2006 Teaching and Learning Symposium

3:00-4:30 p.m., April 25, 2006
Mary Gates Commons

Session Description

Learning to be Teachers: The Engineering Teaching Portfolio Program

YiMin Huang, Jessica Yellin, and Jennifer Turns - College of Engineering, Center for the Advancement of Engineering Education (CAEE), and Center for Engineering Learning and Teaching

Our work focuses on using teaching portfolios as a learning intervention in engineering education. Our studies include investigations of graduate students and postdoctoral fellows who develop teaching portfolios that help them reflect about their teaching, share strategies about teaching science and engineering, and document their teaching in a format that they can use in faculty job applications. 

We developed an eight week curriculum - the Engineering Teaching Portfolio Program (ETPP) in which peer-focused groups of engineering and science graduate students and post-docs create teaching portfolios that they can use in faculty job searches. Since Summer Quarter 2003, we have run 8 offerings of this workshop. Graduate students and post-docs from the Colleges of Arts and Sciences, Education, and Engineering, the School of Public Health and Community Medicine, and the Information School have participated in these workshops. On the UW campus, we will offer another ETPP for Summer Quarter 2006.  The College of Engineering at the University of Florida - Gainesville has also used our materials to run 2 offerings of ETPP during the 2004-5 academic year through their student chapter of the Society of Women Engineers.

A key goal of ETPP has been to learn about both the process and impact of the sessions on participants.  The team has pursued this goal through scholarly analysis of the offerings.  The team has also been characterizing the nature of teaching portfolio initiatives around the nation and the distinctive features of the ETPP initiative. We will also present some of our research findings about ETPP such as finding about the impact of constructing a teaching portfolio and the processes and mechanisms that participants use in creating teaching portfolios and learning about faculty careers.