21. Structural Geology, Granite Geology, Geodynamics Resources for students in geology and geophysics, including lectures notes, slide show and virtual field trips. Topics include structural geology, tectonics, and geology of granite. http://www.es.usyd.edu.au/geology/people/staff/prey/Teaching/Teach.html

Introductory Statements Learning how to learn is the single most important goal one should have when entering Uni. My job as lecturer is to help students to become independent learner and to get ready for real-life challenges. From science students, employers expect generic skills such as: Solid numeracy skills High problem-solving ability Confidence to deal with large datasets and complex information Above average computer skills Excellent written and oral communication skills I teach my classes in a way to enhance these skills. Program: Year 2002 Year 2003 Course Evaluation CA Year 2004 FIRST SEMESTRE SECOND SEMESTRE 1st YEAR GEOL: 1002: Earth Processes and Resources 2003 Geol 1002 Course Evaluation Folds, Faults, and Mountain Belts. 2nd YEAR flick the mouse... GEOS 2202: Geological Exploration and Resource Management 2003 GEOS 2002 Course Evaluation LECT: Introduction to Structural Geology and Tectonics PRACT: An Introduction to Map Analysis and Stereonet Technics Field Trip: NSW South Coast Field Trip 3rd YEAR flick the mouse...

22. Career Center - PhDs - Teaching Portfolio are increasingly asked to offer a teaching portfolio that does the extent and quality of student participation by in terms of how your teaching style addresses http://career.berkeley.edu/PhDs/PhDportfolio.stm

PhDs - Teaching Portfolio Overview Statement of Teaching Philosophy List of Courses and Sample Syllabi Teaching Evaluations ... Videos Overview Across the country, large research universities and small liberal arts colleges are coming under increasing pressure from key constituencies to improve the quality of teaching offered to undergraduates. One public manifestation of this pressure has been a significant increase in the number of schools that are asking for extensive evidence of teaching experience and prowess in the job search process. Candidates are increasingly asked to offer a teaching portfolio that does more than describe the courses they've taught in the past and are willing to teach in the future. Most schools do not ask for all of the elements described below, but it is useful to have the information organized and in a written form because the substance they contain is likely to be needed in an interview if not beforehand. Statement of Teaching Philosophy Your statement of philosophy is a concise description (no more than a page) of the central ideas behind what and especially how you teach. We've all sat through really bad classes, and had to explain really poor lectures to sections. Think about how you would attempt to solve some of the difficulties and frustrations you've encountered as a TA. If you've been relatively lucky, talk about the ideas/techniques that you've seen yield positive results and how you will apply them in your teaching. Don't simply state how much you lecture versus how many hours of class participation. Rather, talk about how you have been successful in increasing the extent and quality of student participation by...

23. CTL: Speaking Of Teaching Newsletters 8, No. 2 Encouraging Top Students in Large Undergraduate Classes (25k). PDF icon, Vol. 7, No. 3 - Promoting a Culture of teaching The teaching portfolio (22k). http://ctl.stanford.edu/teach/speakmenu.html

SPEAKING OF TEACHING Stanford University Newsletter on Teaching download CTL's quarterly publication in PDF format [NOTE: YOU MUST CONFIGURE YOUR BROWSER TO VIEW PDF FILES WITH ADOBE ACROBAT] Vol. 13, No. 1- The Socratic Method: What it is and How to Use it in the Classroom (23k) Vol. 12, No. 3- Why Good Teachers Have Bad Classes (60k) Vol. 12. No. 2 - Teaching in the U.S. Classroom (32k) Vol. 11, No. 3 - Faculty/TA Teaching Partnerships (448k) ... Juggling Teaching and Research (20k)

24. Welcome To The Teaching For Learning Website They aim at not only maximising students learning, but also enlivening the activities and resources or resources for developing a teaching portfolio for your http://www.flinders.edu.au/teach/

New Staff Assessment Curriculum Design Research Education ... Virtual Library Search the TEACHING FOR LEARNING site Welcome to the Teaching For Learning Website Welcome Navigating this Site Comments Welcome This Teaching for Learning website aims to assist academics to find useful ideas to enhance their teaching and so improve students' learning experiences, and to provide resources for engaging in the scholarship of teaching. It considers the following: It addresses What's worth learning at University The site consists of 6 subsites that address specific teaching/learning needs. They aim at not only maximising students' learning, but also enlivening the teaching experience. These modules are designed to be either stand alone, self paced activities and resources or resources for developing a Teaching Portfolio for your Performance Review, or as part of Flinders Foundations of University Teaching (FFOUT) , or the Graduate Certificate in Tertiary Education (GCTE) In addition, the

