey Scott | Theatre & Dance | jeffrey.scott@ttu.edu |
| Kimberly Simon | Marriage & Family Therapy | kimberly.simon@ttu.edu |
| Piyavan Sukalakamala | Nutrition, Hospitality, & Retailing | auey752@hotmail.com |
| Vijay Veerappan | Biological Sciences | vijay.veerappan@ttu.edu |
Staff Listing
| Name | Title | Phone & Email |
| Debbie Laverie, Ph.D. |
TLTC Director Professor of Marketing Jerry S. Rawls Professor of Business |
2-0133 |
| Karen Meaney, Ed.D. |
TLTC Associate Director Associate Professor of Health, Exercise and Sport Science |
2-0133 |
| Suzanne Tapp, M.A. |
TLTC Assistant Director |
2-0133 |
| Allison Boye, Ph.D. |
TEACH Program Director |
2-0133 |
| Steve Jackman, M.S. | TEACH Program Lead Consultant |
2-0133 |
| Micah Meixner, M.M. | TEACH Program Peer Consultant |
2-0133 |
| Kari Wood, M.Ed. |
TEACH Program Consultant Learning Assessment Coordinator |
2-0133 |
| Jessica Meixner | TEACH Program Student Assistant |
2-0133 |
| Ashley Smith | TEACH Program Student Assistant |
2-0133 |
| Ching Lee | TLTC Poster Printing Resource |
2-0133 |
| Tina Sansom | TLTC Administrative Assistant |
2-0133 |
Consultation Groups - Fall 2007
Dr.
Erica Irlbeck
Vijay Pasapula
Pelin Becin
Dawn Fischer
David Forrest
Piyavan Sukalakamala
Steve Jackman
Tom Downen
David McDaniel
Cory Mills
Vijaykumar Veerappan
Elizabeth Bates
J Rudine
Naveen Gudigantala
Dr. Karen Meaney
Bryan Reece
Micah Meixner
Nicole Reynaud
Tanecia Blue
Jeffrey Scott
Kimberly Simon
Ju-yu Ho
Luis Pradanos-Garcia
Domi Oh
Dr. Debbie Laverie
Lisa Martin
Kari Wood
Silvia Peart
Section 2 - General Information
Tentative Due Dates
Friday, September 14 Fall Workshop Registration Due
October 1 Have you met with your mentor yet?
Thursday, October 11 Signed Activity Contract Due
November 1 Have you completed your first videotaped observation and SGID?
November 16 Have you observed your peer partner yet?
Friday, November 30 Minimum 10 Workshop Hours Due
Friday, December 14 Teaching Portfolio Due
February 1 Are you meeting regularly with your mentor?
Friday, February 1 Spring Workshop Registration Due
Friday, February 29 Project Progress Report Due
April 1 Have you completed your second videotaped observation and SGID?
April 11 Have you observed your peer partner yet?
Friday, April 11 2008-2009 TEACH Applications Due
April 14 Has your mentor previewed your poster?
Friday, April 18 20 Workshop Hours (Cumulative) Due
Monday, April 21 Posters Due to Ching Lee
Wednesday, April 23 Project, Poster, & Documentation Due
Monday, April 28 to TEACH Posters on Display (TLTC)
Friday, May 2
Wednesday, April 30 Final Review Committee Meetings
& Thursday, May 1
* TEACH Fellows should rely on emails from TEACH staff for updates to this schedule. If you have a question about this schedule, please call
Summary of Requirements
• Maintain Teaching Assignment (Fall & Spring)
• Select and Work with Mentor
• Activity Contract
• TLTC/TEACH Workshop Attendance
• Pre-Video Consultation (Fall & Spring)
• Videotaped Classroom Observation (Fall & Spring)
• Post-Video Consultation (Fall & Spring)
• Small Group Instructional Diagnosis [SGID] (Fall & Spring)
• SGID Follow-up Consultation (Fall & Spring)
• TEACH Partner Peer Observation (Fall & Spring)
• Teaching Portfolio
• TEACH Program Project
• TEACH Project Poster
• Final Review Session
Acceptance Contract
Acceptance Contract.pdf
Policies and Procedures
Consultations
All of the TEACH Consultants have experience and training in faculty and future-faculty development. They also have experience as graduate students, faculty-in-training, and/or in the classroom themselves. They will work with the fellows through the developmental process as he/she completes the program.
