A Course Portfolio
Designed To Improve
Teaching and Learning
IN
RTH 491/591
Workshop In Therapeutic Recreation:
Child Life Facilitation
of Psychosocial Support
J-Term 2006
Based on Peter Seldin’s (2004, 3rd edition)
The Teaching Portfolio:
A Practical Guide to Improved Performance
and Promotion/Tenure Decisions
Susan ‘BOON’ Murray, Ed.D., CTRS
Professor
University of Wisconsin – La Crosse
Department of Recreation Management
and Therapeutic Recreation
Course Portfolio
RTH 491/591 Child Life Facilitation of Psychosocial Support
Susan 'BOON' Murray, Ed.D., CTRS
Department of Recreation Management and Therapeutic Recreation
University of Wisconsin-La Crosse
J-Term (Winterim) 2006
Table of Contents
1) Teaching Responsibilities
2) Teaching and Learning Philosophy
3) Teaching Methods
4) Developing Competence in a Profession
5) Improving Teaching
6) The Scholarship of Teaching: Anatomy of a Course
7) Teaching Honors
8) Appendices
1) Teaching Responsibilities
As a professor and Internship Coordinator for Therapeutic Recreation in the Department of Recreation
Management and Therapeutic Recreation, I primarily teach upper division courses and slash undergraduate/
graduate courses. This allows an emphasis on content in developing therapeutic and professional skills and
knowledge. I enjoy developing learners' competencies since I came late to the academy earning a doctorate in
1997 from practicing therapeutic recreation as a Certified Therapeutic Recreation Specialist (CTRS) and
supervisor for 15+ years. For example, I served as Chief of Recreation Therapy at the United States Soldiers &
Airmen’s Home in Washington, DC from 1983-1988 where I developed an animal assisted therapy program
and a camp retreat for hospitalized veterans with Easter Seal camps. My courses have small enrollments
(averaging 10-16 students per course) which allows for experiential learning and extensive grading feedback via
in-class observation of skills and online editing of written assignments via e-mail. These courses are my primary
responsibilities:

New Child Life Courses - As Therapeutic Recreation Internship Coordinator, I noticed, when visiting sites
where majors complete a dual internship in child life/TR, that there are specialized competencies such as
preparation and procedure support that are not addressed in TR coursework. Certified child life specialists
(CCLSs) reduce anxiety of hospitalized children and their families through play and emotional support. I wanted
to enhance the integrity of professional preparation for majors whose desire a career in pediatrics; dual
certification will increase their job prospects as jobs in child life are extremely competitive due to the small size
of the profession (about 4,000 CCLSs work in pediatric hospitals compared to about 15,000 CTRSs providing
therapeutic recreation in settings for all ages). The Child Life Council (www.childlife.org) accepts TR
coursework as a sitting requirement for certification but recommends that child life coursework be taught by a
CCLS. I decided to become dually certified myself to teach child life content.
My faculty development grant proposal of 11/2004 was approved to: (a) complete a Summer 2005
clinical internship in child life, (b) sit for the national child life certification exam 11/12/2005, and (c)
design two child life courses as a major project of internship to be offered J-Term and Spring 2006. It
is unusual for a full professor to go to the field and complete a clinical internship in a pediatric unit for
12 weeks spanning 11-hour days, and be observed and assessed for procedural competence by alumni
she taught. This was a tremendous learning experience where I condensed the 16-week internship a
graduate or undergraduate TR major completes into a 12-week clinical internship including extensive
reading and written assignments. For example, I completed 17 developmental assessments, 11 group
activity session outlines, and 12 weekly reading reactions.
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Two child life courses were approved by UW-L Undergraduate and Graduate Curriculum Committees in
November 2005, and I was notified 12/12/05 that I passed the national certification examination. These courses
have since been added to the UW-L's Child and Youth Emphasis coordinated by the Psychology Department.
