Chalmers Pedagogical Portfolio Below is an excerpt from the University appointment regulations for teaching and research faculty at Chalmers on definitions and instructions regarding pedagogical competence (Section 4.2.2). Instructions for formulating the pedagogical portfolio follow. 4.2.2 Pedagogical competence Pedagogical competence refers to educational and teaching qualifications. When assessing pedagogical competence, the quality of teaching should be the primary consideration. Scope, breadth and depth are also important, as should the ability to plan, initiate, lead and develop education and teaching, as well as the ability to provide research-based teaching on the basis of research in the relevant subject, subject didactics and teaching and learning in higher education. The ability to interact on issues related to teaching and learning in higher education with individuals active both within and outside the university is also included in the concept of pedagogical competence. 1 Pedagogical competence is based on sound, broad and current knowledge within the subject area, as well as knowledge of student learning and subject-based teaching and learning issues. It also presupposes a reflective and critical approach to teaching, learning and pedagogical development over time, as it is tied to one s own professional role. Research-based teaching and the individual s own research are important components in terms of satisfying the scientific grounds demanded in Chalmers programmes. Figure 1 below illustrates the complexity of the concept of pedagogical competence and the activities of a pedagogically skilled teacher. 2 Pedagogical competence is demonstrated by successful teaching and development of teaching as well as by evaluations and student learning. Both general and subject-specific knowledge of how students learn is a prerequisite as well as for continued development of pedagogical competence to be possible. Figure 1. Model of pedagogical competence 1 The definition of pedagogical competence and the assessment criteria are based on theories on Scholarship of Teaching and Learning (SoTL), and are found in the Uppsala University s Rules of Procedure. 2 The model is based on theories on Scholarship of Teaching and Learning (SoTL), and is inspired by the report A Swedish perspective on Pedagogical competence (Å Ryegård, K Apelgren & T Olsson 2010:124). 1
Pedagogical competence also comprises the ability and willingness to take part in discussions on pedagogy to achieve personal development and contribute to the development of others. Participation can take many forms; within one s own subject area or on a general level, and on a national or international level. For a position as senior lecturer, associate professor or professor, a candidate must have completed courses comprising 15 higher education credits (10 old higher education credits) in teaching and learning in higher education, or in some other manner be able to demonstrate the corresponding expertise. Pedagogical qualifications must be presented in a pedagogical portfolio. Instructions for presenting pedagogical qualifications are available on Chalmers website. Assessment areas for pedagogical competence The following assessment areas are used to assess pedagogical competence: Teaching skills Theoretical knowledge Approach characterised by willingness and the ability to develop The figure below illustrates the assessment areas for pedagogical competence. 2
Teaching skills Practical experience from and the ability to contribute to student learning by leading, organising, planning, implementing, examining, developing and evaluating different types of teaching and education levels and producing teaching materials Pedagogical competence Theoretical knowledge Pedagogical knowledge with a focus on teaching and learning in higher education theory and student learning, while maintaining a connection to one s own subject area Broad and current subject knowledge and scientific base within the subject, which is applied to teaching Attitude characterised by willingness and the ability to develop Works under the set rules and regulations with the aim of achieving targets and improving results Has an overall view that integrates theory and practice, as well as an approach that continuously promotes teaching and student learning Has a reflective and critical approach (observes, gives feedback, evaluates and develops) to teaching, learning and pedagogical development work Contributes to and takes part in the pedagogical discourse Figure 2. Assessment areas for pedagogical competence. 3
Pedagogical portfolio - documentation of pedagogical qualifications When someone is recruited to or promoted at Chalmers University of Technology, pedagogical qualifications must be presented, and pedagogical competence must be confirmed in a separate pedagogical portfolio. The content must be both qualitative and quantitative so that a pedagogical expert can assess the applicant s pedagogical competence. Qualifications must be substantiated with course documentation, publications, grades, assessments and certificates from employer representatives, colleagues and others who have insight into the organisation. For qualifications that cannot be substantiated with certificates or statements, references must be provided with current contact details. We recommend that applicants prepare a pedagogical portfolio according to the description below in bullet form, from 1-7 (approx. 8-10 pages excluding appendices). For each point, you must clearly present WHAT you have done, HOW you have worked and WHY, and what the RESULTS of your work are. It is important that you explain how what you are presenting demonstrates your pedagogical competence as well as which appendix contains relevant information. Please remember that pedagogical experts are not generally knowledgeable in the specific subject. 1. Teaching skills and experience 1.1 Extent and scope of teaching experience on undergraduate, doctoral and continuing education State the courses on undergraduate, doctoral and continuing education levels in which you have taken part. If you have more extensive experience, you may limit documentation to, for example, the past 5 years or to the courses for which you have had the most responsibility. For each course, indicate: year, university, course designation, level, number of higher education credits, number of participants, education forms and methods, type of examination and type of course evaluation; also state how the course ties into current research. Indicate your role and the number of scheduled lecture hours you taught each course. 1.2 Supervising on undergraduate and doctoral level, or the equivalent a) State the bachelor s and degree projects, or the equivalent, for which you have served as supervisor. For each project, state year, university, project s designation, level, number of higher education credits and name of student. Also indicate your role and the number of scheduled lecture hours you spent supervising. You must also indicate who the primary supervisor and the examiner were. Preferably give references who can verify the certificates and quality of your performance. b) State the licentiate theses and doctoral theses for which you have served as supervisor. For each project, state year, university, project s designation, level and name of student. Also indicate your role and the number of scheduled lecture hours you spent supervising. You must also indicate who the primary supervisor, assistant supervisor and examiner were. If you have been a supervisor, but not on a formal basis, this must be substantiated with a certificate. Preferably give references who can verify the certificates and quality of your performance. 1.3 Quality, reflective approach and development of your teaching This is one of the most important aspects of the pedagogical portfolio. a) Based on the pedagogical assessment areas above (teaching skills, theoretical knowledge and attitude characterised by willingness and the ability to develop), choose two or three courses that you believe best show your qualifications. For each course, provide a detailed description of your role as teacher, the course s objectives and content, 4
