Table of Contents

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 Graduate Students at the University of Massachusetts Amherst 88
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

About the Author

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.