Teaching Portfolio - jordan bartol

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Nov 20, 2013 - I spoke to numerous undergraduate classes from all faculties as well as graduate/professional classes at
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Teaching Portfolio (2009-present)

Jordan Bartol University of Leeds

Contents: 1. 2. 3. 4. 5. 6.

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Teaching History Quantitative Student Evaluations (Guelph) Qualitative Student Evaluations (Guelph) Observation Report on Tutoring (Leeds) Report on Lecturing (Leeds) Student Evaluations of Tutoring (Leeds)

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1. Teaching History University of Windsor Role Years #Students #Courses Duties

Teaching Assistant 2007-09 100-250 per course 8 • Grading Essays & Examinations with substantive written and oral feedback • Office Hours 1-2hrs per week • 1:1 Consultation by appointment • Occasional Lecturing • Essay & Exam prep sessions

Courses 359 • Women, Knowledge, & Reality 129 • Contemporary Moral Issues* 110 • Introduction to Western Philosophy* 160 • Reasoning Skills 119 • Phil. & Popular Culture * = taught multiple times

University of Guelph Role Years #Students #Courses Duties

Graduate Teaching Assistant 2009-10 10-20 per seminar 3 x 2 Seminars • Planned and delivered 2x1hr Seminars per week • Graded all essays and examinations with feedback both written and oral • 1:1 Consultation by appointment • Syllabus Design (on PHIL 1010) • Office hours 2-4hrs per week

Courses 2100 • Critical Thinking 1010 • Introductory Phil: Social and Political Issues 1000 • Introductory Phil: Classic Texts

University of Leeds Role Years #Modules Duties

Occasional Lecturer 2012-present 3 • Preparation and delivery of lectures, including handouts and slides.

Role Years #Students #Courses Duties

Tutor 2012-13 10-15 per tutorial 2 • Planned and delivered 2x1hr Seminars per week • Graded all essays and examinations with feedback both written and oral

Courses 1009 • Philosophy of Science ‘Scientific Realism’ 3320 • History and Phil. of Biology ‘Models’ 1050 • Darwin, Germs, & the Bomb ‘Eugenics’ Courses 1001 • Introduction to Philosophy 1002 • Introduction to Ethics

Additional Experience 1) From 2007-09 I was the student liaison for the Academic Integrity Office at the University of Windsor (a position that I created). I was available to all instructors

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J. Bartol • Teaching Portfolio

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across the university for on-demand lectures concerning cheating, plagiarism, and essay writing. I spoke to numerous undergraduate classes from all faculties as well as graduate/professional classes at the law and nursing schools. 2) In 2010 I taught the plagiarism and essay-writing section of the GTA/TA training scheme at the University of Guelph. 3) In 2012 I completed a semester-long Tutor’s Training Workshop at the University of Leeds. That semester I was also the ‘Most Beloved Tutor’ in Philosophy/HPS, as judged by student evaluations (see p. 11).

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2. Quantitative Student Evaluations (aggregated) University of Guelph (2009-10) NB: This is an aggregated representation of the quantitative teaching feedback I received while teaching seminars at the University of Guelph. I am happy to supply the raw data on request. Qualitative feedback obtained from these same students is presented in the next document. Responses: 27 Courses: 2100 Critical Thinking (6) 1010 Introductory Philosophy: Social & Political Issues (9) 1000 Introductory Philosophy: Classic Texts (12) Overall Learning Clarity Stimulation Challenge Availability Assignments Assessment Responses Preparedness Organization

How would you rate your TA in terms of overall effectiveness as a teacher? How would you rate the seminar in terms of how much you learned? How effective was your TA in explaining ideas clearly? Please rate your TA’s ability to stimulate your interest in the course’s subject matter How successful was this seminar in challenging you to think? How would you rate your TA’s availability for out-of-class consultation? If applicable, how appropriate were the assignments for the course material? How effective was your TA in ensuring that the work you submitted was assessed carefully and promptly, and that helpful comments were provided? How helpful were you TA’s responses to the ideas and questions of students? Please rate your TA’s preparedness for class. How would you assess the TA’s organization?

Poor!0!

Fair!0!

Good!0!

Very!Good!47!

OVERALL! LEARNING!

Excellent!244!

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CLARITY! 1! STIMULATION!

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CHALLENGE! 1!

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AVAILABILITY!

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ASSIGNMENTS! 1! ASSESSMENT!

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RESPONSIVENESS!

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ORGANIZATION!

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PREPAREDNESS!

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Number'of'Responses'

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No!Reply!3!

