Assemble Your Teaching Portfolio
A teaching portfolio is a factual description of an instructor’s teaching accomplishments supported by relevant data and analyzed by the instructor to show the thinking process behind the artifacts. Most portfolios are NOT collections of everything that the instructor has done in the way of teaching over his or her entire career. Rather they are selected samples that illustrate how that individual’s teaching is carried out in the various venues in which teaching occurs. Edgerton, Hutchings and Quinlan (1991) describe portfolios as follows:
- Portfolios provide documented evidence of teaching that is connected to the specifics and contexts of what is being taught.
- They go beyond exclusive reliance on student ratings because they include a range of evidence from a variety of sources such as syllabi, samples of student work, self-reflections, reports on classroom research, and faculty development efforts.
- In the process of selecting and organizing their portfolio material, faculty think hard about their teaching, a practice which is likely to lead to improvement in practice.
- In deciding what should go into a portfolio and how it should be evaluated, institutions must address the question of what is effective teaching and what standards should drive campus teaching practice.
- Portfolios are a step toward a more public, professional view of teaching. They reflect teaching as a scholarly activity
Edgerton, R., Hutchings, P. and Quinlan, K. (1991) The Teaching Portfolio: Capturing the Scholarship in Teaching. Washington, DC: The American Association for Higher Education.