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Teaching And Learning Portfolios: Literature Background, Implementation Strategy, And First Hand Implementation Experiences

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Tricks of the Trade: The Tenure Process

Page Count

11

Page Numbers

9.1164.1 - 9.1164.11

Permanent URL

https://peer.asee.org/13231

Download Count

15

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Paper Authors

author page

Robin Gill

author page

William Haering

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

Session 1175

Teaching and Learning Portfolios: Literature Background, Implementation Strategy, and First-Hand Implementation Experiences William Haering, Robin Gill The Pennsylvania State University – DuBois Campus

Abstract The subject of teaching and learning portfolios is considered from three standpoints. First, some of the existing published literature on the subject of teaching and learning portfolios is discussed. This discussion shows that while there is agreement about some aspects of teaching and learning portfolios, views on their value differ. Second, the development of the general implementation strategy for the creation of teaching and learning portfolios at the DuBois Campus of the Pennsylvania State University is discussed. It is apparent from these two components of the paper that the creation of teaching and learning portfolios is an emerging requirement at many institutions of higher learning, the DuBois Campus of Penn State being one. Third, the first-hand experience of an engineering faculty member who has created two teaching and learning portfolios is presented. The portfolios discussed were created at two intervals, after the faculty member had completed one and then three years of full-time instruction at the institution, respectively. The two portfolios differ significantly in scope and complexity. The three-year portfolio is more extensive and includes sections on assessment, continuous improvement, and strategic plans that were not part of the one-year portfolio. The one-year portfolio was composed mainly of a statement of teaching philosophy and goals and objectives for individual courses. As the personal experience is detailed, several conclusions and observations about teaching and learning portfolios are made. Those conclusions and observations are then placed in a context relative to the perspectives presented while discussing background literature.

I. Overview and Literature Background Teaching and learning (T&L) portfolios have been used in academia for many purposes; the most widely recognized are for evaluating teaching, showcasing teaching accomplishments, documenting teaching outcomes and effectiveness, and for creating a strategic timeline for future teaching implementations. The format and presentation medium for T&L portfolios has changed with the evolution of information technology to include electronic T&L portfolios; however, the basic premise for creating a T&L portfolio has stayed constant as can be seen from this more than decade old statement from Edgerton, Hutchings, and Quinlan1: “Portfolios can prompt more reflective practice and improvement. This potential for improvement has been cited as the single most-cited benefit of use to date”. There are many who support the integration of T&L portfolios; however, their opinions of what should be included in a T&L portfolio may differ slightly depending on their position in the academic world. Others are more skeptical about the amount of value that should be placed on T&L portfolios and wish to have more hard core research and documentation on the ability of

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright  2004, American Society for Engineering Education

Gill, R., & Haering, W. (2004, June), Teaching And Learning Portfolios: Literature Background, Implementation Strategy, And First Hand Implementation Experiences Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13231

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