Teaching Portfolios

An important way to become a better teacher is to reflect upon what you  teach, how you teach, and why you teach that way. This is often  formalized as a statement of teaching philosophy which may be included  in a teaching portfolio. A teaching portfolio may be used for several  purposes: to improve a course, to create a new course, for consideration  for tenure and promotion, and for a teaching award. A teaching  portfolio typically contains a statement of teaching philosophy plus  evidence from colleagues, students, and yourself that documents your  teaching. Teaching portfolios are evidence-based documents. The PAD  provides information for use in documenting teaching.

The Office for Faculty Excellence conducts workshops on constructing a  teaching portfolio where the focus is on articulating a teaching  philosophy. Notice of these workshops is placed on ANNOUNCE, the  university's e-mail announcement system, and on the OFE calendar. It has  been our experience that faculty members at all levels of skill and  experience improve their teaching when they reflect on what they do.  These workshops provide a collegial environment with feedback from  colleagues.

The following publications provide additional information on teaching portfolios

  • Edgerton, Russell, Patricia Hutchings, and Kathleen Quinlan. The Teaching Portfolio. Capturing the Scholarship of Teaching. Washington, D.C.: American Association for Higher Education, 1991.
  • Hutchings, Pat, ed. The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning. Washington, D.C.: American Association for Higher Education, 1998.
  • Seldin, Peter. The Teaching Portfolio. A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Third Edition. Bolton, MA: Anker, 2004.
  • Seldin, Peter and Associates. Successful Use of Teaching Portfolios. Bolton, MA: 1993.