or, “What’s in it for ME?”
This portfolio was started with the idea of learning something about my course, and how I teach. What has resulted has been much more than that!
I set out on my “journey”, hoping to find areas in which I could improve CS 211, and areas that worked well. I also thought to make “connections” with other CS teachers, especially at UW-Tacoma.
One of the main things that I discovered was that my “assessments” - that is, the homeworks and tests - revealed that I had more “objectives” for the course than officially stated: I want, and expect, my students to learn MORE, and to stretch. (See Evidences of Student Learning). I reaffirmed that the course “coverage” or Content was appropriate for preparing students for transfer; it appeared that my teaching methods “worked” in that the students “learned” and were reasonably engaged in class. I learned that while the students “complain” about the difficulty level, they also enjoy my sense of humor, and that they are willing to stretch, and appreciate being made to stretch.
What needs improvement?
I learned that students’ perception of what I value in their performance was different from what I thought I was “presenting”. I need to find more ways to engage each of the students, and recognize individual learning styles, and try different teaching methods. Seeing other instructors’ methods and styles has opened my eyes to many possibilities!
I also need to have more programming assignments, perhaps “fitted” together, building from one to the next, and change them from quarter to quarter. I need to be clearer in my expectations of the students, and be more precise and prompt in my grading.
I learned to appreciate other viewpoints - both of other instructors, and perhaps even more importantly, the viewpoints of the students. I learned that it is difficult to express my self on paper, and that it is hard to objectively examine my own assumptions, and take a look at the course from the “outside” . However, I learned that it IS possible to closely examine your own work and “craft” - and to find weaknesses and strengths. (And I WAS glad to see some of the strengths, too!)
More concretely, I learned that CS 211 is a viable course, pretty much on track, although in need of a few “tweaks”... that is, if I can be content with a “reasonably good” course. I have a long way to go to make it an excellent course... and I need to consistently examine my own craft so that eventually I can become an excellent teacher, instead of a reasonably good one.
By far, the most important thing that I gained from the Disciplinary Commons Portfolio Project was friends - colleagues that have become more than colleagues - people that are willing to share, and to listen to me, and to give me honest feedback and criticism. As a group we are much greater than the sum of us individually. I have made connections and hope that they will continue through the years ahead.
Along the journey I have learned new teaching methods, ideas for assignments, and I have found that we have a lot in common - we face similar challenges, have similar triumphs, and get discouraged. I learned that I could look forward to several hours closeted away in a classroom on a sunny Saturday afternoon ... and feel that I came out ahead after the discussions. I feel that I gained far more than I contributed ... and then learned that most of the others feel the same way, too!
The next steps are the tough ones - putting into practice the things that I have learned, reworking my teaching and my courses, and finishing this portfolio, which is in need of much more work and polishing.
And next year? Try new things... keep some old ones ... maintain friendships and connections ... and share what I learned with other faculty.