25. Teaching A University Course dos/ssd/guide/facstaff.html Multicultural issues See Teachers and Students Handbook. www.utexas.edu/academic/cte/consultation.html The teaching portfolio From a http://www.utexas.edu/academic/cte/resources/teach.html

Center for Teaching Effectiveness The University of Texas at Austin Main Building 2200 CTE Home Faculty Services TA/AI Services Publications ... About CTE Teaching a University Course Course Planning Interdisciplinary Teaching and Learning Diversity Issues Internet Use ... Teaching and Learning Strategies Course Planning Identifying Objectives See "Why Write Objectives" in the Teachers and Students Handbook Creating a Syllabus See Teachers and Students Handbook Course Preparation Gives advice on planning the overall design of a course, such as setting goals, considering the audience, outlining the course, and writing the syllabus. http://ctl.stanford.edu/teach/handbook/design.html Planning Your Course: A Decision Guide Provides suggestions to consider when planning a university course. http://www.byu.edu/fc/fds/pycguides/pycguide.html Academic Policies and Procedures From the UT General Information Bulletin. http://www.utexas.edu/student/registrar/catalogs/gi99-00/ch4/ch4a.html

26. Student Teacher Evaluation EVALUATION OF student teaching Evaluation by others also assists the student teacher in developing techniques of selfassessment. http://teach.csumb.edu/TeacherCred/Studeval.html

Program Information Checklist Coursework at a Glance Introduction ... Teacher Internship Program EVALUATION OF STUDENT TEACHING A formal midterm evaluation by the cooperating teacher is required each semester to reinforce success and provide assistance to student teachers who are having difficulty. This midterm evaluation is normally done immediately prior to the beginning of the final 5-week, intensive phase of student teaching for both Stage I and Stage II students. Student teachers need to be informed of areas of both strengths and weaknesses and given specific suggestions for improvement. It will be beneficial if the student teacher and the cooperating teacher take the opportunity at this time to set goals for the intensive phase to follow. The midterm evaluation will be discussed by the cooperating teacher the student teacher in conference. If time allows, or the needs of the student teacher dictate, the university supervisor may join this conference. If it becomes apparent that the student teacher is not making satisfactory progress, additional observations and conferences need to be held, involving other university faculty and public school faculty or administration. Copies of all these written observations and evaluations should be provided to the student teacher with a duplicate given to the university supervisor and Director of Teacher Education, for file purposes. A final formal evaluation by the cooperating teacher is required at the end of each semester of student teaching, using the university final evaluation form. The evaluation will be discussed at a conference including the student teacher, the cooperating teacher, and the university supervisor. This is also a time during which the student teacher may reflect on the goals set during the midterm evaluation.

27. Teaching Handbook Chapter 2 b) performance, c) evaluating student learning and on their learning, and d) teaching development activities. of inclusiveness of the portfolio does the http://www.clt.cornell.edu/resources/teh/ch2.html

TEACHING HANDBOOK Table of Contents Introduction Chapter 1 - Conceptual Overview Chapter 2 - The Teaching Portfolio: Documenting Teaching and Its Improvement Chapter 3 - Supporting Data: Collection and Presentation Chapter 4 - Criteria for Evaluating Data on Teaching Chapter 5 - Improving Practice: Case Examples Appendix: Evaluation and Recognition of Teaching - A Report of the Select Committee References Bibliography ABOUT THE CLT TA TRAINING PROGRAM ... BIBLIOGRAPHY The Center for Learning and Teaching 420 CCC, Garden Ave. Ext. Ithaca, NY 14853 cornell-clt@cornell.edu Cornell University Cornell University Teaching Evaluation Handbook Third Edition, 1997 Chapter II - The Teaching Portfolio: A Model for Documenting Teaching and Its Improvement A tenure file should provide thorough documentation of the process whereby the candidate was evaluated, in terms of both research and teaching. Lack of thorough documentation is a liability to the candidate, department, and college on legal, ethical, intellectual and efficiency grounds. Although it is recognized that there is much more to the tenure process than what is, or can be, put in a file, it is the primary document used to make the candidate's argument for tenure. The file should therefore reflect a degree of thoroughness and detail sufficient to stand on its own as a source of evidence. candidate is one of the best sources of data to document