- TEACH Consultants (TC) will:
- assist the fellow in identifying and initiating contact with a mentor
- conduct a minimum of 2 videotaped observations of the fellow’s teaching
- conduct a minimum of 2 SGIDs
- assist the fellow in determining what workshops to attend
- advise the fellow on project and poster development
- assist the fellow in identifying and initiating contact with a mentor
- Other members of the TLTC staff are available to the fellow for assistance in learning new technology or applications.
►Technology consultations may be credited toward the 20-hour
- We will gladly assist in scheduling technology consultations.
- TEACH Program administrators must be made aware of the fellow’s technology consultation plans with TLTC staff.
- A maximum of 2 hours of consultation time may be used toward the workshop requirement.
- Consultations will be entered into the TEACH database by the technology consultant and can be viewed on the website.
Mentors
TEACH fellows must choose a mentor from their own departments, from a related department within the college or from a completely different field. Each fellow should identify a potential mentor before the first meeting with his/her TEACH Consultant.
►Find a mentor you can relate to easily and who can provide guidance for you as you explore issues related to your academic career.
The TEACH Consultant will:
- assist the fellow in identifying a potential mentor, if necessary
- initiate contact with the potential mentor
The TEACH Fellow will:
- initiate all meetings with the mentor and build a relationship with her/him
- meet with the mentor at least 3 times per semester
- work cooperatively with the mentor in the development of the activity contract, teaching portfolio, project, and poster
- provide ample time for the mentor to review and sign completed documents
The Mentor will:
- provide professional perspective and guidance
- meet with the TEACH fellow at least 3 times per semester
- oversee the project and provide accountability for the work
- review and sign the completed activity contract, teaching portfolio, and project
Activity Contract
The activity contract is a critical part of the TEACH program. This contract is an individualized blueprint of the workshops fellows plan to attend and the project that the each fellow proposes to complete with his/her mentor.
TEACH Program staff will create the activity contract for each fellow and fill in the information regarding dates, selected workshops, etc. The fellow’s responsibility is to give us the information to complete the “Project Description” section of the activity contract. We will then complete the form and send it to the fellows for review and signature. Mentors will also review and sign the activity contract for their fellow. The “Project Description” section is meant to provide the fellows, mentors, and consultants with an in-depth image of the proposed project. Below is an excellent example of an activity contract from a past fellow that may offer further guidance. In the event that the TEACH staff or faculty mentor feels the fellow does not provide enough detailed information or is unclear in his/her description, the fellow may be asked to revise his/her contract.
For the “Project Description” section, please give us the following information:
- a brief project proposal with identified goals and objectives
- a timeline for the project
- documents to illustrate various elements of the project, as appropriate
- the mentor’s role in the development and completion of the project
* Fellows are required to collaborate with their mentors in the design process of the project as the mentor’s approval of the project is expected.
Activity Contract Example.doc
Workshops
TEACH fellows are required to complete 20 hours of TLTC workshops over the duration of their fellowship (the fall and spring semesters).
► A minimum of 10 hours must be completed by the end of the fall semester, and the remaining hours by the end of the spring semester. Additional hours completed in the fall will be applied to the spring requirement.
- Fellows should become familiar with the online registration system available at www.tltc.ttu.edu to sign up for any TEACH program workshop.
- From time to time, the TEACH staff will make the fellows aware of additional opportunities for workshops. If fellows hear of an opportunity to attend a special lecture or guest speaker addressing teaching and learning, they should feel free to contact their TEACH consultants to ask about receiving workshop credit.
- Fellows may use the online registration system to check their hours (“Manage Portfolio”). The database is not updated immediately following completion of a course. If someone should notice a discrepancy in his/her portfolio and have not received credit within a few days after attending a particular session, the fellow should contact his/her designated TEACH Consultant.
- If a fellow must cancel a workshop, he/she should use the online registration system to officially drop the course.