RTH 400 500 Child Life Theory and Practice is currently offered for three credits Spring 2006.
RTH 401/501 Child Life Facilitation of Psychosocial Support (see Appendix A) was offered for two
credits J-Term 2006 and is the featured course for teaching improvement in this portfolio. This course
introduces students to dynamic clinical practices such as preparing children for medical events with teaching
dolls and virtual photo preparation books, communicating with children and families, addressing separation
issues, and facilitating playroom activities for individuals and groups ages infant through teen. I designed
performance-based rubrics based on my internship experience which I asked child life specialists to edit and
review for procedural accuracy (see Appendix B). I modeled a playroom activity session "The Best Part of
Me" where class members made Play-Doh sculptures of favorite features to exemplify designing a goal-oriented
play session outline and facilitation skills. Performance-based rubrics (see Appendix B) structure and
contain learners' focus in a 'how-to' assignment. Outlines and facilitations were very effective. I like to create
community and connection with a class book (see Appendix B) featuring each student's play session outline
which has carry-over value since this becomes a practical resource for leading play sessions during internship. It
is also an artifact that can be featured in each student's electronic career portfolio created in the final semester
as evidence of program design and facilitation competency.

RTH 470/570 Facilitation Techniques in Therapeutic Recreation – this three-credit course offered each
semester introduces students to knowledge and skills to facilitate groups using therapeutic modalities such as
poetry, creative dramatics, arts and crafts, bereavement support, social skills training, stress management,
relaxation, adapted sports, aquatic exercise, aromatherapy, and therapeutic riding. Students begin by cofacilitating an adapted adventure therapy session (Elmo & Graser, 1995) with a written session outline using the
'adventure wave' (brief/activity/debrief). For example, Scale the Wall is a full body activity that requires
coordination and thinking ahead to roll a ball from the floor to a high point on the wall and back down again
using a prop. This is a therapeutic application of adventure programming (Hahn, 1990) and Adventure Based
Counseling (ABC) (Schoell, Prouty & Radcliffe, 1989) using experiential learning principles for personal growth
and problem solving applicable to a variety of populations and settings such as brain injury rehabilitation or
recovery from addiction. Students acquire 'processing' skills (reflecting on the experience) by designing and using
a debriefing tool such as a metaphoric card deck or a paper journal or dyad cards in a sharing circle. They end
this course by individually researching a modality in-depth, preparing a one page flyer to invite client
participation, a one-page program protocol to explain therapeutic intent to colleagues, a two-page facilitation
guideline, and a two-page session outline. Students each facilitate a 45-minute session where they teach peers
and facilitate an experiential taste of the modality in structured activities (i.e., Board Games To Keep You From
Being Bored).

RTH 496 – Orientation To Internship - This one-credit course prepares students to locate and secure an
internship placement including documentation of career goals, writing a professional resume, developing
interview skills, and completing all assignments for an internship. I teach this class using extensive peer review of
documents with grading rubrics. This is a non-threatening experience since the course is graded 'S' or 'U' and I
allow and encourage continuous revision. I cultivate an attitude of continuous quality improvement as a
professional expectation with standards of perfection such as error-free documents.

RTH 493/593 Trends and Issues In Therapeutic Recreation – This three-credit course helps students
understand their professional identity including ethics, standards of practice, marketing the profession, and
legislative and regulatory issues. I develop deep understanding of professional concerns by using letter writing to
chapter authors as a technique to engage students in reading and to develop perspective (Wiggins, 1999) such as
this student's response to an author's published personal narrative regarding cultural incompetence.

RTH 498 Internship In Therapeutic Recreation – This 16-credit field placement is a sitting requirement for
certification where students gain job competencies under the supervision of a CTRS at an approved agency. I
rotate semesters with other TR faculty supervising interns as workload credit. As the academic liaison, I manage
a D2L website where interns post biweekly comments about aspects of competence. My poster session at a May
2005 TR curriculum conference explains the learning goals and structure of this activity. I also provide timely
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individual mentoring of interns by inserting comments on their biweekly reports including questions that invite a
habit of further reflective practice.

