as part of an application for promotion · a teaching portfolio is a valuable addition to an...

writing your

as part of an application for promotion

WRITING YOUR UNSW TEACHING PORTFOLIO: as part of your application for promotion Preamble The purpose of creating a teaching portfolio is to make your educational practice, its effectiveness in enhancing your students learning and your scholarly approach to further improvement of your educational practice, transparent to others. It should form the basis of your commentary on teaching and learning in any promotion application. Every teaching portfolio will be different. I urge you to make your portfolio document a reflection of your own practice as a scholarly teacher. Although your teaching portfolio will be unique, the development of your portfolio can best be achieved in collaboration with others. Colleagues can provide invaluable input and a critical perspective. I know that the process of building your teaching portfolio will help you to reflect on and continually improve your teaching, and allow you to acknowledge your strengths as an educator. Importantly, it will provide opportunities for building collegial relationships and stimulating debate around learning and teaching at UNSW. Professor Robert King Deputy Vice-Chancellor (Academic) November 2005

This portfolio guide was developed by the UNSW Learning and Teaching Unit and the Faculty of Science, with critical comment from Jan McLean (Faculty of Medicine) and many other colleagues. It is a living document and the Learning and Teaching Unit would be most grateful for your suggestions ([email protected]). © Contributors, Michele Scoufis & Sally James (writing), Rachel Attwater (cover design) University of New South Wales Sydney NSW 2052

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Writing your UNSW Teaching Portfolio

Table of Contents

Introduction ...................................................................................................... 4

What is a UNSW teaching portfolio?.................................................................. 4

The purpose of a UNSW teaching portfolio........................................................ 5

Demonstrating your commitment and effectiveness in learning and teaching ..... 5

Putting it all together ......................................................................................... 6

1) Teaching and related activities............................................................ 7

2) The rationale behind your approach to learning and teaching............. 7

3) Course and program design and delivery ............................................ 8

4) Effectiveness of teaching in terms of student learning .......................... 9

5) Scholarly approach to learning and teaching .................................... 11

6) Leadership in learning and teaching.................................................. 13

7) Research supervision ........................................................................ 15

Reviewing Your Teaching Portfolio .................................................................. 16

Support in developing your Teaching Portfolio................................................. 17

References....................................................................................................... 17

Teaching and Related Activities Form .............................................................. 19

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Writing your UNSW teaching portfolio: as part of your application for promotion Introduction While all academic staff are encouraged to create and maintain a teaching portfolio, as they would a curriculum vitae, and while it is recognised that a teaching portfolio will have multiple uses, this document has been designed specifically to help academics at UNSW through the process of preparing a teaching portfolio for inclusion with their application for promotion. The University’s promotion material underwent a major review in 2005 and the new Academic Promotion Policy and Procedures will become effective from 1 January 2006 (see http://www.hr.unsw.edu.au/academic.htm). From that date, all applicants (except those in research only positions) must include a teaching portfolio of at lease six pages, as part of their application. This booklet, in conjunction with the Academic Promotion Policy and Procedures document, provides advice and guidelines as to the nature of evidence required in the teaching portfolio. We trust applicants will find this document most useful in the framing, development and presentation of their teaching portfolio. Please note this is a living document and feedback is most welcome (please forward your comments to the Learning and Teaching Unit). What is a UNSW teaching portfolio? A teaching portfolio is a document that systematically presents your learning and teaching activities and achievements within the context of the rationale behind your approach to learning and teaching, and the application and outcomes of the rationale and approach. The UNSW teaching portfolio is a concise document that presents evidence that shows your effectiveness as a teacher. It focuses on:

• your defining attitudes, beliefs, and approaches as a teacher

• the process by which you continually improve upon your teaching skills and course content, and

• how you provide (and support others in providing) high quality learning experiences.

A UNSW teaching portfolio captures in a succinct and compelling way your approach to teaching and how you help your students learn what you consider to be important for a professional in your discipline. Its credibility depends upon the quality of evidence you provide to back up your claims, and the level of consistency between the beliefs you express and your record of actions. All portfolios will look different and will reflect your own beliefs and values.

