Teaching in Higher Education Competency Portfolio Tracy Penny Light, Ph.D. Department of History/LT3 Centre

Teaching History by Example The University of Waterloo's Competency Portfolio Project emphasizes the need for students "to learn in ways that help them deal with a range of contexts, many, if not all, unique" (Bowden and Marton, 1998) and be able to demonstrate that knowledge in a variety of learning contexts. This means that faculty members need to model desired competencies for students in their teaching. For history, it is important that students learn, not just about the "facts" but also about how historians really "do" history. In other words, we need to teach them about what it means to be a historian. In my own practice, this has translated into a much more skills-based approach to my teaching. This should not be taken to mean, however, that I see history courses as being just about "skill-building." I believe that by helping students to "see" their own competence in history they will be able to transfer their knowledge to other learning contexts. In order to foster this change in students' behaviour I go beyond simply articulating my learning goals for the them in terms of the the competencies that they will develop in my courses to encouraging (and, in fact, requiring) them to reflect on how they can use their knowledge (both content and skills) in other learning contexts (in the workplace, in their community and in other academic courses). You can find examples of student reflections in the "methods that prompt thoughtful and responsible learning" link below. My approach to teaching history, I believe, translates into a more powerful learning experience because it encourages students to view learning as a life-long experience, rather than just a course-based experience. Below you will see the professional and discipline-specific competencies that are part of teaching excellence in higher education. Links to examples of how I model these competencies for my students are provided. Domain Competencies for Teaching in Higher Education - History (Chickering and Gamson, 1991; Ramsden, 2003; Saroyan and Amundsen, 2004; Shulman, 1986) Demonstrate an Ability to Transform Content Knowledge into Instruction Use Teaching Methods that Prompt Thoughtful and Responsible Learning Share your Passion (through Interest and Explanation) of the Discipline with Students Encourage Respectful Student/Faculty Contact Engage with Students at their Level Promote Cooperation/Collaboration among Students Promote Active Learning Provide Prompt and High-Quality Feedback Emphasize Time on Task Model Effective Presentation Skills Communicate High Expectations Respect Diversity

Discipline-Specific Competencies Demonstrate Content (Discipline) Expertise Critical Analysis (Thinking/Reading) Research Skills Presentation Skills (Oral/Written) Camp CLOE Case Story In my work in educational technology, I have designed and implemented a number of instructional design and technology workshops. Camp CLOE brings representatives (instructional designers, faculty and students) from Ontario universities and colleges to learn how to design learning objects. History Research Project This learning object was designed with Jane Forgay, Liaison Librarian for History, to help students learn how to effectively do history research. MERLOT History Portal I am the Co-Editor of MERLOT History and we designed the History Portal as a way to engage historians with the MERLOT collection in a way that was meaningful to them. Curriculm Vitae My CV provides examples of my research in history as well as my research in the field of educational technology.