The Teaching Portfolio
A Practical Guide to Improved Performance and Promotion/Tenure Decisions
4. Edition September 2010
416 Pages, Softcover
Wiley & Sons Ltd
Praise for The Teaching Portfolio
"This new edition of a classic text has added invaluable,
immediately useful material. It's a must-read for faculty,
department chairs, and academic administrators." --Irene W. D.
Hecht, director, Department Leadership Programs, American Council
on Education
"This book offers a wealth of wisdom and materials. It contains
essential knowledge, salient advice, and an immediately useful
model for faculty engaged in promotion or tenure." --Raymond L.
Calabrese, professor of educational administration, The Ohio State
University
"The Teaching Portfolio provides the guidelines and models that
faculty need to prepare quality portfolios, plus the standards and
practices required to evaluate them." --Linda B. Nilson,
director, Office of Teaching Effectiveness and Innovation, Clemson
University
"Focused on reflection, sound assessment, and collaboration,
this inspiring and practical book should be read by every graduate
student, faculty member, and administrator." --John
Zubizarreta, professor of English, Columbia College
"All the expanded and new sections of this book add real value,
but administrators and review committees will clearly benefit from
the new section on how to evaluate portfolios with a validated
template." --Barbara Hornum, director, Center for Academic
Excellence, Drexel University
"This book is practical, insightful, and immediately useful.
It's an essential resource for faculty seeking promotion/tenure or
who want to improve their teaching." --Michele Stocker-Barkley,
faculty, Department of Psychology, Kishwaukee Community College
"The Teaching Portfolio has much to say to teachers of all
ranks, disciplines, and institutions. It offers a rich compendium
of practical guidelines, examples, and resources." --Mary Deane
Sorcinelli, Associate Provost for Faculty Development, University
of Massachusetts Amherst
"Teaching portfolios help our Board on Rank and Tenure really
understand the quality and value of individual teaching
contributions." --Martha L. Wharton, Assistant Vice President
for Academic Affairs and Diversity, Loyola University, Maryland
Preface to the Fourth Edition xiii
About the Authors xix
About the Contributors xxiii
Part One: The What, Why, and How of Teaching Portfolios 1
1 An Introduction to the Teaching Portfolio 3
2 Choosing Items for the Teaching Portfolio 10
3 Preparing the Teaching Portfolio 21
4 Steps to Creating a Teaching Portfolio 26
5 The Importance of Collaboration 31
6 Suggestions for Improving the Teaching Portfolio 35
7 Evaluating the Teaching Portfolio 41
8 Answers to Common Questions 51
9 E-Portfolios for Teaching Improvement 62
Monica A. Devanas
10 Clinical Education Portfolios 71
Annalise Sorrentino
Part Two: How Portfolios Are Used 79
11 Teaching Portfolios at Loyola University Maryland 81
Peter Rennert-Ariev
12 Exploring the Future of Teaching Portfolios with Graduate Students at the University of Massachusetts Amherst 88
Mathew L. Ouellett
13 Developing Teaching Portfolios at Elgin Community College: The Early Years 96
Kimberly Tarver
14 Implementing the Teaching Portfolio at Florida Gulf Coast University 102
Donna Price Henry
15 Reviewing the Teaching Portfolio: Considerations from a Provost/Vice President of Academic Affairs 109
Ronald B. Toll
Part Three: Sample Portfolios From Across Disciplines 119
16 Biological Sciences 121
Martha S. Rosenthal
17 Chemistry and Biochemistry 134
David E. Smith
18 Chemistry and Mathematics 149
Richard Schnackenberg
19 Communication and Philosophy 159
Mary Pelak Walch
20 English and Communication 171
Margaret Loring
21 Family and Consumer Sciences 183
Esther L. Devall
22 Fish, Wildlife, and Conservation Ecology 196
Wiebke J. Boeing
23 Government 206
Nancy V. Baker
24 Justice Studies 218
Heather A. Walsh-Haney
25 Law 234
Marc Jonathan Blitz
26 Music 245
Stephanie Jensen-Moulton
27 Nursing 257
Vicki D. Lachman
28 Pathology 269
Peter G. Anderson
29 Physical Therapy 282
Kimberly Tarver
30 Physics 294
Michaela Burkardt
31 Physiology and Developmental Biology 306
Michael D. Brown
32 Political Science 318
Richard R. Johnson
33 Psychology 328
Aaron Kozbelt
34 Social and Behavioral Sciences 339
Kristine De Welde
35 Social Work 355
Amanda Evans
36 Theater 363
Amy E. Hughes
References 372
Index 375
J. Elizabeth Miller is Associate Professor of Family and Child Studies at Northern Illinois?University. Previously, she was the university director of the teaching assistant and training development office, where she established and ran the training program for more than 800 teaching assistants. She is the recipient of several teaching and service awards, and her research focuses on the interplay between feminist teaching and learner-centered teaching.
Clement A. Seldin is Professor of Education at the?University of Massachusetts, Amherst. He has worked with Peter Seldin and Elizabeth Miller countless times as a mentor of faculty preparing their portfolios, a presenter at national conferences, and coauthor of books and journal articles. He has many years of portfolio experience and a?solid national reputation as practitioner.
