Appendix A: The Teaching Portfolio
Definition and Instructions for Teaching Portfolios
Faculty on tenure-track appointments must compile a teaching portfolio, which will be reviewed and evaluated by the appropriate department members at the time of review for extension, reappointment, and tenure. It will also be part of the material reviewed by FASC, the dean of the faculty, and the president. Tenured faculty shall submit teaching portfolios at the time of review for promotion to full professor covering the period since tenure. Portfolios are not required for post-tenure reviews.
The teaching portfolio gives the candidate an opportunity to present material for evaluation, which demonstrates qualities of teaching outside of classroom performance. It is suggested that faculty gather materials semester by semester and make choices from this collection to form the portfolio at the time of review. In compiling the portfolio, candidates should use their judgment about what to include in order to make a representative but not exhaustive presentation of materials. Materials in the following categories should be included:
Class Organization. This includes material such as syllabuses and course descriptions. Courses at different levels and of different kinds (e.g., seminar, discussion, lecture, lab, workshop, studio) should be represented. Short paragraphs describing the instructor’s goals in each course should be added if this is not part of the course description.
Pedagogical materials and methodology. A brief discussion commenting on the procedures a teacher uses to accomplish the goals in the course is particularly helpful. Examples of discussion questions, outlines of material, study sheets, or exercises which have been designed to help students digest and/or review the material of the course may also be included.
Evaluation of students. This includes examples of assignments and examinations from different levels and sorts of courses, with brief descriptions, if necessary, of the goal of the assignment or exam in relation to the content of the course.
Additional materials may be included, such as an example of a corrected paper and/or exam (with all identifying marks removed and with the student’s permission), or a video tape of a studio or performance class in which the teacher is giving students an evaluation of their work (with students’ permission).
(Approved by the faculty May 10, 1995)