RTH 730 Advanced Clinical Aspects of Therapeutic Recreation – This three-credit graduate course helps
graduates 'make practice perfect' by focusing on skills such as program evaluation, marketing the profession and
its outcomes through technical writing, and training in how to facilitate clinical supervision of interns and
therapists.

RTH 495 Independent Study in Therapeutic Recreation – This one-six credit course helps students
complete in-depth projects in a topic relating to therapeutic recreation. I have mentored two graduates and two
undergraduates in facilitation of bibliotherapy including published undergraduate research in 2004:
http://www.uwlax.edu/urc/JUR-online/PDF/2004/lenn_kelly.pdf
2) The Course
In this 'course portfolio' (AAHE, 1998), I examined my teaching to advance practice and improve
student learning in RTH 491 591 Child Life Facilitation of Psychosocial Support (see Appendix A). I applied a
sort of 'backwards design' to teaching the course. My goal was to enhance the assessment aspect of my
course by thinking more like an assessor and using the six facets of understanding to shape assignments
(explanation, interpretion, application, perspective, empathy, and self-knowledge) (Wiggins & McTighe,
1998). I realize I can help students think about learning more instead of being so preoccupied with how I
am teaching. For example, this was the first time I featured a 'learning goal' for each 'class session activity'
in the course schedule (see Appendix A) to help students be more aware of the reason a learning
activity was selected and to be more deliberate myself about which of the six facets I was trying to
develop in learners. Here is the display for the first session:
Classroom Activity
Learning Goal
Gain perspective on the course and course goals
Develop empathy from a child's viewpoint
Know an explanation of separation anxiety and
generalize it to scenarios in a sample quiz
Gain self-knowledge of whether you are playful
Understand how to create a play session outline
Apply an activity description to an authentic performance
of facilitating medical play
Know an explanation of bibliotherapy related to Child Life and
generalize a context for using a selected book
Understand 'preparation and procedure support' as a
way to help children cope with pain
Course introduction and review of syllabus
My Little Clock [Video]
Lecture/Reading: Separation Issues
PLAYSHOP: Play-Doh & Poetry
Review Medical Play Assignment/Template
Lecture: Bibliotherapy in Child Life
No Tears, No Fears (Video, 27 minutes)
No Tears, No Fears 13 Years Later (Video, 47 minutes)
3) Teaching and Learning Philosophy
“Live the Lesson You Create” (Parker Palmer, The Courage to Teach)
The notion of 'living the lesson' animates teaching as a passionate activity. It is exciting to assimilate myself into
child life as a related but unfamiliar profession. Teaching a subject passionately and conveying content of a
discipline is a mystery and a paradox. The following five beliefs and values guide my facilitation of learning;
evidence of 'living the lesson' can be found in students' narrative evaluation of the course (see
Appendix C).
1) I believe that learning and practicing child life and therapeutic recreation are human experiences of personal growth. I
cultivate learners' sense of doing therapeutic work as "promoting the possible" (Hunter Patch Adams, n.d.) with their
patients and participants by:
 Emphasizing learning how to learn, asking good questions, focusing on the context, and realizing that what is
important may change.
I provoke thoughtfulness in the classroom by modeling alternative thinking (i.e., paying attention to clients' existential
outcomes as well as functional outcomes). I invite learners to challenge textbook authors and my own lessons, quizzes,
and tests where learners are
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
Focusing on the habit of inquiry by exhibiting candor and dissent by rewriting quiz items to address ambiguities in
item writing and earn back points.
