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Items for Inclusion in a Teaching Portfolio

Message Number: 



In response to Message # 12, some of you have written asking for more information about what items might go into a teaching portfolio. A few others have written asking more about how portfolios are used by professors (as opposed to graduate students) . It would be great if those of you with portfolio experiences could share samples of one or more aspects of your work or experiences with us. 

In the meantime, here is a list (reprinted with permission from R. Edgerton, P. Hutchings, and K. Quinlan, "The Teaching Portfolio: Capturing the Scholarship of Teaching,") of possible items for inclusion in a teachi ng portfolio. 

Looking forward to hearing from many of you. 

Rick Reis 

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Possible Items for Inclusion in a Teaching Portfolio* 

Faculty members should recognize which of the items which might be included in a teaching dossier would most effectively give a favorable impression of teaching competence and which might better be used for self-evaluation and improvement. The dossier should be compiled to make the best possible case for teaching effectiveness. 

The Products of Good Teaching 

1. Students' scores on teacher-made or standardized tests, possibly before and after a course has been taken as evidence of learning. 
2. Student laboratory workbooks and other kinds of workbooks or logs. 
3. Student essays, creative work, and project or field-work reports. 
4. Publications by students on course-related work. 
5. A record of students who select and succeed in advanced courses of study in the field. 
6. A record of students who elect another course with the same professor. 
7. Evidence of effective supervision of Honors, Master's or Ph.D. theses. 
8. Setting up or running a successful internship program. 
9. Documentary evidence of the effect of courses on student career choice. 
10. Documentary evidence of help given by the professor to students in securing employment. 
11. Evidence of help given to colleagues on teaching improvement.Materials from Oneself 
Descriptive material on current and recent teaching responsibilities and practices. 
12. List of course titles and numbers, unit values or credits, enrollments with brief elaboration. 
13. List of course materials prepared for students. 
14. Information on professor's availability to students. 
15. Report on identification of student difficulties and encouragement of student participation in courses or programs. 
16. Description of how films, computers or other nonprint materials were used in teaching. 
17. Steps taken to emphasize the interrelatedness and relevance of different kinds of learning.Description of steps taken to evaluate and improve one's teaching. 
18. Maintaining a record of the changes resulting from self-evaluation. 
19. Reading journals on improving teaching and attempting to implement acquired ideas. 
20. Reviewing new teaching materials for possible application. 
21. Exchanging course materials with a colleague from another institution. 
22. Conducting research on one's own teaching or course. 
23. Becoming involved in an association or society concerned with the improvement of teaching and learning. 
24. Attempting instructional innovations and evaluating their effectiveness. 
25. Using general support services such as the Education Resource Information Center (ERIC) in improving one's teaching. 
26. Participating in seminars, workshops, and professional meetings intended to improve teaching.
27. Participating in course or curriculum development. 
28. Pursuing a line of research that contributes directly to teaching. 
29. Preparing a textbook or other instructional materials. 
30. Editing or contributing to a professional journal on teaching one's subject. 

Information From Others 


31. Student course and teaching evaluation data which suggest improvements or produce an overall rating of effectiveness or satisfaction. 
32. Written comments from a student committee to evaluate courses and provide feedback. 
33. Unstructured (and possibly solicited) written evaluations by students, including written comments on exams and letters received after a course has been completed. 
34. Documented reports of satisfaction with out-of-class contacts. 
35. Interview data collected from students after completion of a course. 
36. Honors received from students, such as being elected "teacher of the year." 


37. Statements from colleagues who have observed teaching either as members of a teaching team or as independent observers of a particular course, or who teach other sections of the same course. 
38. Written comments from those who teach courses for which a particular course is a prerequisite. 
39. Evaluation of contributions to course development and improvement. 
40. Statements from colleagues from other institutions on such matters as how well students have been prepared for graduate studies. 
41. Honors or recognition such as a distinguished teacher award or election to a committee on teaching. 
42. Requests for advice or acknowledgment of advice received by a committee on teaching or similar body. 

Other sources: 

43. Statements about teaching achievements from administrators at one's own institution or from other institutions. 
44. Alumni ratings or other graduate feedback. 
45. Comments from parents of students. 
46. Reports from employers of students (e.g., in a work-study or "cooperative" program). 
47. Invitations to teach for outside agencies. 
48. Invitations to contribute to the teaching literature. 
49. Other kinds of invitations based on one's reputation as a teacher (for example, a media interview on a successful teaching innovation). 

* From: R. Edgerton, P. Hutchings, and K. Quinlan, "The Teaching Portfolio: Capturing the Scholarship of Teaching," a publication of the AAHE Teaching Initiative, American Association of Higher Education, 1991. One D upont Circle, Washington, D.C. 20036. p 8. Copyright ? 1991 by the American Association for Higher Education. Reprinted with permission.