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Your teaching portfolio should be clearly structured as suggested below, so as to be easily and quickly read, but can include extra materials (e.g., sample letters of thanks from students or representative student assignments) with the portfolio as appendices. Such additions, however, should be kept to a minimum. The purpose of a UNSW teaching portfolio A teaching portfolio is a valuable addition to an application for promotion because it presents your qualities and achievements in teaching in a succinct and meaningful form, easily grasped by the individuals who are evaluating your record, e.g. your Head of School, a Faculty Learning and Teaching Review Panel, or promotions committee. A teaching portfolio enables you to document scholarly teaching in tandem with your documentation of scholarly research1. In addition, it will provide you with the opportunity to further develop your scholarly approach because it requires you to:

• analyse your own attitudes and beliefs regarding learning and teaching

• evaluate your role in student learning

• reflect upon what you have learned from your experiences

• review your teaching strategies in order to make improvements

• plan and articulate directions for the future.

Going through this process will help you to recognise your strengths and continually develop your teaching by making you step back from your everyday activities and reflect upon your development as an educator. Demonstrating your commitment and effectiveness in learning and teaching According to current thinking in higher education, teaching is defined as the facilitation of student learning (e.g. Biggs, 2003, Ramsden, 2003). It embodies all that we do “to make student learning possible.” (Ramsden, 2003, p7). The UNSW Guidelines on Learning that Inform Teaching are drawn on current educational research and identify ways to best create an environment that interests, challenges and enthuses students whilst also ensuring, where possible, that what is learned is engaging and relevant. These Guidelines can assist you to identify your particular strengths as a teacher as well as your underlying conception of how students learn most effectively in your discipline. (http://www.guidelinesonlearning.unsw.edu.au)

1 Scholarly teaching is an approach to teaching that focuses on understanding the learning experiences of your students. As a scholarly teacher you are seeking to enhance your students learning experience through the continual improvement of teaching through reflection, knowledge of current ideas about teaching and peer collaboration. The scholarship of learning and teaching takes this process a step further, involving more active investigation, critique and evaluation by peers.

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Putting it all together The following sections of this document are organised to define the major content areas that you will need to include in your UNSW teaching portfolio, as well as providing a possible structure. One of the main difficulties you are likely to encounter when you plan your teaching portfolio is selecting the information and evidence to include in it. This process will be made much easier if, as you gain experience, you collect and store any materials from which you may potentially want to draw in the future. This collection or ‘evidence bank’ can be added to throughout the span of your teaching career, and you will find it extremely helpful if you develop a systematic way of collecting and storing this material in a word processor, box, file or in some other convenient form. This guide suggests a variety of different items that you can use as evidence to support your claims, although these are suggestions only and are not intended to be the only forms of viable evidence. Once you have a strong collection of evidence, you must be selective in deciding on the evidence and examples needed to make your points concisely and convincingly. The process of building your teaching portfolio is best achieved with the support and input of others. Peer review can enable the sharing of concerns and the validation of good practice and the emergence of ideas for further development of your students’ learning experience. The template provided in Appendix A can be used to support this process. Key elements in a teaching portfolio can be seen in the following diagram:

Framework for your Teaching

Rationale behind your approach to

learning and teaching

Your learning and teaching practice including evidence of its effectiveness in supporting the achievement of relevant student learning outcomes, evidence of continual improvement in learning and

teaching practice and evidence of professional development in teaching practice including contribution to the scholarship of learning and teaching

CONTEXT:Your teaching environment & responsibilities

Leadership in learning and teaching

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1) Teaching and related activities You will need to provide information on your overall workload and professional responsibilities. This will put the information in your UNSW teaching portfolio into context, e.g. teaching large introductory classes poses different demands to teaching smaller and more advanced classes. The information required in conjunction with your application for promotion should be presented in a Teaching and Related Activities From (Appendix A). The form also appears in the Academic Promotion Policy and Procedures document (Appendix B, p29). 2) The rationale behind your approach to learning and teaching The rationale behind your approach to learning and teaching, in essence, consists of how you conceptualise student learning, the values and beliefs you bring to your teaching and how these inform the courses you design and implement with your students. Your philosophy may have been influenced by your reading or by colleagues, but primarily will stem from your own experiences. Consider how they have shaped the way that you expose students to what you think it means to work in your discipline. The following questions may help you to analyse and articulate your teaching philosophy: Articulating the rationale behind your approach to learning and teaching:

Guidelines

• A statement of your primary goals as a teacher.

• How you believe students learn most effectively and meaningfully.

• What have been the key influences on your perception of what effective learning is, and how has this influenced your goals and approaches to teaching? For example, what theoretical perspectives inform your teaching?