I urge learners to "Please make yourself into someone we can rely on" (Thich Nhat Hanh). I promote subjectivity in
classroom discussions and assignments because leisure, play, and healing are emotional experiences where learners are
 Seeing their inner experience of beliefs, values, and ethics as a context for learning; exploring their feelings as a sense
of professional identity and destiny such as self-assessing their playfulness and self-assessing their readiness to
address death and dying issues such as facilitating bereavement support.
I "live the lesson I create" by connecting students as learners who feel cared for (Parker Palmer). I complement theories
and concepts with EXPERIENCE. I promote learning by doing, dynamic group process, and practical application of
relevant skills and model:
 Creating clear goals, organized delivery, and faithful individualized feedback mirroring how therapeutic recreation
specialists/child life specialists might provide supportive interaction and caring program delivery to every patient and
family member.
I am concerned with individual performance in terms of potential, testing outer limits, and transcending limitations
where students are
 Writing to learn, reading widely and reflectively, speaking and writing critically and creatively, showing passion for
practice, and "failing forward" by learning from mistakes by giving more credit for written preparation of documents
and less credit for performance skill where students relate what they would improve if they could repeat their
performance.
4) Teaching Methods
My teaching methods incorporate 1) experiential learning by doing, 2) 'failing forward' in learning, and 3)
improving understanding and deepening learning with continuous improvement. 'Fail forward' is a principle of
adventure therapy where the facilitator turns failure into a learning opportunity through reflection on what
happened and how they can come back and try again (Ellmo & Graser, 1995, p. 15). Students know there are
more activities ahead with another chance to succeed so they can take the risk to grow further and perfect
their competencies. Even an initial quiz can be a 'fail forward' experience in learning how to study and how to
perform a reading for understanding.
In RTH 401 501, experiential learning followed foundational lectures in expressive play and medical play by
two child life specialists. For example, one guest lecturer facilitated making 'Blood Soup' to teach children the
components of plasma when receiving a transfusion by mixing Karo syrup, red hots, rice, and marshmallows in
a plastic baggie and massaging the contents. I facilitated expressive play the first day of class where students
represented their favorite body part with Play-Doh and wrote a poem to interpret their creation. After the
activity, I reviewed my written session outline for students to assess whether therapeutic goals were met and
to provide a template to fashion their own medical play sessions (see Appendix B). Weighting the
written session outline for the play session with more credit (100 points), and weighting the facilitation of the
session with less credit (50 points) on the grading rubric (see Appendix B), allows students to operate
from their strengths in planning using the assignment template and a model from the instructor, and to 'fail
forward' in their performance skill.
I use multiple choice quizzing to familiarize students with this method of testing since their entry into the
profession depends on becoming certified via a national examination that is notoriously difficult. Applicants
often take this examination multiple times before passing it. I passed the national child life certification
examination administered November 12, 2005 where the passing rate was 61%. In a survey by the Child Life
Council regarding this examination, more than 70% of CCLSs surveyed felt that the item writing was
ambiguous. The Examination Committee of the Child Life Council is investigating this complaint. I shared this
information with the class and invited students to challenge my item writing for ambiguity. My quiz challenge
policy is to award back half the credit for a missed quiz item if the student does the following: (a) explains
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precisely what was ambiguous and (b) rewrites the item for improved clarity while maintaining the level of
difficulty. Allowing students to challenge item writing on quizzes models 'continuous quality improvement'.
Learners completed five multiple choice quizzes over course readings. There were 10 items on each quiz and
12 students in the course which results in 600 items. There were 10 challenges from individual test takers
(.016 of the total items); two were denied and eight were accepted. See Appendix C for instructor feedback
and examples of quiz challenges. One student objects to my allowing challenges which 'wouldn't happen on a
real exam". While she has a valid perspective, I will continue to offer the ability to challenge as an ethic of
admitting fallibility which is important in health care professionals who may tend to cover up mistake making.
5) Developing Competence in a Profession
Therapeutic Recreation and Child Life are 'discovery professions'. The general public is not aware of these
disciplines and many people have never encountered a recreational therapist or a child life specialist.
