Featured Portfolios

CURE Symposium image

The Discovery Labs: Assessment of Public Presentation of Research Performed in a Lower-division Laboratory Courses

In the Discovery Labs, research-based laboratory courses in Molecular, Cellular, and Developmental Biology, students participate... Read more
National Day Celebration

Swedish Language Studies: Directed Independent Language Studies (DILS) promotes student success

This portfolio describes how the curriculum in Intermediate Swedish II in the Directed Independent Language... Read more
Image of video on Romans

Engaging A Diverse Student Body

A common challenge associated with the retention of students at the university is “How do... Read more

FTEP is now accepting applications for MTLV Faculty Researcher positions (click here). Completed applications are due by March 30, 2020.

A Signature Record of Faculty Works

In 2017, FTEP launched the Making Teaching and Learning Visible (MTLV) initiative, an opportunity for faculty to publish a course portfolio on the FTEP website. These portfolios document faculty's intellectual inquiry and research in course redesign. The vision of MTLV is that course portfolios will become part of the fabric of the institution’s exchange of ideas, and function as one of the multiple measures of teaching. The innovation of MTLV is not the content of the courses; rather that faculty are making their pedagogy, course development process, and their experiences easier to perceive than they have historically been.

MTLV is a natural outgrowth of the Summer Assessment Institute: Achieving Course Goals and Gathering Evidence about Student Learning. Both the Summer Assessment Institute: Achieving Course Goals and Gathering Evidence about Student Learning and the MTLV initiative have contributed to faculty participation in FTEP by allowing several MTLV faculty members to develop brand-new FTEP symposia, based on their scholarly work in teaching and learning. For instance, in Fall 2017, Heidi Day and Samantha Strife of Psychology & Neuroscience facilitated a new FTEP symposium entitled “Collecting and Reporting Evidence of Student Learning,” based on their shared experiences at the 2016 Institute and with MTLV. In this way, participants in the Institute and the MTLV initiative not only improve their own teaching, pedagogy, and students’ success but also offer their experience and expertise to their faculty peers from across campus, thereby creating a sustained focus on their curriculum for their peers to learn from.

The faculty in FTEP’s Making Teaching and Learning Visible initiative receive iterative consultations: opportunities for practice and feedback. MTLV is an opportunity to redesign at least one component of a course. Faculty collect and analyze data on student learning to critically reflect on and improve course curriculum. In each portfolio listed below, a faculty member identifies a specific course and a question or challenge to investigate. Then, they describe the solutions they devised, how they implemented them, and their observations of student learning. Each portfolio concludes with the faculty's reflections on the results. By making their teaching visible, faculty illustrate the significant role of teaching in their professional life.

Making Teaching and Learning Visible is an opportunity for faculty to demonstrate teaching methods and explore new pedagogical possibilities. In the portfolios published here, you’ll see ways to help students discover meaning in their learning experiences and stimulate their imaginations. We invite your feedback; please email comments to Mary Ann Shea, Director, FTEP at MaryAnn.Shea@Colorado.edu and/or Dr. Teresa Nugent at Teresa.Nugent@Colorado.edu.

Search Portfolios

CURE Symposium image

The Discovery Labs: Assessment of Public Presentation of Research Performed in a Lower-division Laboratory Courses

In the Discovery Labs, research-based laboratory courses in Molecular, Cellular, and Developmental Biology, students participate in authentic research projects and present their findings at a poster symposium at the end of the semester. In this portfolio, I highlight issues associated with assessing achievement in research among introductory biology students and...

National Day Celebration

Swedish Language Studies: Directed Independent Language Studies (DILS) promotes student success

This portfolio describes how the curriculum in Intermediate Swedish II in the Directed Independent Language Studies (DILS) program at CU provides students with the opportunity to learn Swedish effectively in a student-centered, communicative and proficiency-oriented learning environment, and details a recent change made to reading and listening assignments. CU students...

Image of video on Romans

Engaging A Diverse Student Body

A common challenge associated with the retention of students at the university is “How do we increase student attendance and engagement in an introductory core requirements course?” These courses attract a diverse population of students, and when these students perform poorly in introductory courses, they can lose motivation or the...

Students printing in Special Collections

Reformation and Revolution: exploring how we think of the past through object-based and experiential learning

This course portfolio details a collaboration between a history course, The Age of Religious Wars: Reformation Europe, 1500-1648, and Special Collections. Dr. Nicole Jobin, of History and Sewall RAP, and Dr. Susan Guinn-Chipman, of Special Collections, Archives, & Preservation, explore the potential for experiential and object-based learning to foster historical...

Interview for local media station

Enhancing Student Engagement in Psychological Science through Outreach

A Psychology professor teaches two undergraduate-level psychology courses on Human Emotion and Abnormal Psychology that incorporate community outreach projects to enhance student engagement. PDF available here . Background PSYC 3131-002 Human Emotion is an upper-division undergraduate course that aims to introduce students to theoretical and empirical issues in the psychology...

Image of student's children's book project

Students Combine Science, History, and the Arts to Become Radical Science Writers

This portfolio describes the curriculum, philosophy, and outcomes of my science-writing course, Writing 3030: Radical Science Writing . Note: my science-writing course has a service-learning project for which my students tutor local high school students in math or the sciences for a total of eight hours. I love this project,...

Ophelia scrapbook

Students Discover Shakespeare's Relevance with Creative Projects

This course portfolio details how revising a creative project assignment to incorporate a new learning goal—explain how a Shakespeare text relates to today’s world—helped students develop critical thinking skills and discover ways that early modern English literature illuminates their own lives. PDF available here. Background ENGL 3000-100 Shakespeare for Nonmajors...

UFO sitings graph

The Pedagogy of Code

Programming is quickly becoming an essential skill of the 21 st century. The traditional definition of literacy is expanding to incorporate new forms of reading and writing that include markup, scripting, and programming. Having a basic understanding of how code operates, and thereby structures the world in which we live,...

Image of jigsaw puzzle pieces

Revising Case Study Assignment in Abnormal Psychology Undergraduate Course to Enhance Critical Thinking

A psychology instructor modifies a case study assignment for an Abnormal Psychology undergraduate course to enhance use of data and identification of multiple sides of an issue. PDF available here. Background Abnormal Psychology (PYSC 3303) is divided into three major content sections: 1) symptom presentations of mental health disorders 2)...

Humanities classes

Media in Practice: The Art Museum as Humanities Classroom

Humanities classes are often taught in a lecture/discussion format. This redesign replaces that format with project-based components that engage active student participation by asking them to collaboratively produce a public exhibit. In this portfolio, I show how humanities undergraduates of all levels worked together to design a media-focused exhibit for...