• What attributes do you see as being essential to students in your discipline?

• How do you support your students in achieving these outcomes?

• How has your thinking on the topics of learning and teaching developed over time?

• What do you feel are your responsibilities towards your students? What are their responsibilities?

• How do you encourage your students to link their learning with research?

• What do you see to be your main strengths as a teacher?

Helpful ideas on writing your teaching philosophy website can be found at the Centre for Excellence in Learning and Teaching website http://www.celt.iastate.edu/teaching/philosophy.html

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3) Course and program design and delivery It is important that you demonstrate how the rationale behind your approach to learning and teaching has informed the ways you have developed and implemented your courses. Make your development over time clear by contrasting your current teaching practice and impact upon student learning with similar information from the past. Describe how this impacts upon your plans for the future.

Ways to demonstrate your skills in the design and delivery of curricula

3.1 Convening and coordination of courses

• Description of your responsibilities in terms of courses convened, course coordination, levels and nature of teaching undertaken (see Appendix B, p29)

• Evidence of effective approach to course convening, course coordination and administration (where relevant)

• Evidence of active support and/or mentoring of students

• Involvement in Academic advising role

• Effective design, delivery, co-ordination and evaluation of course curricula

• Responsibility for design, delivery, coordination and evaluation of curricula in programs of study

3.2 Planning and development of courses / programs

• Incorporation of UNSW course outline template requirements into course information given to students – http://www.ltu.unsw.edu.au/ref4-2-4_course_outline_template.cfm

• Clear communication of course aims, learning outcomes and assessment strategies (including those relating to graduate attributes – see policy on Graduate Attributes – http://www.secretariat.unsw.edu.au/acboard/approved_policy/graduate_attributes.pdf

• Student learning activities and assessment strategies that support students in achieving course / program learning outcomes

• Provision of appropriate assessments linked to course learning outcomes including the provision of worthwhile feedback to students on their learning

• Evidence of the application of appropriate UNSW Guidelines on Learning that Inform Teaching to the development of courses at both lower and upper level – http://www.guidelinesonlearning.unsw.edu.au

• Evidence of the development of inclusive curricula that takes account of, and draws upon, student diversity and/or exposes students to diverse perspectives

• Evidence that students experience research teaching links through the curriculum

• Evidence that expertise in the discipline informs course design and implementation

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• Evidence of cross disciplinary teaching

• Initiation / development t/ evaluation and review of new programs/courses

3.3 Collaboration in course and program design and delivery

• Effective collaborative participation in course and program teams where possible

• Evidence of contribution to collaborative review, development and/or evaluation of curricula where possible

• Evidence of leadership in collaborative course and program design and learning and teaching practice

• Collaboration with colleagues at other universities in the development of program materials/teaching and in response to shared learning issues

3.4 Innovations and use of new technologies to support / enhance student learning

• Effective use of new technologies to create, or enhance existing learning activities

• Innovative planning, development and implementation of courses and student learning activities and assessments.

• Adaptation of innovation in curriculum design to disciplinary context

• Innovation in learning and teaching including the use of technology to enhance student learning

4) Effectiveness of teaching in terms of student learning Evidence of effectiveness of your educational practice in terms of your students’ learning should come from a variety of sources. In providing evidence: • Use different sources of information, e.g. from peers, students or teaching

specialists, thus providing evidence about different aspects of student learning and teaching

• Provide feedback collected systematically over time

• Make sure any formal feedback or evaluation is properly designed and administered, and state the rules used in interpreting the data. Note that student scores need to have comparable data.

Forms of evidence and recognition of your impact upon student learning

4.1 Evidence from Student Evaluation

• Analysis of student feedback from the Course and Teaching Evaluation and Improvement (CATEI) process (http://www.ltu.unsw.edu.au/ref4-5-1_catei_process.cfm ) collected over time

• Analysis of other student forms of feedback (e.g. focus groups, classroom feedback strategies, surveys, etc.)

• Informal student feedback which can provide effectiveness of a specific approach taken

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• Percentage of students studying further in your field / courses

4.2 Evidence from Peers

• Formal comments, reports or letters from peers, teaching specialists, tutors or demonstrators who have viewed your course designs or classes

• Informal comments and feedback resulting from discussions about learning and teaching

4.3 Formal recognition of commitment to an effectiveness of teaching

• Recognition through success in gaining learning and teaching development grants or awards (e.g. Innovative teaching, Educational Technology (ITET) Fellowships, UNSW Learning and Teaching Awards, Faculty learning and teaching grants and awards).

