Teaching Portfolio

Joan F. Marques

Doctor of Education in Organizational Leadership

Director BBA Program and Asst. Prof of Management, Woodbury University

Introduction

I may not be able to change the world entirely. But I do want to make a positive difference in those who are placed on my path for guidance on their way to greater performance in life. I am trying to personify and communicate that positive difference every day -- everywhere.

Welcome!

My teaching portfolio is a work in progress and will therefore continue to change over time.

In this version of the portfolio I will elaborate on the following subjects:

  • , in which I explain my area of specialty, courses taught, teaching schedule, and my perceptions about my teaching area. In this section I also briefly review my role as a participating adjunct, which currently entails advisement of 32 MBA students.

  • ,in which I clarify my beliefs as an educator of the specific topics I cover, share my perspectives on what great teaching entails, and elaborate on how I perceive myself within the class setting.

  • , where I lay out the various ways through which I deliver and enliven my courses and enhance students’ involvement as well as their perceived advantages to the course at the micro-, median-, and macro level. I have subdivided this section into:

    • a. Preparatory and sharing methods, and

    • b. In-class strategies

  • For each of the strategies mentioned I incorporated a brief explanation of the action, followed by a statement of the perceived benefit of that particular strategy.

  • , in which I first review the main reasons why my students need motivation, and subsequently explain some strategies I apply in motivating the students.

  • , in which I present an excerpt of two courses I co-developed in the Business and Management program.

  • , where I present three sections:

    • a. Peer review, including short statements from colleagues who attended my classes.
    • b. Student evaluations, including spontaneous student remarks, received through website postings, emails, or comments in journals, as well as remarks adopted from official course evaluations.
    • c. Student achievement, including some examples of students' strategic moves after my classes.
  • , where I explain the main focus points I incorporate in my syllabi; the way I structure them; and my reasons for doing this. In this section I also present my beliefs regarding final exams.

  • , in which I explain the actions I engage in to enhance the quality of my work as an educator.

  • , in which I briefly review the papers I have published on the topic of teaching.

  • , which I subdivided in short term and long-term goals, both geared toward enhancing the in-class and after-course experience for all parties involved.