this article can help a group disco\"er their biases to\\"ard the responsibility of teachers. Con\"ersel\". what is tbe ideal stlldellfl .-\ peer group discussion of this question \\"ill often re\"eal multiple \"ie\\"points on the roles and responsibility of students. Finding some common ground \\"ith colleagues here can help sharpen one's sense of purpose and philosoph\" of teaching. .-\nother useful acti\"ity. outlined thoroughly in the Richlin/Manning exercises. is dra\\"ing a curriculum map. (see Figure I) .-\ curriculum map is a schematic diagram. similar to a nO\\" chart. placing your course \\"ithin the context of the \\"hole curriculum \\"ith arrO\\"s and dashed lines that sho\\" connections \\"ith other courses in. and sometimes out of. the department. Discussions \\"ith colleagues about rour diagram GU1 lead to disco\"eries about content that others are expecting \"ou to teach. Rich discussions can also spring from h~vothetical cases \\Titten either by members of your circle of colleagues. or pulled from teaching de\"elopment resources such as Sharon ~lcDade's "The Class Plan Gone .-\stray." published in the April 199-1 issue of A.lliE Blllletill. or Cross :lI1d Steadman's book Classroom Researcb. l'sing cases gets at the human complexity of issues such as gradjng. ethnic or sexual biases. course content. or whate\"er might be related to the purposes of creating the portfolio. Your own assumptions about the course should also be considered. Sometimes we hold un\'oiced goals for teaching a course. For instance, \\"e ma\" beLie\"e it's important for stu- dents in a costume technology course to dewlop prohlem sohing skills and drar\" reasonable inferences from obser\"ations. bw \\"e may be too caught up in teaching the methods to gi\"e tudents a chance to practice these skills. If these unmiced goals remain in the background then there can be a discrepancy bel\\"een ho\\" \\"e teach the content and hO\\" we e\"aluate our students. Aself-scorable paper and pencil instrument called a Teaching Goals In\"entory is contained in Classroom Assessmel/t Tecbl/iqlles b\" Thoma Angelo and K. Patricia Cross. It's a common teaching resource and if it's not in rour institution's Library. then a teaching support center on campus should ha\"e it. Once certain assumptions about \'our institutional \"alues. students and course are re\'ie\\·ed. then digging into the details of a specific course can lead to disco\"eries about your teaching and yourself. In land sur\"e\ing. triangulation is used to accuratel\" lOCale an unkno\\'Il point. By examining your instructional materials. obser\"ing \"our teaching beha\"iors. and gathering formal and informal feedback from students you can Like\\"ise use a triangular relationshjp to pinpoint what, \\"hy and ho\\" students are learning. (see Figure 2) The circle of colleagues \"ou started \\"ith become even more important here. By \\Titing messages regarding the three indicators of student learning to them. they become an audience of inter- FU.SION: noun: a merging of diverse. distinct, or separate elements into a unified whole. SEPTEMBER 10 - 12, 1999 The Canadian Institute for Theatre Technology Anllual Conference & Tradeshow JOIN THE ACTION! Call 1-888-271-3383 for information T I)&T 'I' R I , (.