TEACH Manual

 

Section 1 - Introduction TEACH Program Cohort Staff Listing Section 2 - General Information Tentative Due Dates Policies and Procedures Summary of Requirements TEACH Program Expectations Contract Breakdown of TEACH Requirements Description of TEACH Requirements and Expectations Consultations Mentors Activity Contract Workshops Small Group Instructional Diagnosis (SGID) Videotaped Classroom Observation Peer Groups and Observation Academic Integrity Section 3 - Teaching Portfolio Portfolio Workshops Additional Resources Portfolio Submission Portfolio Evaluation Teaching Portfolio Contents Teaching Philosophy Statement Title Page Section 4 - TEACH Project & Poster Project Parameters What to Turn in  Reflection  Documentation  Poster (Optional Element) Piggy-backed Projects Expected Time Considerations Technology and your TEACH Project Examples of Past TEACH Projects TEACH Project Rubric Project Progress Report

 

Section 1 - Introduction

 

 

TEACH Program Cohort

The 2009-2010 TEACH cohort will be announced soon. Please check again for the names and departments of the 2009-2010 TEACH cohort.

 

 

Staff Listing

Name	Title	Phone & Email
Debbie Laverie, Ph.D.	TLTC Director Professor of Marketing Jerry S. Rawls Professor of Business	2-0133 debbie.laverie@ttu.edu
Suzanne Tapp, M.A.	TLTC Assistant Director	2-0133 suzanne.tapp@ttu.edu
Allison Boye, Ph.D.	TEACH Program Director	2-0133 allison.p.boye@ttu.edu
David Forrest, Ph.D.	TEACH Program Consultant	2-0133 david.forrest@ttu.edu
Mekiva Callahan, M.Ed.	TEACH Program Consultant	2-0133 mekiva.callahan@ttu.edu
Lindsey Bedell	TEACH Program Student Assistant	2-0133 lindsey.bedell@ttu.edu
Ching Lee	TLTC Poster Printing Resource	2-0133 ching.lee@ttu.edu
Tina Sansom	TLTC Administrative Assistant	2-0133 tina.sansom@ttu.edu

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Section 2 - General Information

 

 

Tentative Due Dates

 

TEACH Program 2009 – 2010 Due Dates

 

* If there are any changes to the schedule, TEACH staff will communicate via email regarding updates. If you have a question about this schedule, please call Dr. Allison Boye or your TEACH consultant.

 

 

 

Policies and Procedures

 

 

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  Peer Group Observations and meetings (Fall & Spring)
• Teaching Portfolio
• TEACH Program Project
• TEACH Project
• Final Review Session

 

 

TEACH Program Expectations Contract

TEACH Program Expectations contract 09-10.pdf

 

 

Breakdown of TEACH Requirements

The following point breakdown is determined not by the importance of the activity, but by the time and effort required by the TEACH fellow to complete each activity. To complete the program, you must complete at least a portion of each of the following elements.

 

 

 

 

 

Description of TEACH Requirements and Expectations

 

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

      

  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 workshop requirement.

 

 

 

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 consider names of potential mentors 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 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. 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

 

Below is an excellent example of an activity contract from a past fellow that may offer further guidance. Please note that the dates listed in this example are from a past cohort and do not apply to this year’s deadlines.  This is merely an example, not a template.  We encourage you to use your own formatting and wording.

 

Activity Contract Example.pdf

 

* 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.  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. 

 

 

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/events 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 Suzanne Tapp to discuss this and arrangements can likely be made to include others.

 

 

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.

 

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.

 

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. 

 

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 Groups 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, in the fall and spring TEACH fellows will be grouped with other fellows with whom they can share their experiences and resources.  Fellows can draw on each other’s knowledge, opinions, successes and frustrations through informal discussions, observations, and workshops.

 

   

Part of the TEACH fellows’ relationship with their peer groups will include an observation of one another’s teaching each semester.  Observing other teachers in action, in addition to being observed, and sharing ideas is a valuable strategy that should encourage self-reflection.  There is no better way to improve oneself than to observe someone else!

 

Each semester, fellows will be required to observe the teaching of, and be observed by at least one member of their peer group, and provide an informal write-up in response to their peer observations using the guidelines provided here in the TEACH Program Manual (please note: a bulleted list will not suffice).  After the observations have taken place, fellows will meet with their TEACH consultant as well as with their peer group members and their respective consultants, and will engage in an informal and thoughtful discussion of their observations. The TEACH consultants will help arrange and facilitate this meeting. You should provide your consultant with your reflection/feedback write-up at least 2 days prior to this peer group meeting. Your consultant may ask you to augment or revise your write-up prior to the meeting, for they will be shared with the entire group.

