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

Foreword xi

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 88

Graduate Students at the University of Massachusetts Amherst

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

Peter Seldin is Distinguished Professor of Management Emeritus at Pace University in Pleasantville, New York. He has been a consultant on higher education issues to more than 350 colleges and universities throughout the United States and in 45 countries around the world. He was named by the World Bank as a Visiting Scholar to Indonesia, and he was elected a fellow of the College of Preceptors in London, England. For his contributions to the scholarship of teaching, he has received honorary degrees from Keystone College and Columbia College (South Carolina).

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.