• Nominations or awards in recognition of excellence in learning and teaching (Faculty and University Teaching Award , Carrick Teaching Award, ACE Teaching Award, etc)

• Internal and/or external grants for research into learning and teaching innovation

• Requests for advice on learning and teaching issues from university or external committees/organizations

• Teaching materials and texts reviewed and used nationally or internationally

• National or international career awards for teaching or innovative course development

• International recognition for significant contribution to learning and teaching

4.4 Evidence of Positive Outcomes of Student Learning

• Evidence of student achievement

• Exemplary student work

• PhD completion rates

• Success of past honours and postgraduate students

• Recognition achieved by previous and current students in research, professional and other communities

You may want to highlight your contribution to the active support and/or mentoring of students (e.g. in the role of course or program coordinator) and consequent impact on the student experience. You may wish to focus on the quality of your supervision and support for honours or postgraduate students. If so, you could provide evidence such as:

• Results achieved by postgraduate and research students, including publications and presentations

• Formal or informal comments and feedback from postgraduate students (as outlined in the last section on ‘effectiveness of teaching’)

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• Use of the ‘UNSW Postgraduate Research Skills Log’ by students under you supervision. For example, excerpts from this resource after its use by students can provide evidence that they have received appropriate feedback and support

The UNSW policy on supervision and examples of good practice can be accessed from https://my.unsw.edu.au/student/research/SupervisionAndGoodPractice.html 5) Scholarly approach to learning and teaching As outlined earlier in this document, scholarly teaching is an approach to teaching that focuses on the learning experience of your students where teaching skills are continually improved through reflection, knowledge of current ideas about teaching and peer collaboration. The scholarship of learning and teaching takes this process a step further, involving more active investigation, critique, evaluation and communication of findings to a wider audience (e.g. through journal articles and conference presentations).

5.1 Continual improvement (scholarly teaching)

Just as student learning involves changing the ways students understand, experience or conceptualise our world, quality teaching implies constantly being open to changing how we think about and experience teaching.

THE CONTINUAL IMPROVEMENT CYCLE

ABSTRACT CONCEPTUALISATION

PLAN

ACT

REFLECTIVE OBSERVATION

Time

Learning objectives Curricular & assessment design

Learning Activities & Innovations

Successes, problems &

discrepancies

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It is important to embed the qualities of continual improvement into your portfolio. Highlight how you have reflected2 upon your students’ learning, your teaching and curriculum in order to identify strengths and areas for improvement. How have you used this information to further plan and implement strategies for improvement?

You might wish to include:

• Summaries and analysis of student course and teaching feedback collected systematically over time (e.g. CATEI feedback)

• The action plans that you have developed in response to your reflections on feedback from a range of sources (colleagues, students, self, the literature, etc), to overcome issues in student learning. What have been the outcomes of action plans implemented?

• How you have drawn upon peer review of teaching been used to continually develop your teaching practice

Your UNSW teaching portfolio will lack credibility if you don’t back up your claims by providing evidence of a developmental process which is consistent with the views and ideas you express elsewhere in your portfolio- particularly in your philosophy of learning and teaching.

5.2 Professional development in teaching practice

Here you may wish to consider:

• Participation in professional activities and research related to teaching; eg participation in Foundations of University Learning and Teaching and other professional development programs and services such as the UNSW Network in Learning and Teaching workshops, the Graduate Certificate in Higher Education, Educational Development and Technology Centre workshops on online learning and teaching, UNSW Scholarship of Learning and Teaching Interest Group, Faculty/School learning and teaching interests groups

• Participation in conferences on learning and teaching in the discipline

• Consultations with learning and teaching support services including the Learning and Teaching Unit (LTU), the Library (information literary development), the Learning Centre, the Educational Development and Technology Centre (EDTeC), or Faculty based units e.g. Education and Academic Development Unit in the Faculty of Commerce and Economics

• Formal qualifications in learning and teaching (e.g. Foundations in University Learning and Teaching – FULT, Graduate Certificate in Higher Education)

2 In this context, reflective activity refers to the process of reviewing and thinking critically about our activities and the impact they have on student learning. It includes constantly testing the assumptions and actions related to our work. Brookfield (1995) describes reflective teaching in the following way: ‘Critically reflective teaching happens when we identify and scrutinise the assumptions that undergird how we work. The most effective way to become aware of these assumptions is to view our practice from different perspectives. Seeing how we think and work through different lenses is the core process of reflective practice’. (Brookfield, 1995, pp. xii-xiii) In the case of teaching, the different ‘lenses’ to which Brookfield refers include our autobiographies as learners and teachers, and the perspectives gained from students, colleagues, and reading the literature

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5.3 Contribution to the scholarship of learning and teaching in your discipline or more generally Here you may wish to focus on:

• Scholarly research into student learning in your own discipline and/or across disciplines

• Dissemination/communication e.g. in refereed publications of scholarly work related to learning and teaching.