 

This element of the program is meant to be an exercise in self-reflective teaching by which you can gain insights about teaching and learning and new ideas from your peers as you form a stronger community with one another. Please note that we do NOT expect you to be “experts” at teaching observations, nor do we expect you to provide long, formal, or harsh critiques to your peer groups.  Evaluating your peers is not the primary goal of this exercise; it is, rather, to reflect on your own teaching and learn by observing them.  Therefore, any observations made or suggestions provided should be in a format that is constructive to both you and your peer group. The following PDF form offers a list of some important pedagogical elements to help you in your teaching observations of one another, and some questions we would like you to respond to after your observation.

 

 

Peer observation guidelines 09-10.pdf

 

 

 

Academic Integrity

 

The TEACH Program expects all TEACH fellows to adhere to the University Code of Student Conduct. Texas Tech University defines plagiarism in the TTU Student Affairs Handbook under Section 19 Academic Dishonesty of Part IX, 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.

 

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Section 3 - 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

Suzanne Tapp

 

Saturday, September 26^th 10:30-12:00

 

Tuesday, October 20^th 10:00 to 11:30 

Room 153, TLTC

 

Will you be going on the job market for an academic teaching position?  Perhaps you have begun putting together a teaching portfolio or are just interested in getting started with your portfolio for interviewing... Not sure about where to start or would you like more information about teaching portfolios?  This informal workshop will give a brief overview of concepts, discuss items for inclusion, and help you get started in this reflective process.  Many examples will also be reviewed so that participants are able to have a hands-on review of multiple teaching portfolios.

   

Writing Your Teaching Philosophy 

Suzanne Tapp and Dr. Allison Boye 

 

Wednesday, November 4th

10:00-11:30

   

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 

 

Tuesday, November 17th

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.

Fellows should also seek advice and input on their portfolios from their faculty and peer mentors.  As a matter of fact, it is imperative that the fellow’s faculty mentor review and sign the portfolio prior to final submission to the TEACH office.  (It is wise to be respectful of a faculty mentor’s schedule and allow ample time for him/her to review the portfolio!)

 

 

Portfolio Submission

 

Teaching portfolios are due Friday, December 18.  We strongly recommend that fellows make a copy of the portfolio for their personal records.  The TEACH staff will not return the portfolio submitted for final approval.

 

Upon submission of the teaching portfolio, a TEACH consultant will be assigned to evaluate it using the rubric provided in this handbook.  An overall rating of 3 or higher will fulfill program requirements.  The TEACH staff encourage the fellow to consider the suggested revisions offered by the evaluator and continue updating the portfolio in preparation for future job opportunities.  If the portfolio receives an overall rating of 2 or below, the fellow may be asked to revise and submit it for re-consideration.

 

As one can see, numerous opportunities will be offered to assist the TEACH fellow in creating an effective teaching portfolio.  The TEACH staff strongly recommend that the fellow take advantage of these opportunities!

 

 

Portfolio Evaluation

Portfolio Evaluation.pdf

 

 

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.

 

 

Products of Good Teaching

• 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 observed the instructor in the classroom
• Statements from colleagues who have reviewed the instructor’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.

 

1. How do people learn? 
2. How do I facilitate that learning? 
3. What goals do I have for my students? 
4. Why do I teach the way that I do? 
5. What do I do to implement these ideas about teaching and learning in the classroom? 
6. Are these things working? Do my students meet the goals? 
7. How do I know they are working? 
8. 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 Mentor’s Signature

Date:  _____ / _____ / _____

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Section 4 - 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.

  

 

What to Turn in 

 

 

Reflection 

 

Fellows must describe the project, the process of developing the project, and include reflection on the process. When writing their reflection, 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 prepare for a faculty position?

 

  

Documentation 

 

Fellows should also provide documents to illustrate the various elements of their project. In other words, the documentation is proof of your work.  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 with explanations detailing the purpose and preparation of each element;

• Formalized feedback from students regarding new class activities.

   

 

Poster (Optional Element)

 

If you have the opportunity to present your findings at a conference or for other departmental purposes, you may find it beneficial to create a poster to supplement your project documentation and to summarize the results of your project.  The poster will be placed on display during the final review session.  If you choose to complete the poster, please work closely with your consultant and Ching Lee to design and print your poster.  Posters will be due to Ching Lee for printing at the TLTC by April 26, 2010.

 

 

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 1^st.

 

 

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.

 

 

 

Technology and your TEACH Project

 

 

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.

 

 

 

TEACH Project Rubric

TEACH Project rubric.pdf

 

 

 

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 March 5th 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 the TLTC.

 

 

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. Mentor Involvement

 

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.

 

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