Developing a Teaching Portfolio

Developing a Teaching Portfolio

• Developing a Teaching Portfolio
• Participants: Elaine Justice, Psychology
• Wayne Hynes, Biology
• David Metzger, English
• C. Ariel Pinto, Engineering Management and Systems Engineering

What is a Teaching Portfolio?

• A document that describes what, why, and how you teach
• Your “Philosophy of Teaching”

What is a Teaching Portfolio?

• Articulates goals and assumptions about teaching
• Angelo &Cross (1993)
• Develop ability to apply principles and generalize to new problems & situations
• Develop the ability to think for oneself
• Develop analytic skills
• Learn the terms and facts of the subject matter

What is a Teaching Portfolio?

• Articulates how goals are related to what we do in the classroom
• Lecture vs. discussions vs. demonstrations
• Multiple choice vs. essay tests
• Out-of-class assignments
• Types of readings

Purposes of a Portfolio

• To support and improve teaching
• A process of development over time
• To document your teaching experiences and abilities
• Job applications
• Promotion and/or tenure

What goes into a Teaching Portfolio

• The document
• Relatively brief – 8-12 pages.
• Include a table of contents
• Artifacts of teaching
• Appendices: supporting materials to illustrate points made in the text

The Text of Your Portfolio

• Begin with the courses you teach (or feel competent to teach)
• Articulate your understanding of how students learn
• Describe your goals for your students
• Discuss how your classroom activities and assignments relate to your goals

The Text of Your Portfolio

• Indicate how your assessments measure whether your goals have been met
• Discuss how your view of teaching fits with the goals of the department or university.

Teaching Artifacts

• From yourself
• Course materials (syllabi, handouts, copies of PowerPoints, etc.)
• Representative student samples of graded assignments
• Record of advising done
• Record of student achievements
• Video of teaching a class

Teaching Artifacts

• Artifacts from Others
• Student teaching evaluations
• Written review of teaching by a peer or supervisor
• Copies of letters related to teaching evaluation or awards
• Testimonials from students

Teaching Artifacts

• Evidence of subscribing to journals on teaching
• Evidence of attending conferences or workshops on teaching (like PFF!)
• Membership in teaching organizations
• Other evidence of teaching scholarship (articles, textbooks, curriculum development)

Resources

• A guide to the Teaching Portfolio, University of New Hampshire website:http://www.gradschool.unh.edu/PFF/portfolio.pdf
• E. B. Rasmussen (2006) Creating teaching portfolios. In W. Buskist & S. F. Davis, Handbook of the teach of psychology (pp. 301-306). Malden, MA: Blackwell Publishing
• T. A. Angelo & P.K. Cross. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.