Professional identity is hampered by the lack of a unified philosophy in the profession of Therapeutic
Recreation (is the goal functional improvement or enjoyment enhancement?). There are two national trade
associations that represent TR, one promotes a narrow view of recreation as treatment or therapy and the
other promotes a broad view of inclusive recreation for people with disabling conditions. The nature of the
work depends on context (real needs of participants) and setting. For example, I may facilitate an 'animalassisted therapy' session using a certified dog and specific goals as sensory stimulation and alleviation of
emotional isolation for a participant with dementia. Or I may facilitate simple animal visitation to normalize the
nursing home environment as enjoyable diversion. Child Life is an interdisciplinary profession that attracts
educators and therapists. Educators tend to view child life intervention as 'supportive'; those with intervention
focused training tend to view child life as 'therapeutic'. Although the job competencies for both professions
have been defined by national job analyses, recreational therapists and child life specialists can never tire of
explaining their identity and purpose. They must tolerate being misunderstood as 'the bingo lady, the play
people' in a culture that devalues leisure in favor of work as they market their professions as healing
endeavors. The Child Life Council's strategic plan is to "evangelize" the power of child life professionals to
reduce anxiety for hospitalized children and families. I adopted that vision to "promote the power of child life
professionals and the services they provide" as a course ethic displayed on the RTH 401/501 syllabus because
identity is an essential issue for this emergent unrecognized profession.
I openly address the challenge of becoming confident and competent as a measure of 'attitude'. I created a
handout for discussion on this issue of identity for seniors in RTH 493 Trends and Issues In TR who anticipate
their internships in Spring 2006 containing my e-mail correspondence of 12/3/05 with two professionals on the
child life listserv.
Participating in the Child Life Forum listserv and the SPRENET listserv for parks and recreation educators is a
community building method of demonstrating life-long learning and networking as 'learning from others'. I
believe in interdisciplinary collaboration. My concept paper co-authored with my dissertation mentor and
published on the American Therapeutic Recreation Association website for a national curriculum conference
May 2005 is evidence of this. I am excited to open my child life courses to other majors. The Psychology
Department requested that my two new courses be included to fulfill requirements for the Child and Youth
emphasis as a result of securing letters of support for the Undergraduate Curriculum Committee when the LX
proposals were considered and approved and this was finalized April 2006.
6) Improving Teaching
My record of exceptional teaching warranted selection as UW-L's 2003-04 Wisconsin Teaching Scholar. While
my SEIs consistently rank highest overall in a department of nine faculty, I enjoy some advantages of teaching
smaller classes and repeating the same courses. I temporarily chaired the department last year so my teaching
load was reduced. These were my scores for the J-Term 2006 course featured here and for 2004-05:
5
J Term: 2006
Course
Number
RTH 401/501
Load1
Percent
25%
Credit
Percent
2
Contact2
Hours
2
Final
Enrollment
11/1
Dept. Median:
Murray’s
Composite:
Student
Evaluation
4.9167
4.8754
4.9167
SPRING: 2005
Course
Number
RTH
493/593
RTH 496
1
Load
Percent
25%
Credit
Percent
3
Contact2
Hours
3
Final
Enrollment
12/4
Student
Evaluation
4.9451
8%
1
1
10
Dept. Median:
Murray’s
Composite:
4.9017
4.6494
4.92635
SUMMER: 2004 (MAY TERM)
Course
Number
REC 704
1
Load
Percent
N/A
Credit
Percent
3
Contact2
Hours
3
Final
Enrollment
11
Student
Evaluation
4.8293
FALL: 2004
Course
Number
RTH 496
RTH 493
Load1
Percent
8%
25%
Credit
Percent
3
1
Contact2
Hours
1
3
Final
Enrollment
13
6
Dept. Median:
Murray's
Composite
Student
Evaluation
4.9799
4.6250
4.5998
4.80245
Factors that influence learners' ratings of my teaching effectiveness include:
 Teaching smaller classes of upper division coursework that focus on the essence of the major where students
are committed and there is more opportunity for personal attention and interaction;
 Containing the focus of each assignment with clear goals, step-by-step written instructions, and a verbal
explanation of the learning purpose behind the assignment;
 Extensive preparation for each class session; soliciting and incorporating student feedback to improve effective
learning process as courses are repeated semester to semester;
 Integrating technology with electronic editing feedback, Desire2Learn, digital photography, innovative handouts;
