According to ACU’s Tenure & Promotion Guidelines, “The effective instruction of students is the primary purpose of the university and is expected of every faculty member. The generally recognized qualities of effective teaching are: knowledge of the subject matter, ability to communicate, self-reflection and improvement, and an interest in the student.”
The teaching section of my portfolio is divided into five separate, interdependent subsections:
- Teaching Philosophy
- Teaching Strategies
- Integration of Faith & Learning
- Teaching Responsibilities & Related Activities
- Reflection on Teacher Evaluations
Following is a list of items the portfolio could contain to illustrate teaching effectiveness according to the Guidelines. (Links to the portfolio section addressing the items are provided.)
- Syllabi
- Teaching assignments
- Student work samples
- Student evaluations
- Reflections on teaching philosophy and the integration of faith and learning
- Descriptions of new and/or innovative teaching methods
- Descriptions of advising and mentoring activities
- Unsolicited or solicited evaluations from former students
- Teaching awards or other recognition
In addition to the criteria and examples provided in the Guidelines, the Department of Art & Design adds the following:
- Supervision of student honors projects relating to art
- Itemize student work done in the teacher’s specific class as having been admitted to juried competitions
- Documentation and display of student work from the teacher’s specific classes
- Collection and archiving of exemplary student work for reference as examples for future class projects
- Mentoring: help students to enter shows, instruct students in how to shoot slides, supervise interns, teach individuals in advanced studio problems classes, assist in senior portfolio development, writing letters of recommendation
- Didactic lectures on student trips
- Conducting critiques: group, small group, and individual