- Workshops typically last for one hour, but some technology workshops may last longer and will, therefore, be given more credit.
- Please note that there are many technology oriented sessions offered by the TLTC that will help to fulfill workshop requirements. Information about these sessions is available on the TLTC website (www.tltc.ttu.edu). We prefer that fellows attend a variety of workshops, including both teaching and learning as well as technology workshops.
- Please note as well that some workshops from each track will be offered each semester, but not all workshops will be scheduled on a semester basis; rather, they will be offered based on interest and availability of instructors. If fellows have suggestions about workshops they would like offered, we are always interested in their feedback.
- Fellows should please feel free to invite peers and colleagues to join them at any of these sessions. If a fellow feels a TEACH-only workshop would interest members of his/her department, he/she should contact
Small Group Instructional Diagnosis (SGID)
What is an SGID?
-
This is a method of getting anonymous feedback from students midway through the semester.
- A TEACH Consultant will visit the fellow’s class, discussion section, or lab, and the instructor will leave the room.
- The consultant will elicit responses to three questions: 1) What do you like most about the class?; 2) What do you like least?; and, 3) What suggestions do you have for the instructor?
When should the SGID be conducted?
- Sometime between the fourth and sixth weeks
- An SGID past the seventh week of the semester may not give the instructor enough time to respond to feedback from his/her students and incorporate changes.
- An SGID too early in the semester does not allow enough time for the instructor to develop a rapport with your students.
- TEACH Fellows should look at their calendars early in the semester to schedule their SGIDs so that the TEACH staff may better accommodate them.
What will students think about the SGID?
- Based on previous experience, students appreciate the opportunity to participate and give feedback. The TEACH consultants promote this service as a chance for them to shape their learning environment.
- The consultants do not guarantee change as a result of the SGID – the instructor is the only person who can implement change.
- The consultant acts as a neutral figure who simply listens to the feedback from the students and then communicates it to the instructor.
- Students will sense that their opinions count, especially when the instructor returns to class and discusses the changes or efforts he/she will make to address their feedback.
How long will the SGID take?
- Fellows should plan on allowing at least 30 minutes for the SGID at the end of the scheduled class period. This amount of time is needed to ensure thoughtful and thorough feedback from the students. If the consultant or the students feel rushed during the SGID, then the students are more likely to provide quick and shallow, and thus less useful comments because they did not have enough time to reflect or discuss.
What type of information will TEACH fellows receive from the SGID?
- Examples of practical feedback include: "Review of the reading is very helpful," "homework turnaround is not fast enough,” and "leave overheads up longer."
- The SGID will give the instructor a clearer idea of how his/her students feel about the class.
What happens during the consultation session?
- The fellow and the consultant will discuss the results of the interview.
- The consultant will help the fellow interpret the data collected from the students, and how and if he/she should implement changes.
►Remember: the SGID is confidential and will not be reported to anyone without the TEACH fellow’s specific request to do so.
Videotaped Classroom Observation
What can be videotaped?
Two videotaped consultations (based on discussion sections, laboratory sections, or courses the fellow is teaching for a full semester) are required for program completion. The first videotaped consultation should be completed in the fall semester, the second in the spring semester. Public speaking engagements, talks in colloquia, or single lectures given in place of a faculty member may not be used to complete the videotaped consultation requirement.
A TEACH fellow may be videotaped more than once per semester. The option of multiple videotapings is left to the consultant’s discretion or the fellow’s request. Often fellows like to have two videotaped observations in a semester -- one early in the semester, one later in the semester – to track their progress.
What will happen during the videotaping?
The TEACH consultant will simply record the fellow’s selected class session without interfering with its progress. The fellow need not, and should not, alter her/his typical lesson plan or class activity to accommodate the videotaping. The consultant will take notes detailing occurrences and activities during the class, and will later provide these notes along with analysis to the fellow.
What will happen after the videotaping?
After the class, the consultant will send the recording to the fellow, who can then watch it at a time and place of his/her choosing. Each videotaped class is subsequently discussed in a confidential session with a consultant. The staff member and the fellow together analyze specific teaching issues and focus on the recorded class, recognizing that there are many effective ways to teach. Videotaping allows teachers to experience their own teaching in a safe, supportive atmosphere. At the fellow’s request, the TLTC can provide copies of the tape to be reviewed by others or included in a teaching portfolio. The original videotapes are the property of the TEACH fellow to be used at his/her discretion.
