Teaching Portfolios

How do electronic portfolios differ from print portfolios?

• Increased Accessibility: Teaching portfolios are intended, in part, to make teaching public. Distributing a portfolio on the web makes it even more accessible to peers and others.
• Multimedia Documents: Technology allows for inclusion of more than just printed documents. For example, you can include video footage of yourself teaching, an audio voiceover providing context and reflection on the portfolio, or instructional computer programs or code you have written.
• Nonlinear Thinking: The web facilitates nonlinear relationships between the components of your teaching portfolio. The process of creating a portfolio in this nonlinear environment can help you think about your teaching in new ways. For example, since readers can explore an e-portfolio in many different ways, constructing an e-portfolio gives you an opportunity to consider how different audiences might encounter and understand your work.
• Copyright and Privacy Issues: While examples of student work can be compelling evidence of your teaching effectiveness, publishing these examples online presents legal copyright and privacy issues. Talk to someone at the VU Compliance Program before doing so.

What Role Do Teaching Portfolios Play on the Job Market?

• According to an October 11, 2005, search on HigherEdJobs.com, of the 1,000 ads for faculty jobs…
  • 585 include the words “teaching philosophy,”
  • 27 include the words “teaching statement,” and
  • 28 include the words “teaching portfolio.”
  • 388 include the words “teaching philosophy,”
  • 5 include the words “teaching statement,” and
  • 8 include the words “teaching portfolio.”
  • write a meaningful teaching philosophy statement and
  • to discuss your teaching more effectively during interviews.

  Other Resources

  The following books on teaching portfolios are available for check-out in the Center for Teaching’s library.

  • Seldin, Peter, The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, 3rd edition, Anker, 2004.
  • Cambridge, Barbara, Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning, American Association for Higher Education, 2001.
  • Hutchings, Pat, ed., The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning, American Association for Higher Education, 1998.
  • Murray, John P., Successful Faculty Development and Evaluation: The Complete Teaching Portfolio, ERIC Clearinghouse on Higher Education, 1997.
  • Anderson, Erin, ed., Campus Use of the Teaching Portfolio: Twenty-Five Profiles, American Association for Higher Education, 1993.

  The following web sites offer additional resources and strategies for creating effective teaching portfolios:

  • Developing a Teaching Portfolio, from the Center for Instructional Development and Research at the University of Washington
  • Developing a Teaching Portfolio, from the Office of Faculty and TA Development, The Ohio State University
  • The Teaching Portfolio, an Occasional Paper from the University of Michigan’s Center for Research on Learning and Teaching
  • What is a Teaching Portfolio?, from the Office of Instructional Consultation, UCSB.
  • Curating A Teaching Portfolio, from the Center for Teaching Effectiveness at the University of Texas-Austin
  • The Teaching Portfolio, from the Center for Teaching Excellence at Duquesne University
  • “The Teaching Portfolio,” an article published by the Professional and Organizational Development (POD) Network in Higher Education

  
  This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

  All CFT Teaching Guides

  • All CFT Teaching Guides
  • Personal Devices in the Classroom
  • Teaching International Students
  • Teaching in the Age of AI
  • First Day of Class
  • International Instructor Guide
  • Accommodating Student Athletes In the Classroom
  • Classroom Assessment Techniques (CATs)
  • Grading Student Work
  • Bloom’s Taxonomy
  • How People Learn
  • Learning Styles
  • Understanding by Design
  • Teaching Sustainability
  • Writing Good Multiple Choice Test Questions
  • Flipping the Classroom
  • Metacognition
  • Teaching Large Classes
  • Team-based learning
  • Just-in-Time Teaching (JiTT)
  • About the Teaching & Learning Inquiry Journal
  • Beyond the Essay: Making Student Thinking Visible in the Humanities
    • Beyond the Essay, II
    • Beyond the Essay, III

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