Practitioner's Portfolio
Peter J. Taylor
Program in Critical & Creative Thinking
University of Massachusetts, Boston
Current web version of Portfolio originally prepared for Promotion review in September 2001 with a major update Aug. 05.
Please excuse lack of links for some of the material in the hard copy version and please notify me if you find glitches.
[See also Update statements:
The full version of this Practitioner's Portfolio consists of seven binders.
1. A personal statement: "From Critical Thinking to Reflective Practice About
Environmental and Health Sciences in Their Social Context" (see table of contents),
Curriculum Vitae, and Annual Faculty Reviews1998-99, 1999-2000, 2000-01, 2001-02, 2002-03, 2003-04, 2004-05, 2005-06, 2006-07, 2007-08, 2008-09, 2009-10, 2010-11, 2011-12, Multi-Year Review, 2012-13, 2013-14, 2014-15, 2015-16, 2016-17, 2017-18, 2018-19
2. Publications (see list)
3. Unruly Complexity (U. Chicago Press, 2005) (see overview & pdf excerpts)
4. Review of courses. For each course there are links to:
- the syllabi;
- summaries of the GCE evaluations;
- summaries from the written course evaluations I designed (now the official evaluations CAPS evaluation for CCT courses); and/or
- the originals of those evaluations.
There is also a review of:
- the original objectives for the course (which should be read together with the description and goals stated in the syllabi);
- challenges encountered and my responses; and
- future plans.
5. Exhibits from Teaching and Advising
6. Exhibits related to Service and Institutional Development
7a. Fourth Year Review Practitioner's Portfolio
7b. Tenure Review version of Practitioner's Portfolio
I welcome dialogue around the different components of the Portfolio
to help readers appreciate work in areas or directions unfamilar to them.
Preparing a Portfolio also corresponds to my view that formal reviews should
attend to process as well as product. That is, for reviewers to be confident
in continued effectiveness of a colleague, they should have evidence of the
faculty member's on-going process of assessment and development of research,
teaching, and responding to institutional challenges, and of
cross-fertilization between those three aspects of a scholar's work.
From Critical Thinking to Reflective Practice About
Environmental and Health Sciences in Their Social Context
This statement can stand alone as a summary of my recent work and future plans, but is better read with reference to the full Practitioner's Portfolio. Notes in the
statement refer readers to associated websites and to publications and presentations, given in full in my curriculum vitae. Other items can be located using the search box.
Table of Contents of Statement:
I. Research and Writing
I.A Unruly Complexity: Ecology, Interpretation, Engagement (U. Chicago Press, 2005)
I.B The Study of Complex Interactions in the area of Environment, Health, Science, and Society
I.C Contributions to New Interdisciplinary, International, and Educational Projects
I.D Research and Writing in relation to College of Education Indicators of Excellence in scholarship
II. Teaching and Advising
II.A Guiding Research and Writing for Reflective Practice
II.B Creating Problem-Based Learning Units and Other Innovations to Accommodate Students' Diverse Interests Within Interdisciplinary Courses
II.C Teaching and Advising in relation to College of Education Indicators of Teaching Excellence and Advisement Contributions
III. Service and Institutional Development
III.A Building a Basis for Interdisciplinary Science and Environmental Education
1. Science, Technology & Values Program & Inter-college faculty Seminar in Science and Humanities
2. Curriculum development for Education for Sustainability.
3. The International Society for History, Philosophy and Social Studies of Biology New England Workshop on Science and Social Change
III.B Ensuring a Viable CCT Program without another Full-time CCT faculty Member
III.C Clarifying and Strengthening CCT's Status in GCOE and UMB
III.D Developing CCT in New Directions
III.E Leadership in Regular Service
III.F Service and Institutional Development in relation to College of Education Indicators of Excellence in service
IV. Integration of Research, Teaching, and Service
Appendix A. CCT Syntheses completed since Fall 2001
Appendix B. CYCLES and EPICYCLES of ACTION RESEARCH for EDUCATIONAL, ORGANIZATIONAL, PROFESSIONAL and PERSONAL CHANGE
Appendix C. Workshops for Faculty Colleagues and Teachers (since 1999)
Appendix 4 GUIDELINES FOR PARTICIPATION IN CPC REVIEWS