Fear and Desire in Course -- and Student -- Portfolios
Abstract
Most studies of teaching and course portfolios focus on either the products and their uses for tenure, employment, or personal development or on the intellectual process of creating such portfolios. Student and teaching portfolios are considered linked projects, fueled by similar demands. But what is lacking in these studies is the affective dimension of this process. The author explores how emotions -- including two emotions in particular that sometimes produce unproductive tensions -- can help teachers creating course portfolios make a stronger connection to their students who are creating their own portfolios. She goes on to suggest that institutions that do not acknowledge this emotional dimension may not be providing the kind of support that will make course and teaching portfolios effective means of development and evaluation, and they will miss opportunities for teachers to model reflective learning for students.
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