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3. Qualitative Student Evaluations University of Guelph (2007-09) Comments: 21 Courses: 2100 Critical Thinking

1010 Introductory Philosophy: Social & Political Issues 1000 Introductory Philosophy: Classic Texts

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Jordan Bartol: Tutor Observation Report Date of observation: 25 October 2012 Module: Intro to Philosophy (1st year) Format: Tutorial Observer: Greg Radick (qua Mentor) There were 8 students; the subject matter was G. E. Moore’s argument for the existence of a mind-independent reality. Jordan from the start created an atmosphere that was friendly and fun but also completely oriented toward checking and assisting student understanding of the material. He held the students’ attention exceptionally well, and the discussion was, in pedagogic terms, very well structured, first of all getting the students talking in a very general way about the mind-independence problem, then getting them to look closely at Moore’s solution and its philosophically interesting features. In general he got the balance just right between him talking and them talking. More generally, over and over again, he used tried-and-trusted “tutor moves”, all of which helped keep the discussion focused but flowing. Some examples:  He made a point of taking attendance in a way that showed that he knew the students’ names or was trying to get to know them, and then made good use of their names throughout.  When he got no response to a question, he moved on to other relevant questions, or reframed the question creatively, without seeming overly perturbed or frustrated.  He had a humorous way of picking out a student to break the awkward silence: “Mike, you made the mistake of making eye contact…” And once the session hit its stride, about 20 minutes in, there weren’t really any awkward silences any more.  When a student’s answer wasn’t brilliant, Jordan nevertheless praised the student as offering an answer on the right track, and asked whether anybody else wanted to take things further, or tried out a slightly provocative next step on them (“So suppose I said…”)  He made excellent use of the white board at just the right moments, which both clarified the material and also kept things lively by introducing a “multimedia” element.  He ended with a pep talk on their essays. The only small critical suggestion I can make is to maybe give extra consideration in future to expositions involving logical structure, as there was one point in the discussion of Moore’s argument when the “A”s and “not B”s etc. got swapped around in ways that could probably have been a little clearer. But overwhelmingly it was a successful session. Jordan’s a very fine teacher, who plainly takes pleasure in teaching philosophy and teaching it well.

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MENTORING PRO-FORMA FOR PG STUDENTS ENGAGED IN TEACHING Name of PG student: Jordan Bartol

Name of mentor(s):

Michael Finn

Initial meeting Date of meeting:

25 / 09 / 2013

Brief summary of what was covered:

Jordan and I met early in term to discuss his upcoming lecture. Given his interests and expertise, it was decided that the most suitable lecture for Jordan to take would be that on eugenics. As this was not a module Jordan had worked on before, and not exactly within his area of expertise, we discussed its broader content, and I outlined what the essay and exam questions would be, to ensure that the relevant materials would be covered. We discussed presentational styles, and made available the lecture notes, slides, and handout produced by Jon Topham for this lecture in the previous year. Lecture observation report Module: HPSC1050 Darwin, Germs & The Bomb

Date of observation:

24/10/2013

The audience for this lecture was medium-sized (~30) and quiet, and Jordan engaged with them and kept their attention from the start. Jordan is a very fluent, confident and engaging public speaker, and his delivery was relaxed whilst remaining precise in detail. Jordan did not work from a script, but instead used brief notes as memory aids, which is, I think, the ideal way of presenting. In short, he is an excellent speaker. Jordan had also produced really attractive and interesting new PowerPoint slides, which were filled with relevant posters and images that worked well with the lecture and helped students to understand the materials being covered. These slides were broken down into sub-topics, and I’m sure will provide a superb learning resource in addition to the lecture handout. I think – and this is a problem that most lectures in this module suffer from – that there was probably too much material to get through in a 50 minute lecture. As Jordan had been given quite a detailed brief on what to include he did not have a lot of control over this, but it meant that at certain points the lecture had to fly through topics to finish on time. It did, but it consequently meant that there was little time for more of the interesting asides that help students retain information, and there was a lot of information to get through. Jordan was clearly very well prepared and had more in reserve to speak about; I think, in future, he could very well reduce the amount of time he puts into preparation and it would have no adverse effects on his delivery. Debrief meeting Date of meeting:

20/11/2013

Brief summary of what was covered:

Due to the difficulty of arranging a meeting, it was quite a while after the lecture before our debrief. Nonetheless, we met and I outlined my thoughts above, namely, that Jordan gave an exemplary delivery of the lecture, but that the lecture had a little too much content to get through for 50 minutes. Jordan agreed too, but was rather hamstrung in this regard by the requirements of the module. Other comments It is worth noting that as a result of the arrangement of modules, Jordan here ended up lecturing on a subject he has little experience of (Jordan is a philosopher of science). Despite that, he quickly gained and demonstrated a fantastic knowledge of the history of eugenics.

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6. Student Evaluations of Tutoring University of Leeds (2013-14) NB: For copies of original feedback, please contact Nick Jones, Head of First Year, School of Philosophy Religion and History of Science, University of Leeds ([email protected]). Responses: 16 Courses: PHIL 1001 Introduction to Philosophy PHIL 1002 Introductory Ethics Overall Rating: 4.94/5 Q:

How would you rate your tutor’s overall performance? 16

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Very Poor

Poor

Satisfactory

Comments:

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Very Good

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1) [anon] “Best tutor ever”

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