Peer Partnering and Observation
We have found in the past that TEACH fellows benefit from their interaction with other current TEACH fellows. To facilitate the formation of those relationships, TEACH fellows will be paired with another fellow – one in the fall and another in the spring -- with whom they can share their experiences and resources. Fellows can draw on each other’s knowledge, opinions, successes and frustrations through informal discussions, the TEACH blog, and workshops, including a for-credit peer feedback session on teaching portfolios that are currently in progress.
Part of the TEACH fellows’ relationship with their partners will include an observation of one another’s teaching each semester. Observing other teachers in action is a valuable learning strategy that should encourage self-reflection. Fellows will not be required to write up any formal feedback in response to their peer observations; rather, after both observations have taken place, they will meet with their TEACH consultant as well as their partner and his/her consultant, and will engage in thoughtful discussion of and reflection on their observations. The TEACH consultants will arrange and help facilitate this meeting between peer partners.
Included here in the binder is a list of some important pedagogical elements to help fellows in their teaching observations of one another.
Academic Integrity
The TEACH Program expects all TEACH fellows to adhere to the University Code of Student Conduct.
(b) “Plagiarism, including but not limited to:
1. The use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgement;
2. The unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.”
Engaging in plagiarism will result in the TEACH fellow’s immediate dismissal from the program and forfeiture of the stipend. The fellow's mentor will also be notified.
- The TEACH project and teaching portfolio, while developed under the advisement of the mentor, other faculty members, and/or the TEACH consultant, must represent the sole work of the TEACH fellow.
►Teaching portfolios of past fellows may be reviewed by current fellows in the process of developing his/her own portfolio, but fellows may not copy, reproduce, or otherwise present someone else’s materials as their own.
Section 3 - Fall 2007 Workshops
(please click link to view)
Section 4 - Teaching Portfolio
A personal teaching portfolio plays an important role not only in the required elements of the TEACH program, but also in the TEACH fellow’s future job search.
Although there is not a standardized list of expected portfolio elements, many include the following:
- table of contents;
- framing statement which highlights the 5-6 most important components in the teaching portfolio;
- a narrative describing the fellow’s philosophy of teaching;
- relevant support, such as syllabi, reading lists, handouts, quizzes, exams;
- reflective statements, not limited to a reflective syllabus;
- evidence of evaluation, such as classroom assessment techniques or feedback from students, peers, or faculty about his/her teaching;
- future teaching goals; and
- selected student materials and/or comments.
Portfolio Workshops
Fall workshops will be available for fellows to become familiar with the concept of a teaching portfolio, to view sample teaching portfolios, and to learn effective strategies for writing a teaching philosophy. Additional sessions will be offered to allow fellows the opportunity to interact one-on-one with faculty members and peers to discuss their portfolios. See the schedule below:
Creating Your Teaching Portfolio
Not sure about where to start with your teaching portfolio? This informal workshop will give a brief overview of concepts, talk about what you should and should not include, and help you get started in this reflective process. We’ll also look at many examples from a variety of disciplines for a tangible introduction to teaching portfolios.
Writing Your Teaching Philosophy
Tuesday, October 16
10:30-12:00
Creating a succinct, reflective statement about how you view teaching can be a challenging task. Your teaching philosophy statement should demonstrate why you teach the way you do and provide a snapshot of what your teaching style looks like in the classroom. But how do you do that? Join us for a hands-on experience as we think through constructing an effective statement of your philosophy of teaching.
Teaching Portfolio Review Panel (Hands-on)
Various faculty members
Wednesday, November 28
3:00-4:00
In this review panel, a faculty member will meet with you individually to review the progress of your teaching portfolios and give input about development ideas. This is a great opportunity to get feedback about your portfolio and this workshop is scheduled to help you prepare for the upcoming portfolio due date. Bring your portfolio in a draft form – whatever that may be – and plan to spend one-on-one time looking at your work with a faculty member. Early registration is a must for this workshop to allow us time to finalize details. Registration will be closed approximately 3 weeks prior to the workshop.