the students backgrounds, organisation, modules, teaching methods and forms, examinations and compilation of course evaluations. Also present how you use your subject knowledge and to what extent your teaching is tied to current research. Preferably attach teaching materials such as course descriptions, course memos, lesson plans, examination tasks, laboratory experiments and other materials that you have developed. Describe and reflect upon what the results of your course evaluations have been, for example what has gone well and what can be improved. Describe whether, and if so how, you have used course evaluations to modify and develop subsequent courses. Course evaluations from students and teacher teams must be attached. To the extent possible, substantiate your efforts and quality of your efforts with certificates from teacher team supervisors, division heads, directors of studies, heads of department or the equivalent. b) Describe and present how you work as a supervisor and describe your role, approach and view on your role as supervisor. Preferably provide concrete examples. c) Describe your efforts to develop and renew your teaching. State course, level, scope and potential sponsor for pedagogical projects, as well as your motives and aim of your efforts to renew teaching. Describe how you have done and what the results have been. Attach material from development projects, project reports, etc. You should attach and comment on, from the perspective of development, course evaluation results that have impacted course development. d) Reflect on your pedagogical activities and describe your basic pedagogical outlook in detail. Your information should demonstrate a reflective and critical approach, for example by actively questioning and re-examining prerequisites, values, methods and the results of your pedagogical activities. It is important that you use concrete examples to demonstrate how your basic pedagogical outlook is expressed in your pedagogical activities. If you have higher education pedagogical training or equivalent expertise, you should describe how higher education theory and research affect and are supported in your basic outlook and pedagogical practice. Research and good examples provided in journals related to subject-based teaching and teaching and learning in higher education can be sources of inspiration. e) Describe in detail how you, over time, have developed as a teacher by e.g. emphasising what the decisive factors for your development have been. You should also describe the vision of your future and how you plan to develop your future teaching and pedagogical competence. 2. Pedagogical training Present your knowledge about teaching and student learning, as well as how you have obtained your knowledge. Also describe how your knowledge related to teaching and learning in higher education has contributed to your development as a teacher. List the courses on teaching and learning in higher education for which you have received a passing grade. For each course, state: year, university, course designation, number of higher education credits and the objective and aim of the course. Attach a certificate showing a passing grade for each course. If you have obtained corresponding knowledge, equivalent to courses in teaching and learning in higher education, in a different manner, you must describe how you did this and what the content was, as well as substantiate your knowledge with certificates or the equivalent to the extent possible. 3. Production of study materials Describe your efforts to produce study materials, compendiums, lab tutorials, etc. The target group and your role in teaching as well as the degree of your own effort should be stated. Clearly describe your pedagogical considerations when producing study materials. Also describe whether the study materials that you have produced are used by others. If possible, attach representative material to verify the quality of your work, for 5
example comments from students and other teachers. 4. Course administration and management in the field of education Describe the administrative duties you have performed in the field of education such as head of department, head of programme, programme co-ordinator, director of studies, teacher team supervisor, educational leader or study advisor. Board membership work or other committee work related to educational issues is also considered to be a qualification. State duties, period of time and scope for each position. Describe the nature of your work and what the results of your work have had on the development of education and teaching. Attach certificates and preferably give references who can verify the certificates and your efforts. 5. Pedagogical activities outside the university Describe your pedagogical activities outside higher education such as professional development or making presentations at conferences. If you have been active in environments outside the university and have experience from project management, staff training or similar, share this information here. Information dissemination and knowledge sharing with the society on issues related to research and teaching, public outreach, should also be presented here. The pedagogical value must be clear for all of the activities you describe. Substantiate your efforts to the extent possible with certificates, and preferably provide references who can verify the certificates and quality of your efforts. 6. Other pedagogical qualifications Describe other pedagogical qualifications such as pedagogical awards, completed study trips with a pedagogical purpose, pedagogical mentoring, national or international pedagogical publication and collaboration, contacts/cooperation with student organisations on issues related to education and participation in pedagogical networks and discussions. You should also describe your own presentations and contributions to pedagogical conferences here. Substantiate your efforts to the extent possible with certificates and preferably provide references who can verify the certificates and your efforts. 7. Appendices Present the appendices to which you refer in your pedagogical portfolio. All of the appendices listed here must be referred to in the text. Begin with a numbered table of contents for the appendices, including a clear heading for each appendix. Chalmers University of Technology Faculty Appointment Committee Document updated 14 February, 2013 Questions and comments: rekr.aos@chalmers.se 6