teaching portfolio

A list of courses taught

• Syllabi

• Assignment prompts

• Descriptions of in-class activities

• Summarized student evaluations

• Sample student work, shared with permission

• List of faculty development activities

• Conference presentations on teaching

learn how to communicate ideas visually, play with the tools of the field, frame points of view and messages, build community and embrace a fluid, networked culture. Faculty support you and encourage ambitious ideas along with a mastery of traditional practices.

learn the fundamental value of typography, imagery, grids, systems and more in the course of creating everything from traditional books, posters, logos and websites to apps, interactive texts and other digital media.

Statement of Teaching Philosophy.

The purpose of education is to experience new perspectives. The best educators create environments that foster these experiences. Students learn differently. An educator’s roles is to recognize the differences and create space where seeing, listening, and speaking ideas are all ways of participating and learning.

• What motivates me to learn about this subject?

help students discover their own voice by asking questions, building upon skills, understanding connections to the field, and most importantly being passionate.

Design students learn best through making, and then talking about them. In foundation courses it is important to broaden their skills and tools to which they design and talk through idea. it is also critical to help students discover how they learn, and to decide what tools and skills they communicate with best and how to use those tools in school but also continue in their future practice. Learning through practice, and the example of others are good ways to work through building interests and skills.

• What do I expect to be the outcomes of my teaching?

When learning about design, students experience how to think critically and understand their value and what they have to offer. the iteration and the design process . I am passionate about incorporating each student’s experience to what ithey can offer to the field. Giving students agency and belief that what they learn in school and how they work can be translated into the field.

• How do I know when I've taught successfully?

I bring the skills which I apply to my practice to my teaching. By foregrounding each students’ prior knowledge, their experience, and their learning. Teaching sophomores and juniors at Citytech is a very different experience than teaching the continuing education students at Pratt.

These settings require the entire class or studios participation. As someone who struggled to overcome shyness with being the first to speak up or often being the quietest in the room, I do not believe active participation has to mean speaking up all the time. Every student learns differently and participates differently.

and opinions. In a visual and experiential field, like architecture, it is just as important to have conversations about the work as it is to create space. Small group critiques and conversations may allow for more students to speak up and encourage listening to others.

Research has confirmed the benefits of diversity for promoting student learning and development. For example, studies conducted at U-M on the impact of racial diversity on student learning and attitudes confirm that positive classroom interactions across racial difference can lead to increased student motivation, critical thinking skills, and social engagement.

It is my responsibility to create a positive learning experiences in order to take advantage of diversity. "Students, indeed, acquire a very broad range of skills, motivations, values, and cognitive capacities from diverse peers when provided with the appropriate opportunities to do so" (Gurin, 1999, Conclusion). Future faculty need to demonstrate that they have thought carefully about these issues.

Responsibilities as a teacher and advisor. 

Save all syllabi, handouts, and assignments from courses in which you teach. Make sure to make a note of exercises, assignments, and materials you developed yourself.

Courses taught

While the focus of many of my courses is grounded in teaching general knowledge of the theory and practice of my profession, my methodology and specific learning objectives within each category varies to adapt to format and subject.

(as a course head, Teaching Fellow, or Tutor). This list might include additional data such as the number of students enrolled, the type of student taking the class—concentrators, first-year students, non-specialists, graduate students, etc. (This may be combined with #2 above and included on the CV instead of in the teaching portfolio.)

Prospective syllabi.

Sample syllabi of courses you have designed and taught (for example, a junior tutorial) and/or syllabi for courses you are prepared to teach if hired by the particular university/college where you are interviewing for a job.

Sample assignment prompt, lesson plan, or class activity. 

An example of an assignment, lesson plan, or activity that you have written/used with your students and which illustrates your approach to teaching a common concept in your field. 

Objective and subjective evaluation of teaching skills.

A list or chart of your Q scores by course accompanied by an explanation of how you interpret them.

Additional Items 

Letters of recommendation.

If you are concerned that none of your regular letter writers can speak extensively about your skills and ability as a teacher, advisor, and/or course administrator, you can use the teaching portfolio to include an additional letter from a course head for whom you have taught. Remember to request a letter while the faculty member's memory of your teaching is fresh.

Description of efforts to reflect on and improve your teaching.

If you have served as a graduate fellow at the Bok Center, participated in our Bok Seminars and/or earned a Teaching Certificate, or have given professional presentations at one of our teaching conferences or in a departmental workshop, be sure to note this on your CV and/or in a short reflective statement in your teaching portfolio.

Service to the Profession:

In January of 2011 joined the steering committee of the DEC of the AIGA. Society of American Registered Architects. SARA is a national and professional organization founded in 1956 which promotes activities that foster the credo of “Architect helping Architect”. He remains current on technological advances in Computer Aided Design & continues to provide consulting services to the profession.