• CSU Interview Information

    Hello: The link to the 10-minute portfolio recording is provided for the semifinal interview. The remaining content on this page is a selection of my portfolio assets.

  • Portfolio Table of Contents
    1. Video Overview
    2. Assessment: Reflection and visual imagery to show content mastery
    3. Workshop: How to effectively communicate with your students during COVID-19 new normal
    4. Interactive document: Quality Matters at the Unversity of Denver
    5. Teaching Rubrics: Ensuring teaching quality in an online MBA
    6. Midterm student feedback sessions: Engaging students in continuous improvement

     

  • 1. Video Overview of Portfolio

    Video overview of portfolio

     

  • 2. Innovative Assessment: Reflection and visual imagery to show content mastery

    Course: Health and Wellbeing in the Workplace:
    This hybrid class on Health and Well Being in the Workplace requires students to complete some material asynchronously before meeting together one time per week in a live 90-minute Zoom setting. During week 2, students learn the concept of ergonomics.

    Innovative Assessment:
    The formative assessments for the ergonomics section require students to (a) learn about ergonomics through an instructor's video lecture and external annimated video, b) physically reposition their own workstations based on an active learning exercise, (c) Reflect on the exercise, and (d) Upload a photo of the layout of their newly positioned workstation. The instructor prompts peers to provide comments on the photos based on what they've learned about ergonomics; the reflections and photos allow the instructor to give feedback to the large group during the live session, and determine if changes should be made to the course in order to improve the results of the activity.

    These formative assessments connect to the 2nd, 3rd, and 4th student learning outcomes for the course:
    1. Explain the broad and intertwining concepts of wellness/well-being and the practical impact on individuals and organizations
    2. Create a personal health and well-being plan targeted toward maximizing health, job satisfaction, success, and work/life balance
    3. Apply well-being concepts to enhance individual and organizational productivity
    4. Evaluate workplace well-being: goals, programs, and strategies

    The technical details required for this activitiy from planning stage to completion:
    1. Used LMS to host material
    2. Generated PowerPoint asset with bulleted material
    3. Filmed an instructor lecture video with PowerPoint to provide content to students in asynchronous material (with closed captions)
    4. Provided PowerPoint and transcript of video to students 
    5. Located a generic external video about setting up ergonomic workstations 
    6. Used LMS discussion board for students to write reflections
    7. Used LMS discussion board for students to post photo of workstations, and comment to peers' photos

    The pedagogical details required for this activity from planning stage to completion:
    1. Used backwards-design to align assessment with learning outcomes
    2. Used a formative assessment to ensure students are moving through the content accurately, and are given timely feedback in the live session
    3. Used differentiated learning so students can tailor learning to own situations (everyone's workstation is different)
    4. Used active learning so students can discover content on their own, which helps the material "stick" (told students to find information that is relevant to their own workstation setup; didn't provide links to a variety of setups for the students)
    5. Used social learning in the asynchronous activity so students can interact and learn from one another (through discussion board forums)

     

  • 3. Universal Design for Learning: Workshop about communicating with diverse learners

    Workshop: How to Effectively Communicate With Your Students During the COVID-19 New Normal
    This is a PowerPoint of workshop I gave in fall, 2020 when faculty were teaching in mostly unconventional modes due to Covid-19 restrictions, including online, hybrid, and hyflex.

    Universal Design for Learning:
    The business college sent out a survey to find that faculty and students felt a lack of connection because of social distancing, so I put together a workshop on multiple ways to communicate with each other. In the workshop, I used many UDL guidelines that showed faculty how to engage with students in multiple ways, using familiar technologies such as Canvas and Zoom.

    The technical details required for this activitiy from planning stage to completion:
    1. Coded responses from survey sent to students and faculty
    2. Generated PowerPoint asset with bulleted material
    3. Used Zoom to host and record workshop
    4. Used LMS to host recorded workshop and suplemental material

    Pedagogical details required for this activitiy from planning stage to completion:
    1. Used qualitative research methods to use survey results to build content of the workshop
    2. Suggested Canvas and Zoom options for the "how" of communicating with students (when possible) because those are the two primary methods our college uses to deliver content to students
    3. Used UDL guidelines to inform the "why" of using variety of communication methods with students
    4. Integrated a social learning component to live workshop so faculty gave input with their own methods to communicate with learners

     

  • 4. Quality Matters Internal Document

    Internal DU Quality Matters Rubric.docx - editable Word version

    Quality Assurance
    I developed this Word document in 2012 when the University of Denver became a member of Quality Matters. I took the original rubric and reduced it to just the topics that were essential to the DU brand. I included the details about the standard, a dropdown to say if the standard was met or not met, and an area for comments. All faculty who went through DU's Teaching Online course had to get a peer to evaluate their course using this document.

    The technical details required for this activitiy from planning stage to completion:
    1. Modified the Quality Matters rubric into a Word document using "form" fields
    2. Posted form on a password-protected website for access by DU faculty and staff only
    3. Usability tested the document

    Pedagogical details required for this activitiy from planning stage to completion:
    1. Determined a subset of Quality Matters standards required as quality assurance of DU online courses
    2. Modified a research-based quality assurance rubric to evaluate University of Denver online courses before courses were released to students
    3. The rubric was not only an assessment tool, but also a teaching tool for faculty to learn how to develop courses based on good online course design principles and guidelines for Universald Design for Learning. It was expected that all of the instructor's courses would improve after they interacted with the rubric in their online course

     

  • 5. Teaching Rubrics - Ensuring quality control in an online MBA program
     
    Teaching quality in the online MBA
    This hybrid online MBA program requires students to complete some material asynchronously before meeting together one time per week in a live 90-minute Zoom setting. About half the instructors in the program are adjuncts (meaning part-time, and often not trained in teaching tactics), and the director asked for a program evaluation in order to receive a tool to help her evaluate teaching performance of the adjuncts.

    The technical details required for this activitiy from planning stage to completion:
    1. Employed Zoom and email to communicate among the evaluation team, and with the program director and other stakeholders
    2. Constructed Qualtrics surveys to retrieve information from stakeholders
    3. Used Google Sheets for project management, and Zoom for weekly evaluation project team-meetings
    4. Used Google Slides to present results of evaluation at an online conference
    5. Presented findings to client in PDF format

    The pedagogical details required for this activity from planning stage to completion:
    1. Used systematic program evaluation to conduct evaluation on online MBA to determine best way to conduct quality control teaching-reviews
    2. Used constructivist methodology to gather all stakeholder input fairly and equally
    3. Used program theory and logic models to construct quality control rubrics specific to this program

     

  • 6. Midterm Student Feedback Sessions
     
    Midterm Student Feedback Sessions
    Anonymous midterm student feedback sessions give faculty insight into their performance and allow them to create an action plan for improvement. I conduct up to 20 of these sessions per term, surveying students and gathering feedback by consensus so faculty can make changes to the course at midterm based on student-agreed suggestions for improvement.

    The technical details required for this activitiy from planning stage to completion:
    1. Used Google Forms to gather group feedback
    2. Code feedback into themes to present to instructor
    3. Used Outlook to schedule meetings for the feedback session and 1:1 debrief meeting with faculty

    The pedagogical details required for this activity from planning stage to completion:
    1. Engaged students in course revision process
    2. Used for continuous improvement of instruction and curriculum

     

The content displayed on this portfolio may not be accurate. Portfolio content is managed by individual users and is not property of the University of Denver.

This portfolio last updated: 21-Jul-2021 1:11 PM