Creating a Teaching Portfolio

1
Creating a Teaching Portfolio

• Terrolyn P. Carter, Ph.D.
• Howard University Graduate School
• Coordinator, Faculty Preparation and Fiscal
  Affairs
• Alliance for Graduate Education and the
  Professoriate
• Acting Coordinator
• Preparing Future Faculty

2
What is a Teaching Portfolio?

• Description of your major teaching strengths and
  teaching achievements in a variety of settings
• Presents selected information on teaching
  activities and evidence of teaching effectiveness
• Documentation in context
• Consists of organized narrative, followed by an
  appendix of supporting materials

3
Purpose of the Teaching Portfolio

• Self-reflection and improvement
• Decision-making (tenure, promotion, post-tenure
  review, etc.)
• Documentation of how teaching has evolved
• Seek teaching awards or grants

4
Contents of Teaching Portfolio

• Statement of Teaching Responsibilities
• Statement of Teaching Philosophy
• Description of Teaching Methods
• Evidence of Teaching Effectiveness

5
Statement of Teaching Responsibilities

• Sample Description
• Introduction to Psychology (Psy 150) provides an
  overview of the history and areas of psychology.
  It is an undergraduate course required of our
  majors but is often taken by nonmajors, and the
  average enrollment is 35 students. This course
  should stimulate interest in the discipline of
  psychology
• From Seldins The Teaching Portfolio, p. 243

6
Philosophy of Teaching and Learning

• May be grounded in a theory or combination of
  theories
• Belief about learning
• Belief about teachers role in learning
• Incorporates goals for students learning
• Teaching actions should reflect beliefs

7
Statement of Teaching Methods

• Sample description of specific strategies or
  techniques used in class
• The teaching methods I employ in a given course
  depend greatly on the type of course being
  taught. For example, in the larger Introductory
  Biology course we teach using a standard lecture
  format. This is necessitated by the large size of
  the class. However, in Field Biology (an upper
  Biology course) and in the summer program I use a
  project-based approach
• from Seldins The Teaching Portfolio p.195

8
Evidence of Teaching Effectiveness

• Student ratings
• Peer evaluations of teaching, syllabi, etc.
• Self evaluations
• Evaluations by department chair
• Teaching recognition and awards

9
What Else Belongs in the Portfolio?

• Curriculum Vitae
• Teaching Improvement Activities
• Instructional Innovations
• Scholarly products on teaching and learning
• Service activities related to teaching
• Samples of electronic course materials
• Samples of learning outcomes assessment
  instruments

10
Steps to Creating a Teaching Portfolio

• Determine sections to be included
• Develop a philosophy of learning and teaching
• Write narrative for other sections
• Arrange sections
• Review and edit complete document (mentor, peer)
• Compile supporting data for appendices

11
Academic Portfolio

1. Scholarship and Advancement of Knowledge
2. Contributions to University/College and Community
3. Consultations with universities/colleges and/or
   industry

12
Research Philosophy, Responsibilities, Goals

• Belief about research
• Theoretical foundation
• Address research responsibilities
• Future directions in your research

13
Evidence of Research Effectiveness

• List of peer-reviewed publications,
  presentations, grants, etc.
• Invitations to serve peer-review panels
• Consultations

14
Evidence of Service Effectiveness

• Internal Committee Service
• External Service (professional/discipline
  societies, governmental activity, etc.)
• Community Service

15
More Portfolios

• Professional Portfolio
• Description of internships (industry, government,
  etc.)
• Evaluation of internship performance
• Consultations with government and industry
• Evidence of awards and commendations from
  employers

16
Writing a Teaching Philosophy

• What is the role of the instructor in the
  learning process?
• What is the role of the student in the learning
  process?
• What are your objectives as an instructor?
• What methods will you use to achieve these goals?
• When do you know learning has occurred? How do
  you assess it?
• Why is teaching important to you?