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.