 Utilizing grading rubrics as a systematic assessment strategy to eliminate ambiguity by making criteria explicit, to
focus on essential performances, and to give students a clear visual of their progress including required selfassessment such as the Procedure Preparation Performance Evaluation at the end of the syllabus (see Appendix
B)
 Prioritizing grading feedback by returning assignments at the next class meeting utilizing a confidential manila
envelope and a Gradekeeper as a continuous record (see Storkamp's letter of recommendation)
 Giving students responsibility for their own grades with criterion-referenced rather than norm-referenced
evaluation by focusing on diagnosis and mastery; and,
 Structuring assignments where students operate from their talents to balance weaknesses; compensating for
different types of learning styles by requiring more "writing-to-learn" assignments and application projects per
course in comparison to other faculty; these approaches favor students by expanding individual course grade
distributions across more performances.
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Scholarship of Teaching and Learning (SOTL) training resources have helped me realize I am grading too
minutely and giving credit for "writing to learn" work that may not evidence deep understanding. To become
more systematic in assessing learning, I will award greater credit for summative assignments that reveal
students' holistic understanding.
Training as a Wisconsin Teaching Scholar 2003-2004 inspired me to revitalize the lessons I create by reading
and learning how to teach for deep understanding (Wiggins, 1999). For example, I have learned from reading
classroom research that assignments should have (a) clear goals, (b) clear assessment criteria, and (c) an
example of successful learning. I continually modify and update assignments for clarity including revising grading
rubrics and respecting learners by requesting to use their work as a model of learners' understanding with a
consent form.
Another way that I am improving teaching is by asking students how to improve the course. An example of
this is to gather anonymous course assessment where students freely express what might be changed the next
time the course is offered. For instance, I developed a course assessment tool in addition to the SEI rating
where I asked students to recommend (a) Keep Doing This, (b) Stop Doing This, and (c) Start Doing this.
Appendix D contains students' narrative assessment of the RTH 401 501 J-Term 2006 course. For example,
one student suggested e-mailing the class the syllabus early so that students could begin readings ahead of the
first day of class. This could alleviate stress from the intensity of reading, quizzing, and completing multiple
assignments in a condensed J-Term schedule. Students appreciated my intentional affiliation with Gundersen
Lutheran where they were each able to shadow a child life specialist who works in outpatient surgery
including donning masks and gowns and escorting patients into surgery suites for anesthesia induction. Based
on integrating bibliotherapy as read-alouds for information processing, distraction during invasive procedures,
and comfort, students presented me with an unsolicited gift of a $25 gift certificate to Barnes and Noble the
last day of class "to buy more picture books for medical play" and a thank-you note (see Appendix E). This
is evidence of mutual respect and their sensitivity to give me a gift they knew I would value.
Another ongoing aspect of teaching improvement is securing resources to animate teaching as an aspect of
engagement. I was awarded a $2,000 grant for child life course materials from the UW-L Foundation. For
example, I purchased $870 worth of psychosocial references (specialized topic manuals related to medical
conditions, psychosocial interventions such as art, music, animal-assisted therapy,) which students will convert
to PowerPoint shows that justify child life intervention because resistance to child life is common in hospitals. I
also purchased Shadow Buddies (medical teaching dolls for 17 conditions/ disabilities), a recreational drumming
curriculum, and a guided imagery curriculum for student facilitation. On February 25, 2006, I co-presented a
demonstration thanking Foundation Board Donors with two child life students explaining assignments they
created with grant support at the request of Kenna Christians, President. The handout features the budget
proposal and practical application of the funds within child life coursework (see Appendix F). This is
evidence of the ability to promote teaching and learning and passion for a discipline in the university. I have coauthored a $15,000 grant to provide a certification workshop in child and infant massage and will mentor
undergraduate researchers Fall 2006 to develop a training workshop to support siblings with SibShops.