Additional Resources
Not only will sample portfolios from past TEACH fellows be available for review during workshops, but they will also be available for review in the TEACH office. Additionally, the TEACH staff have several available resources to help the fellow learn more about writing a philosophy statement and creating a portfolio. The TEACH website contains links to many of those resources, and some resources are provided in subsequent pages of this handbook. Check with a TEACH consultant or TLTC staff member for more information.
Portfolio Submission
Portfolio Evaluation
Teaching Portfolio Contents
The following is not a comprehensive list of all the items that might be included in a teaching portfolio, but it provides the fellow with a general sampling of portfolio contents.
• Student pre/post scores before and after a course
• Student essays, creative work, field-work reports
• Statements by alumni on the quality of instruction
• Student publications or conference presentations on course-related work
• Examples of graded student essays along with instructor’s comments as to why they were so graded
Material from Oneself
• Statement of teaching responsibilities
• A reflective statement by instructor describing personal teaching philosophy, strategies, and objectives
• Representative course syllabi
• Reflective syllabus (see example: 
Reflective Syllabus.pdf)
• Description of curricular revisions, including new course projects, materials, and class assignments
• Steps taken to evaluate or improve one’s teaching
Material from Others
• Statements from colleagues who have reviewed the professor’s classroom materials, syllabi, and assignments
• Student course and teaching evaluation data
• Invitations to present a paper at a conference on teaching one’s discipline or on teaching in general
• Distinguished teaching awards or other recognition
Below the fellow will find some additional suggestions for inclusion in the teaching portfolio, as well as some specific questions that they might address in each of those sections.
Statement of teaching responsibilities
□ “What” the fellow is responsible for teaching
□ Very specific – sets the stage for what follows in the portfolio
□ Includes information such as course titles and numbers, average class size, required or elective, graduate or undergraduate, any advising responsibilities or theses committees
□ Should be approximately 1 paragraph long
Reflective statement on the way each course was taught and why
□ “How” the fellow carries out his/her responsibilities
□ Includes detailed objectives, methodologies and strategies for meeting their responsibilities in each of the courses they teach
□ Should be approximately 2-2 ½ pages long
Student ratings on diagnostic questions (if this is a portfolio for improvement purposes)
□ Information usually represented by a chart or table
□ Should be approximately ⅔ page
□ If the portfolio is for interview purposes, it would be helpful to know which questions committees pay attention to at that particular institution
Representative Course Syllabi
□ “Enriched” syllabi with a paragraph added about teaching methodology and explanation of why the methodology is used.
□ List expectations for student learning
□ Also, consider adding a paragraph regarding course rationale (why x is taught, why x is important…)
Description of curricular revisions including new course projects, materials, assignments
□ How has the fellow’s teaching evolved?
□ How has student learning evolved in the fellow’s classes?
Products of teaching
□ Samples of student work (get their permission to include these)
Efforts to improve teaching
□ How is the fellow applying what he/she has learned
Teaching Philosophy Statement
The following are suggested questions that need to be answered in a quality teaching philosophy statement, according to N. V. N. Chism (1998). The fellow does not need to include these questions in his/her actual portfolio, but the fellow should use them as a tool to help him/her consider and write the philosophy statement. The fellow should work with his/her mentor and TEACH consultant if he/she has difficulty with this process.
- How do people learn?
- How do I facilitate that learning?
- What goals do I have for my students?
- Why do I teach the way that I do?
- What do I do to implement these ideas about teaching and learning in the classroom?
- Are these things working? Do my students meet the goals?
- How do I know they are working?
- What are my future goals for growth as a teacher?
The fellow might also want to consider the following when writing the teaching philosophy statement:
Do…
- be yourself;
- emphasize the “why” of what you do;
- write concisely;
- use present tense, in most cases; and
- get (at minimum) a second opinion.
Don’t…
- rehash your vita;
- make empty statements about your teaching; or
- use technical terms specific to your discipline
Chism, N. V. N. (1998). Developing a philosophy of teaching statement. Essays on Teaching
Excellence 9 (3), 1-2. Professional and Organizational Development Network in Higher
Education.