• Participation in national and international conferences, seminars and workshops in learning and teaching

• Participation in professional learning and teaching organisations and/or disciplinary learning and teaching groups and their activities

• Contribution to UNSW Compendium of Good Practice in Learning and Teaching (http://www.ltu.unsw.edu.au/ref7_compendium.cfm)

• Contribution to UNSW or external learning and teaching forums

• Invitations to teach courses at other institutions

• Effective involvement in, and leadership of, funded and unfunded educational research

• Editor/referee for scholarly journal in learning and teaching

• Publications and citations relating to learning and teaching in national/international peer reviewed educational journals/ discipline based journals

• Presentations of conference papers (invited and uninvited) on learning and teaching within discipline or more generally

• Citations of peer reviewed published work in learning and teaching

6) Leadership3 in learning and teaching Leadership roles tend to flow naturally from the process of professional development, the formation of a personal philosophy and involvement in scholarly activities. Such activities stem from the desire to become more involved in, and to make further contributions to, the development of quality teaching practice within and beyond your institution. Note that no one person would be likely to take part in all the activities outlined below, and that an academic would not be expected to take on active leadership roles until later in their careers.

3 Evidence of leadership (i.e. influencing educational practice and/or policy in accordance with UNSW and Faculty strategic goals) is required rather than evidence of activity (e.g. committee memberships) alone. Evidence of the impact and achievements relating to the activity is required so that a judgment can be made about the level of leadership displayed.

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Evidence of leadership (i.e. influencing educational practice and/or policy in accordance with UNSW and Faculty strategic goals) is required rather than evidence of activity (e.g. committee memberships) alone. Evidence of the impact and achievements relating to the activity is required so that a judgement can be made about the level of leadership displayed.

Forms of leadership in university learning and teaching

6.1 Responsibility for teaching

• Course coordination of large classes

• Co-ordination of tutor/sessional training program within the school/faculty

6.2 Supporting the learning of colleagues

• Leadership in curriculum design teams

• Involvement in school/faculty/university curriculum development

• Assisting others, formally or informally, in developing their learning and teaching practice e.g. through facilitation in the University Network in Learning and Teaching workshops, shared peer observation of teaching of colleagues, mentoring, coaching, participation in the Career Development Scheme, facilitating workshops in learning and teaching

• Participation in University committees relating to the improvement of learning and teaching

• Involvement in policy development in learning and teaching in the school/faculty

• Leadership in the scholarship of learning and teaching, e.g. establishing school/faculty learning and teaching interest group

6.3 Participation in or cultivation and development of communities

• Membership of teaching associations, committees, accreditation panels, or working parties relating to the improvement of learning and teaching

• Organisation of teaching conferences, seminars or workshops

• Chair of learning and teaching committees or similar bodies within the University

• Leadership or active participation in teaching in professional organizations

6.4 Improvement of teaching standards at the school, faculty or university levels

• Course coordination of large classes

• Contribution to the improvement of learning and teaching standards within the school

• Attraction of grants for teaching development

• Contribution to University or external teaching forums

• Support for the learning of colleagues and the improvement of teaching standards at the School, Faculty or University levels

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• Effective participation in the development implementations of ongoing review learning and teaching policy at school/faculty/university level

• National leadership in the development of teaching policy/or practice 7) Research supervision In providing documentation of excellence in research supervision, you may wish to include evidence of:

• Effective supervision of honours and postgraduate students (as defined in UNSW Guidelines on Supervision http://my.unsw.edu.au/student/research/SupervisionAndGoodPractice.html)

• Results achieved by postgraduate research students

• Development of postgraduate students’ relevant research graduate attributes

• Encouragement of publication and conference presentations by research students

• Provision of appropriate feedback to research students

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Reviewing Your Teaching Portfolio The credibility of the case you present in your portfolio depends largely on the link between effective teaching practice and evidence. The evidence selected and presented should make the task of judging competence or excellence both straight forward and reliable. In reviewing your portfolio, the following checklist4 may be useful:

Is there evidence of critical reflection, e.g. how you used various sources of evaluation to further develop your courses / teaching to improve student learning outcomes?

