A Different View on Developing Teaching Portfolios: Ensuring Safety While Honoring Practice
Abstract
As professors complete their teaching portfolios, they begin to ask, "Now what?" Although they have spent considerable time and effort developing their portfolios, there has not been a con current process to determine how to use them. Without agreed-upon and explicit criteria, faculty members are at risk should they submit their portfolios for evaluation. This article pro vides a counterpoint to common methods for portfolio develop ment. First, it is recommended that faculty members work privately on course portfolios, rather than begin in a public, community project on broader-based teaching portfolios. Second, it is recommended that the teaching philosophy be written last, not first. Also described is a two-year curriculum for developing a comprehensive teaching evaluation system based on teaching portfolios.
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