Creating a Culture of Teaching Through the Teaching Portfolio
Abstract
Faculty and administrators at many colleges and universities are struggling with issues related to the enhancement and recognition of teaching. The challenge from various quarters is to take teaching more seriously. This article examines the place of teaching in the academic culture, describes how teaching is and how it should be evaluated, and offers proposals for changing the status quo. The basis of this exploration is the work of a task force at Concordia University that was charged with considering the teaching portfolio as a means to improve the evaluation of teaching. The issues involved in the implementation and evaluation of teaching portfolios are discussed, and the recommendations of the task force are included.
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