Teaching Portfolio Use in the Absence of Institutional Support
Abstract
Teaching portfolios allow professors to document their teaching accomplishments. They serve a dual purpose: private self-evaluation to improve teaching and public review to support tenure and promotion. Following the preparation of their own teaching portfolios, the authors became interested in their use and maintenance in the absence of formal institutional support. They designed a study to investigate what happens when neither follow-up workshops nor mentoring are provided by the institution. The results indicate that without institutional support (especially mentoring), faculty use teaching portfolios primarily for tenure and promotion rather than for improving teaching.
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