June 18, 2006
June 18, 2006
June 21, 2006
New Engineering Educators
11.1219.1 - 11.1219.16
Teaching Portfolios in Academia – How Are They Used? Abstract
This paper presents a study that focuses on how 16 colleges and universities across the United States have incorporated teaching portfolios into their institutions. The two most common types of teaching portfolios are described in terms of their purpose, audience, and what elements they might contain. Reasons for creating and maintaining teaching portfolios include documenting teaching for merit reviews, promotion and tenure cases, faculty job searches, sharing course designs, and promoting reflective practice. Because the process of creating a personal teaching portfolio can be challenging, many institutions provide guidance to graduate students and faculty who are developing teaching portfolios.
The use of teaching portfolios in academia has increased in popularity in recent years. As colleges and universities continue to improve their commitment to teaching, the need for strategies to document teaching as a scholarly activity parallel to other scholarly activities such as research and service have in turn become increasingly important. Highly influential authors such as Selden1 have proposed that faculty develop teaching portfolios as one way to achieve the goal of documenting teaching as a scholarly activity. Selden defines a faculty teaching portfolio as “a factual description of a professor’s teaching strengths and accomplishments. It includes documents and materials which collectively suggest the scope and quality of a professor’s teaching performance. It is to teaching what lists of publications, grants, and honors are to research and scholarship1.”
The purpose of this paper is to present a study that focuses on how 16 colleges and universities across the United States have incorporated teaching portfolios into their institutions. Because the process of creating a personal teaching portfolio can be challenging, many institutions provide guidance to graduate students and faculty who are developing teaching portfolios. In order to provide the best resources for new engineering educators interested in creating teaching portfolios, we explored what help and support these various teaching portfolio initiatives provided for their clients. This paper will first describe the two most common types of teaching portfolios in terms of their purpose, audience, and what elements they might contain. Next, we will present four reasons why engineering faculty, post-docs, and graduate students might want to build teaching portfolios. We will then describe the methods we used to select the institutions in our study sample and obtain information about their teaching portfolio initiatives. Finally, we will present our findings and summarize them in Table 1, which may be found in the Appendix.
While it is difficult to differentiate the type of teaching portfolio (e.g. persuasive vs. formative) from its purpose, the following two sections will attempt to do just that. The first section will define different types of teaching portfolios, discuss their potential audiences and describe how they might be useful to engineering educators. The second section will explore specific reasons
Yellin, J., & Huang, Y., & Turns, J., & Tsuruda, C. (2006, June), Teaching Portfolios In Academia – How Are They Used? Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1156
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