Title Page
Note: This is included as a sample title page for the teaching portfolio. The following information must be included on the title page but may be formatted as the fellow chooses. Please note that the title page must include the mentor’s signature.
Teaching Portfolio
Fellow’s Name
Department
Reviewed by: ________________________________________________________
Faculty
Section 5 - TEACH Project & Poster
Project Parameters
Together with a mentor, each TEACH fellow will complete an original, independent project. One of the goals of this project is to provide a focus for the interactions with the mentor so that the fellow can achieve the maximum benefit of the mentor’s experience as a faculty member. Another goal of this project is to provide TEACH fellows with an opportunity to engage further in professional development and produce something that might be useful to them in their future careers.
The proposed project will be outlined in the activity contract. The TEACH Fellow and his/her mentor will sign the activity contract and commit to completing the project. A copy of the activity contract will be sent to the mentor.
Project Documentation
Fellows must describe the project, the process of developing the project, and include a reflective statement about the process. When writing their reflective statement, fellows should consider the following questions:
• What was the most important thing you learned from your TEACH project?
• How did your mentor assist you in the development and assessment of your project?
• How has this project enhanced or influenced your teaching?
• How will this project help you as you prepare for a faculty position?
Fellows should also provide additional documents to illustrate the various elements of their project. Some types of documentation fellows could provide include:
• An original article documenting the project and its results, such as one that could be submitted for journal publication
• A detailed reflective syllabus for a new course design, along with thorough assignment descriptions and rationale, enriched lesson plans, and sample reading assignments
• Surveys used and a summary of data collected in charts or graphs
• A “journal” including the fellow’s reflections during the process of project completion
• Sample screen shots from a newly created website
• Feedback from students regarding new class activities
"Piggy-backed" Projects
Occasionally, TEACH Fellows wish to complete a TEACH project that is related to or “piggy-backed” onto another project they are working on (e.g., using their TEACH project to elaborate on an assignment from a graduate course or from their teaching assistantship). Any TEACH fellow wishing to “piggy-back” their TEACH project onto another project must receive approval from the TEACH committee and his/her mentor early in the program; the piggy-backed project, upon approval, will still require a significant amount of work, and should be considerably more thorough and detailed than other original TEACH projects. Please talk with a TEACH consultant for more information about this policy.
Expected Time Considerations
Most TEACH Fellows begin to develop their projects early in the program and at the very least, outline a plan of completion. If the fellow’s TEACH project requires approval from the Office of Research Services, this process should be completed by February 1st.
► The project should take between 25-40 hours to complete. If you choose a project that involves a new course proposal or webpage development, there are specific parameters associated with these types of projects. Please request more information from your TEACH consultant.
Posters
The project will be presented to the Final Review Committee via a poster session. The poster will be a visual means to showcase the project. The posters will be displayed in the TLTC lobby prior to meeting with the Final Review Committee in May.
The following elements for the poster are required:
• TEACH fellows’ name and department
• Mentor’s name
• Name of project
• Abstract describing the project (goals, methods, results, etc.)
• Must use Power Point to create the poster
• Must be 46 x 34 (under “Page Setup”)
► If surveys are used in the project, the poster must include a summary of the survey results.
Several classes will be offered in the spring to assist the fellows in preparing their posters. Posters may be printed on the TLTC’s large scale HP printer and are offered for your use for future conferences and presentations as well. More information about the PowerPoint/Poster classes will be available in the spring workshop schedule.
► You should refer to the poster printing website for exact specifications for your poster: http://www.tltc.ttu.edu/content/asp/services/poster_printing.asp. The TLTC can only print your poster one time. We will gladly work with you to design your poster and assist you in any way possible but you are responsible for ensuring that your poster meets the poster specifications. Our best advice is to start working on the poster early so that any problems can be addressed without last minute trauma!
Please note that using technology is not a required element for the TEACH Project. If a fellow chooses a project that is technologically oriented, he or she should be sure to use technology that matches his/her pedagogical goals, not just attempt an application that is “new and exciting” for the sake of adding a skill to a CV.
