About the Book
A teaching portfolio is a collection of materials that document teaching performance. It brings together in one place information about a professor's most significant teaching accomplishments. It can be used for tenure and promotion decisions or to provide the stimulus for self reflection about areas for teaching improvement. Approximately 2,000 colleges and universities in the United States and Canada now use teaching portfolios, and they are gaining increasing popularity worldwide. Since the publication of the first edition of this best selling guide, tens of thousands of faculty have used it to prepare teaching portfolios. This third edition continues its focus on self reflection and documenting teaching performance, and has also been significantly revised and expanded. Its straightforward approach, practical suggestions, step by step instructions, and field tested recommendations will prove invaluable to those involved in evaluating and improving teaching.
Now organized into five parts, this edition includes new information on web based electronic teaching portfolios, descriptions of how seven colleges and universities have actually implemented portfolios, and 22 new sample teaching portfolios from an array of disciplines from accounting to theatre arts and a variety of institutions from large public universities to urban technological schools. The book also includes: an expanded list of 31 possible items that might appear in portfolios; an enhanced section on the process of self reflection; a new section on cautions to consider in preparing a portfolio; new suggestions for updating portfolios; new resources for portfolio development; new red flag warnings and benchmarks for success; and ways to differentiate between portfolios created for personnel decisions and those created for teaching improvement.
Table of Contents:
About the Author. About the Contributors. Preface. PART I: THE TEACHING PORTFOLIO: PURPOSE, PROCESS, AND PRODUCT (Peter Seldin). 1 The Teaching Portfolio. 2 Preparing the Teaching Portfolio. 3 Choosing Items for the Teaching Portfolio. 4 Using the Teaching Portfolio. 5 Answers to Common Questions About the Teaching Portfolio. PART II: ELECTRONIC TEACHING PORTFOLIOS. 6 Making Good Work Public Through Electronic Teaching Portfolios (Susan Kahn). PART III: HOW PORTFOLIOS ARE USED IN SEVEN INSTITUTIONS. 7 The Teaching Portfolio Program at Drexel University (Teck-Kah Lim). 8 Using Multiple Pathways to Foster Portfolio Development at Miami University of Ohio (Milton D. Cox). 9 Developing and Implementing the Teaching Portfolio at Oxford College of Emory University (Myra Frady). 10 Teaching Portfolios at Pace University: A Culture in Transition (Linda Anstendig and Constance A. Knapp). 11 The Teaching Portfolio at Rutgers University (Monica A. Devanas). 12 Teaching Portfolios at Texas A&M University: Reflections on a Decade of Practice (Nancy J. Simpson and Jean E. L. Layne). 13 Teaching Portfolios at the University of Evansville (Tamara L. Wandel). PART IV: KEEPING THE PORTFOLIO CURRENT (John Zubizarreta). 14 Strategies for Updating and Improving the Teaching Portfolio. 15 Key Points on Teaching Portfolio Revisions and Updates. PART V: SAMPLE PORTFOLIOS FROM ACROSS DISCIPLINES. Accounting. 16 Joseph G. Donelan, University of West Florida. Bioscience and Biotechnology. 17 Shivanthi Anandan, Drexel University. Communication Studies/Communication Sciences and Disorders. 18 Abbey L. Berg, Pace University. 19 Kathleen A. McDonough, State University of New York College at Fredonia. Classical Languages and Literature. 20 Bridget Thomas, Truman State University. Design, Merchandising, and Textiles. 21 Sally L. Fortenberry, Texas Christian University. Education. 22 Amy E. Seldin, Westfield State College. 23 Clement A. Seldin, University of Massachusetts, Amherst. English. 24 Mary Barrows, Barton County Community College. 25 Jane Collins, Pace University. 26 Saundra K. Liggins, State University of New York College at Fredonia. 27 Alan Shepard, University of Guelph. Geology. 28 Stephen W. Henderson, Oxford College of Emory University. Instructional and Performance Technology. 29 Karen L. Rasmussen, University of West Florida. Mathematics. 30 William J. Robinson, Barton County Community College. 31 Janet Liou-Mark, New York City College of Technology. Music. 32 Kay L. Edwards, Miami University. Nursing. 33 Kathryn A. Ballou, University of Missouri, Kansas City. Physics. 34 Curtis C. Bradley, Texas Christian University. Religion. 35 Barbara A. B. Patterson, Emory University. Sociology. 36 Arthur B. Shostak, Drexel University. Theatre Arts. 37 Margaret Mitchell, University of the Incarnate Word. Bibliography. Index.
About the Author :
PETER SELDIN is Distinguished Professor of Management at pace University in Pleasantville, New York. A Behavioral scientist,, educator, author, and specialist in the evaluation and development of faculty and administrative performance, he has been a consultant on higher education issues to more than 300 colleges and universities throughout the United States and 40 countries around the world. A well-known speaker at national and international conference, Seldin regularly serves as a faculty leader in programs offered by the American council on Education, the American Association for Higher Education, and the Association to Advance Collegiate Schools of Business. His well-received books include:The Administrative Portfolio (2002, with Mary Lou Higgerson); Changing Practices in Evaluating Teaching (1999, with associates); The Teaching Portfolio, second edition (1997); Improving College Teaching (1995, with associates); Successful Use of Teaching Portfolios (1993, with associates); The Teaching Portfolio (1991); How Administrators Can Improve Teaching (1990, with associates); Evaluating and Developing Administrative Performance (1988); Coping with Faculty Stress (1987, with associates); Changing Practices in faculty Evaluation (1984); Successful Faculty Evaluation Programs (1980); Teaching Professors to Teach (1977); How College Evaluate Professors (1975). He has contributed to numerous articles on the teaching profession, student ratings, educational practice, and academic culture to such publications as The New York Times, The Chronicle of Higher Education and Change magazine. For his contributions to the scholarship of teaching, he has received honorary degrees from Keystone College (Pennsylvania) and Columbia College (South Carolina).