Is your portfolio inclusive (covering all major areas as per this booklet)?

Is there evidence of a scholarly approach to teaching – how scholarship has informed your teaching?

Does the portfolio include current information?

Does the portfolio balance information from self, from others, and from products of student learning?

Is there coherence among the various components of the portfolio, revealing demonstrated effectiveness in practice tied to an articulate rationale behind your approach to learning and teaching?

Does the portfolio demonstrate teaching consistent with school, faculty and institutional strategic priorities and missions?

Is the evidence used valid?

Are multiple, selective sources of information included, offering a diverse and objective assessment of teaching?

How clearly and specifically does the portfolio reveal the relevance of professional development, research, and scholarship in the teaching enterprise?

Do products or outcomes of student learning reveal successful teaching?

Does the portfolio provide evidence of efforts to improve teaching? Is there evidence of improvement in methods, materials, evaluations, goals?

How does the portfolio profile your individual style, achievements, discipline?

Is a strong case made in both narrative and documentation in the appendix for the complexity and individuality of your particular teaching effort in a particular discipline with a particular group of students?

Does the portfolio meet established length requirements?

4 Drawn from Selden, P. (2004) The Teaching Portfolio, Massachusetts: Anker Publishing. (p.34)

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Support in developing your Teaching Portfolio

For support please contact:

Michele Scoufis Director, Learning and Teaching Unit

UNSW Old Tote Building (B15), Gate 4, High St, Kensington 2052

Phone (02) 9385 6036

Fax (02) 9385 7900

Email [email protected]

Website http://www.ltu.unsw.edu.au/ref3-3-5_teaching_portfolio.cfm

References

Biggs, J. (2003), Teaching for Quality Learning at University 2nd Edition, Open University Press, Berkshire, UK.

Brookfield, S. (1995), Becoming a Critically Reflective Teacher, Jossey-Bass, San Francisco.

Ramsden, P. (2003), Learning to Teach in Higher Education, Routledge Falmer, London.

Selden, P. (2004) The Teaching Portfolio, Massachusetts: Anker Publishing.

University of Western Australia; A guide to Teaching Portfolios and their Role in Promotion and Tenure. http://www.catl.osds.uwa.edu.au/etu/portfolio (accessed 9/9/04)

Griffith University; Teaching portfolios: compiling your teaching portfolio, http://www.gu.edu.au/centre/gihe/teachinglearning/portfolios (accessed 9/9/04)

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Writing your UNSW Teaching Portfolio APPENDIX A

Teaching and Related Activities Form This form must be attached to the back of your teaching portfolio (see Academic Promotion Policy and Procedures, Section 6.5, p10)

(A) Teaching activities:

Title & Level of Course Year & sessions taught

No. of students

No. of teaching hours per session

Form of teaching e.g. lectures, team teaching, tutorial, supervision of practical work, online, mixed mode on & off campus, lab, field teaching.

Information on level of participation in each course e.g. the extent to which the teaching was in a new course, how much was newly designed, preparation of new material and any innovations in teaching methods.

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Writing your UNSW Teaching Portfolio APPENDIX A (continued)

(B) Postgraduate and/or Research Supervision. List details as indicated below.

Name of Candidate Degree Year of Enrolment

Year of Completion

(C) Statement on other duties associated with teaching – extent of time (average hours per session) involved in

Activity Av. hrs/session Details

1. Marking.

2. Individual consultation with students.

3. Program co-ordination.

4. Course co-ordination.

5. Development of new course proposal.

6. Involvement in course revision.

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Writing your UNSW Teaching Portfolio APPENDIX A (continued)

7. Involvement in program development.

8. Involvement in program review.

9. Development of the quality of teaching and learning at School, Faculty or University level.

10. Provide support and act as a mentor in teaching to newer members of staff.

11. Engagement in public relations activities such as career expos, high school visits or the UNSW GERRIC Program, to attract and encourage high quality students from a diverse range of backgrounds including lower socio-economic backgrounds.

12. Active support and/or mentoring of students

13. Other teaching activities e.g. distance education, field trips

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