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A Portfolio For The New Engineering Educator

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2001 Annual Conference


Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001



Page Count


Page Numbers

6.80.1 - 6.80.7



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Francis W. Derby

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session # 3375

A Portfolio for the New Engineering Educator

Francis W. Derby The Pennsylvania State University Lehman, PA 18627


There are several reasons why educators compile teaching portfolios. With any particular compilation, the purpose determines suitable types of information that may be included in the portfolio. For many new educators on tenure track appointments, a teaching portfolio may serve as evidence of progressive teaching and scholarly accomplishments during promotion and tenure (P & T) evaluations. The portfolio of the new educator may include, among other things, evidence to demonstrate how the quality of an educator’s teaching method has progressed during the period, the effectiveness of his/her teaching method in motivating students to learn, and new courses that have been developed. The teaching portfolio is used to document decisions that have been made during the development or improvement of courses, as well as the outcomes of those decisions.

Although many institutions do not currently require teaching portfolios, the idea is rapidly catching on. For many new educators, the development of a teaching portfolio can be a daunting task. In addition to figuring out the kinds of material to gather, there is also the need to strike a balance between excessive information, which may overwhelm the evaluator, and inadequate information, which may result in an unfair assessment. This paper serves to introduce the new engineering educator to the teaching portfolio. In doing so, the author looks at issues to consider, worthy materials to include, an approach to developing a portfolio, and the need to update the portfolio on a regular basis.


In many institutions of higher learning, the requirements for a faculty person to obtain tenure have been defined under the broad headings of teaching, research and scholarship, and service to the profession and community. Some institutions have established rules for evaluating achievements with respect to research, scholarship, and service. Some of the rules may be the

Proceedings of the 2001 American Society for Engineering Education Annual Conference and Exposition. Copyright © 2001, American Society for Engineering Education.

Derby, F. W. (2001, June), A Portfolio For The New Engineering Educator Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9652

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