28. UCD - UCD Centre For Teaching And Learning - UCD Teaching Committees, Awards And This can be indepth reflection on some critical incidents related to your teaching and student learning (see constructing a reflective portfolio entry). http://www.ucd.ie/teaching/award/des.htm

Academic Council Standing Committee on Teaching and Learning / University Teaching Committee The Presidents Teaching Awards/Grants Committee The Presidents Teaching Awards ... Teaching Grants Ceremonies and Forums How to Develop a Teaching Portfolio Portfolio Design/Structure A diverse collection of material in a Teaching Portfolio will make for a rich basis for reflection and improvement, and for choice in putting together a Teaching Profile. Portfolios can be constructed in different ways and one suggested design was presented by Hutchings (1998) for the American Association of Higher Education. Professor Nona Lyons has refined this design to be used for either a course or teaching Portfolio as the following: Design of Teaching, Enactment of Teaching, Results of Teaching. Because self-monitoring and reflection are the hallmarks of professional practice, you may like to see the following questions as the organising principle for the collection of your portfolio material, and as the basis for reflection on your continuing performance in light of good practice in teaching and learning , and good practice in assessment . These questions are not prescriptive and are only a guide for inclusion of information in a portfolio. Note: Those applying for promotions may prefer to organise the Portfolio by the headings used in the UCD Benchmark criteria. (see

29. Intel Education: Intel® Teach To The Future: Pre-Service Curriculum Overview Preservice student teachers are given a mechanism to compile an electronic portfolio demonstrating use of technology integration with multiple applications http://www97.intel.com/education/teach/curriculum.htm

var w_thisPageId = 58; //document.write("") US Home Intel Worldwide Where to Buy Contact Us ... User Support Select a location for Intel Education United States Brazil Canada Costa Rica France Germany Ireland Israel Italy Japan Jordan Malaysia Mexico Poland Russia South Africa Turkey United Kingdom Search Intel Education Sign up for the The Intel® Innovator A quarterly newsletter about Intel® Innovation in Education programs, tools, and resources for educators. The Intel® Teach to the Future Pre-Service Program curriculum introduces technology tools and strategies for enhancing learning through research, communication, and productivity tools. This hands-on workshop and curriculum review is designed to use "essential questions" to support effective instructional design. By working in teams, problem-solving, and participating in peer reviews of their electronic unit portfolios, faculty members and Pre-Service student teachers gain experience integrating technology into Pre-Service coursework. All curriculum materials are provided free of charge to faculty for student use. The faculty workshop consists of 32 hours (four days) of hands-on instruction. Faculty and students receive a free instructional manual and program CD-ROM, rich with teaching examples and best practices.

30. The Teaching Portfolio summaries of my student evaluations, a sample of my comments on student papers and samples On the next page is the format of my spring 1997 teaching portfolio. http://www.brown.edu/Administration/Sheridan_Center/publications/teacport.html

Faculty Graduate Students Departments Staff ... University Teaching Resources The Teaching Portfolio Hannelore B. Rodriguez-Farrar Contents Introduction The Format Procedure Articulate a Personal Teaching Philosophy or Statement About Your Teaching Gather Your Evidence Organize Your Evidence Write Reflective and Summary Statements About the Evidence Share Your Draft with Others and Revise Rewrite Your Curriculum Vitae, and Refer Readers to Your Teaching Portfolio Conclusion Appendix: Sample Teaching Portfolios Notes Bibliography Introduction Excellence in teaching has become a stock phrase in most faculty job descriptions; yet how does one demonstrate this to current colleagues and/or future employers? One answer is a Teaching Portfolio which is a description of an instructor's major strengths and teaching achievements. It describes documents and materials which collectively suggest the scope and quality of an instructor's teaching proficiency. Over 400 institutions nationwide use Teaching Portfolios in personnel decisions regarding faculty appointments. Demonstrating an effective teaching philosophy is becoming more important at all institutions of higher education; thus, you will revise and update your Teaching Portfolio throughout your career as an instructor. The primary purpose of this handbook is to introduce and explain the Teaching Portfolio concept as a way to demonstrate one's teaching credentials to colleagues, department chairs and potential employers. Individuals and/or departments may also use Teaching Portfolios for other uses such as a means for assessment and development of courses, a way to compare individuals for teaching awards, for contract renewals and for documenting general departmental teaching effectiveness.