7) The Scholarship of Teaching
Involvement in the Scholarship of Teaching and Learning (SOTL) through a state initiative to advance teaching
as scholarship is a unique method of teaching improvement. I learned to use classroom assessment techniques
(CATs) (Angelo & Cross, 1993) in my Scholar's project 2003-04 to uncover students' understanding of
professional identity in electronic career portfolios. Since 2005, I have been involved in lesson study
http://www.uwlax.edu/sotl/lsp/ which focuses on assessing learners' understanding by collaboratively examining
how learners respond to a single lesson, making improvements to develop understanding, and then teaching
the lesson again. I used the lesson template on UW-L's Lesson Study website to format a lesson I prepared
that integrated technology (see Appendix G). My lesson incorporated a CAT called "think, pair, share" to
check students' understanding of lesson goals anonymously and provided me with useful information on how I
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might address misperceptions and what needed to be taught next. During Summer 2006, I will reformat
lessons and units for both child life courses and plan for integrating the use of CATs more systematically as
evidence I can provide in future course portfolios.
8) Teaching Honors
I have received unsolicited nominations by students as Dean's List scholars for Who's Who Among America's
Teachers in 2002, 2004, and 2005. I received a First Place Society of Park and Recreation Educators (SPRE)
Teaching Innovation Award in 2001 for a textbook I donated as a professional product for interns titled A
Daily Log for the Therapeutic Recreation Intern. I was selected by EESHER Dean Garth Tymeson as UW-L's 200304 Wisconsin Teaching Scholar partially on feedback from graduate students I mentored when he served as
Graduate Coordinator for EESHR, as well as on my competitive essay addressing this teaching award criteria.
I have an abiding interest in teaching and learning as evidenced by curricular and course innovation and
involvement with the campus-wide Committee on Teaching and Learning (COTL). This committee plans the
annual teaching conference and invited Peter Seldin to address the campus regarding assessment and
evaluation through teaching portfolios August 2005. I was Peter's host and driver and he signed my copy of his
3rd edition of The Teaching Portfolio. My PowerPoint delivered at the opening of UW-L's Colloquia on Teaching
Portfolios 10/18/2005 is evidence of my technological competence to provide a helpful focus in creating a
teaching portfolio with hyperlinks to examples of artifacts as evidence of teaching effectiveness. This show
was meant to excite faculty and provide them with choices outlined by Seldin to create a teaching portfolio as
faculty development for promotion and tenure, teaching and learning improvement, or building one's legacy as
a teacher.
9) Appendices
A.
B.
C.
D.
RTH 401/501 Child Life Facilitation of Psychosocial Support Course Syllabus
Assignment Template, Grading Rubric for Medical Play Sessions, and Students' Medical Play Sessions
Quiz Study Guides, Quizzes, and Results of Quiz Challenges
SEI Scores for RTH 401/501 with summary interpretation; Anonymous Narrative Course Assessment:
Keep Doing This, Stop Doing This, Start Doing This
E. Class Thank-You Note from RTH 401/501
F. Handout for UW-L Foundation Board Presentation Thanking Them for Funding Support for Child Life
Course Materials (includes budget proposal and justification) and PowerPoint slides prepared by
students from the RTH 401/501 course
G. Lesson Outline on Integrating Technology for RTH 470/570 Spring 2006 (applies Lesson Study
Template)
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