Welcome to my online teaching portfolio! This online teaching portfolio includes general online teaching related materials, as well as a sample class website. Everything is accessible via the drop-down menu at the top of this page labeled "Online Teaching Portfolio".
This part of my portfolio is designed to exemplify my online teaching philosophy and practice. I believe that by engaging students through active learning, interactive assignments, incorporation of technological resources, and aligned classes, the online learning environment can be an effective (and fun!) place for students to learn and grow as they work towards their educational and professional goals. For a full statement on my online teaching philosophy, click here. Please feel free to peruse my sample class website for more examples of teaching resources and teaching practices.
Online classes can sometimes be confusing for students to navigate. The lack of face-to-face communication can make things less clear, which emphasizes the importance of setting expectations. My expectations are laid out early through the syllabus (link: mock syllabus). I see my syllabus in all classes as a contract between myself and my students. Specific parts of my syllabus are important for students to be able to access easily and quickly, like the class schedule. With that in mind I also include a website version of these specific components (link: sample class schedule) for ease of use. Specifically here, I utilize google calendar so that students can follow this calendar and get notifications for important dates. For more information about my online-specific syllabi, click here.
Backwards design of courses is always at the forefront of my teaching practice. Learning outcomes need to be established first to construct an aligned and well-designed class (link: sample learning outcomes). Furthermore, acceptable evidence for students meeting these outcomes is key to assessing and fostering student learning. I establish this evidence in two parts: weekly turned in formative assessments (example 1, example 2), and long-term summative assessments (example: term project).