A Department-Based Approach to Developing Teaching Portfolios: Perspectives for Faculty and Department Chairs
Abstract
To enhance the quality of teaching and learning, academic departments must be seriously involved. Teaching portfolios provide a promising means for increasing the importance of undergraduate education in departmental cultures. Although efforts at and rewards for research are department- and discipline-based, most approaches fostering the development of teaching portfolios have been campus-wide and outside departments. This article reports the results of Miami University's three-year, department-based approach to developing teaching portfolios, which acknowledges that departments and disciplines have different cultures and are where rewards are determined. This report includes what was learned about teach ing portfolios from the best to problems and unanswered questions and recommendations for faculty and department teams, certain disciplines, and department chairs.
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