Examples of Past TEACH Projects
Examples of past projects are available for review. Some of the successful projects completed in the past include the following ideas:
- Scholarship of Teaching and Learning Project. This project included a research project to determine if Texas Tech faculty members who have been recognized as outstanding teachers or researchers define themselves primarily as educators or as researchers. The project included both a quantitative survey and a brief interview.
- Development of a website to support a large lecture course. The TEACH Fellow developed an elaborate website that included supplemental course content, graphics, and diagrams to supplement a course. This website used both Frontpage and Dreamweaver web authoring technologies.
- Teaching and Learning Project This TEACH fellow considered a problem in his class with students who did not want to work in groups. He designed a random pair programming system for his labs and analyzed productivity and perceived effectiveness on the part of the students.
- New Course Proposal. This project developed a course for undergraduate and graduate-level students. The fellow created a syllabus, designed assignments and lesson plans, and a website with supplemental materials for student resources. A paper providing rationale for the course and a brief outline of its purpose and scope was also included.
- Development of Active Learning Materials. In this project, the fellowresearched, designed and implemented two experiments aimed at increasing student understanding of a particular hypothesis. A follow-up report was written outlining the details of each experiment and how they were implemented. The report included the results of the activities along with ideas for improvement of the experimental design of the implementation.
- Teaching and Learning Project. In this project, the TEACH fellow supplemented his PowerPoint by incorporating videoclips and audioclips related to lecture content. Test questions were then designed to examine student retention of the content tied to these clips and an analysis was conducted to examine a possible correlation.
- Survey. In this project, a survey with participants from all Big 12 schools was conducted to examine the way that graduate students and participants in theatre production interact; it also considered any possible conflict of interest between instructors and their students interacting informally as peers and then formally as instructor and student. Results were analyzed and submitted in a formal paper.
Project/Poster Review Form
Project Progress Report
Each TEACH fellow is required to submit a detailed report summarizing the progress of his/her project midway through the Spring semester. The progress report should be written in a brief 300 – 400 word format. While there is no specific format required, it is essential that the following elements be included in the report. It is also recommended that you ask your mentor for suggestions about the format most appropriate within your discipline; this will help you prepare for writing similar abstracts/proposals in the future.
*This progress report is due on February 29th and should be sent to your consultant
Please provide a brief overview of the progress of your TEACH project by addressing and incorporating the following elements. . After completing the progress report, obtain your mentor’s signature and submit it to the TEACH office at theTLTC.
1. Introduction
Describe your TEACH project in detail. Why is it important? What is the motivation for your project? What previous research is there regarding this topic, or what work has been done related to your project, and what does it suggest? Briefly describe the goals of your project.
2. Completed Components
Outline the key steps for the project. What elements have you completed so far? If applicable, consider including any figures, diagrams, tables, etc. that you might have available to support the project. Also, if there are other available important related documents, such as a syllabus or survey, attach these to the proposal. If you are conducting a study, consider the following questions: Who or what is the subject of this study? How has the study been conducted, or how will the study be conducted? What instruments (WebCT, surveys, exam scores) have been/ will be used in this study? What information, if any, will be gathered for this study? How will it be analyzed?
3. Remaining Components
Indicate what steps you have remaining to complete the project. What elements of your project are still in progress? What do you need to do to complete those elements? Please include a timeline outlining when you anticipate completing the unfinished aspects of your project.
4. Results
At the time of submitting the abstract, you may not fully know the results of your project, if applicable. However, if they are known in some degree, include them. If not, please discuss any initial results you may have and elaborate on the results you expect to find. You may also include any conclusions drawn from the initial or expected results.
5.
Describe your mentor's involvement in the progress of your project. What has been/will be your mentor’s role in advising you with the project? Be sure to obtain your mentor’s signature on the report.
6. References
If applicable, please include a list of outside sources related to and supportive of your project.
Download TEACH Manual
You may download the entire TEACH manual in PDF format below and print it out for your records. The reflective syllabus - part of the teaching portfolio section - is listed separately.
To download the file, please right-click the document you wish to download and select "save as" or "save link as." Be sure to note where your computer is placing the file so you can find it later.
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