Presenting Yourself for a Successful Faculty Career

In this three hour interactive workshop, you will learn about the three parts of a teaching portfolio: artifacts, reflective statements, and teaching and learning philosophies.  In depth attention will be given to artifacts and reflective statements through a series of connected hands-on learning activities and small/large group discussions.  You will leave with an increased knowledge of what artifacts and reflective statements are, how to collect and write them, how to organize a teaching and learning portfolio, and one artifact and reflective statement to add to your portfolio.  Examples of teaching and learning portfolios written by science, technology, engineering, and mathematics (STEM) graduate students and postdocs will also be displayed during this workshop.

Date: December 8, 2009
Time: 9am - 12pm
Location: Tong Auditorium, 1003 Engineering Centers Building (1550 Engineering Drive)

CLICK HERE to start the registration process.

A participant's comments about the February 2005 workshop:

"[This workshop was] a nice mix of small group discussion and large group brainstorming." "This workshop provided us with wonderful resources, helped us to get over the hurdle of getting started, has given us contacts for further evaluation, and has helped us to see that EVERYONE has an artifact." "I learned a lot from this workshop, and the materials are very helpful to bring home."

Participants' comments about the October 2006 workshop:

“Having not had training or knowledge about the details that go into a portfolio, I feel the workshop was a great overview and provided a great foundation to make them seem doable while also recognizing the need for thoughtfulness. I realized that although it's not something that I can just throw together, I feel my portfolio is is much more approachable and systematic now.”

“I had an outline/rough draft of my teaching philosophy already. This workshop taught me what the artifacts and reflections were. The very helpful part was that now I have many concrete ideas/items that I will get in my next year of teaching and outreach. I feel that now I have a plan for a successful portfolio.”

“It was better than I expected, and I have pretty high expectations for Delta programs to begin with. I was pleasantly surprised at how enjoyable the activities made working on something that I've been avoiding for so long (i.e. my portfolio).”

In this three hour interactive workshop, you will learn what a teaching and learning philosophy is and how to write one through a variety of hands-on engaging activities.  As a participant in this workshop, you will get to work in small and large groups to critique existing examples of teaching and learning philosophies as well as generate teaching and learning statements/beliefs in a brainstorming session that you can use in your own philosophy.  The workshop weaves in opportunities to individually write parts of your teaching and learning philosophy and obtain peer feedback on what you write.  You will leave the workshop with an understanding of the basic parts of a teaching and learning philosophy, how to write one, a detailed outline of your own philosophy, and examples of teaching and learning philosophies written by science, technology, engineering, and mathematics (STEM) graduate students, postdocs, faculty, and academic staff.

Date: February 2010
Time: 9am to 12pm
Location:Tong Auditorium, 1003 Engineering Centers Building (1550 Engineering Drive)

Participants' comments :

“This was an awesome workshop. This workshop gave me a great framework upon which to build my teaching and learning philosophy statement. I had ideas, but wasn't sure of the best methods to implement them, and [the facilitators] gave me great ideas and suggestions.”

“I now have a philosophy ready to go. By the end of the next day, I had a draft out to people for feedback. It really helped me get over the writer's block. I went from staring at a blank page in panic to just writing!”

“I loved how hands-on the workshop was. I loved how we had time to reflect and write on our own, but that we were given a structure to work from. And the intro activity was great... it was a very good way to get us thinking about a teaching statement from our own perspective and I liked that we used it throughout the workshop.”

Other questions or comments about the Portfolio program?

Please contact Portfolio Workshop coordinator at portfolio@delta.wisc.edu.