31. Ogawa & Wilkinson - Let Your Students Teach Their Class (I-TESL-J) The student Teacher portfolio as Autobiography Developing a Professional Identity . The Modern Language Journal 81 (1), 1525. http://iteslj.org/Techniques/Ogawa-StudentsTeach.html

The Internet TESL Journal Let Your Students Teach Their Class Naoyoshi Ogawa ogawa [at] nagasaki-noc.or.jp Dennis E. Wilkinson gene [at] nagasaki-noc.or.jp Prefectural Women's Junior College, Nagasaki, Japan This paper presents a step-by-step description of a student-centered teaching technique for assisting students to a higher skill level by challenging them to teach their class. First, as a foundation for the technique, four topics of current theoretical interest are introduced: Neo-Vygotskian learning theory; research on the application of cognitive psychology to education; evaluation of communication strategies; and teachers' reports as instruments of assessment. Next, practical explanations for having students teach are covered in the Rationale section. The technique is then given in a prescriptive paradigm with examples. Finally, three students' reports are analyzed to demonstrate how reflection on teaching experiences raises students' consciousness beyond mere memory of communication strategies to self-understanding and empathy with both the teacher and other learners. Theoretical Basis Most modern language teachers want their students at the center of communication. As Savignon stated, "communicative competence is acquired through communication" (1983, p. 65) and more recently Brown characterized teaching students to communicate in the second language as "the single greatest challenge in the profession" (1994, p.15). Unfortunately, during the communicative process of instruction, it is the teacher who occupies the central role of imparting information and checking comprehension, releasing his students into student-centered learning exercises when he is certain that his lesson has been understood. Even his most carefully structured exercises, however, may be treated by the students as mere practice rather than a situation where the communication of something real is at stake.

32. NYU > GSAS > Office Of Academic And Student Life> Educational Development Progra effectiveness and to summarize your teaching philosophy becomes This session will introduce portfolios and suggest Graduate students who teach are invited to http://www.nyu.edu/gsas/OASL/4thGSEDP.html

Graduate School Educational Development Program Educational Development Opportunities for Graduate Students who Teach Beyond Orientation Additional University Resources for TAs Graduate School Educational Development Program The Graduate School Educational Development Program (GSEDP), administered by the Graduate School of Arts and Science and in partnership with the College of Arts and Science and the School of Education, is committed to working with individual departments and programs while expanding resources and development opportunities for graduate students who teach throughout the Graduate School. It recognizes the importance of the experience for graduate students who teach to both to the graduate student's education and professional training and to the quality of undergraduate education. GSEDP strives to prepare graduate students who teach for their classroom/laboratory responsibilities and professional lives through workshops, programs, resources, and build a supportive community within the university. Educational Development Opportunities for Graduate Students who Teach Beyond Orientation GSAS, in partnership with the College of Arts and Science and the Steinhardt School of Education, administers the NYU Graduate Student Educational Development Program (GSEDP). GSEDP offers programs and resources for new and experienced graduate students who teach as well as related sessions for faculty mentors and departmental administrators. The goals are the expansion of thinking about excellent teaching and learning, the improvement of performance and enhancement of skills in the classroom and laboratory, and preparation for future careers in the academy and other demanding professions.

33. Teaching Tips from one of the three previous lists (Personal, Professional, or student portfolios) the kind You ll gain a new confidence in teaching portfolio making skills. http://www.dsea.org/teachingtips/tips/portstrg.html

HOME ABOUT DSEA TEACHING TIPS TRAINING AND PROFESSIONAL DEVELOPMENT ... Writing Essays And Compositions Student Portfolios Planning Strategic Program Planning Strategic program planning may be your next logical step, especially if you are planning an effort that extends beyond a single classroom. This kind of planning involves inventorying your liabilities and assets. Obstacles And Challenges Every new undertaking has obstacles or challenges. List issues or problems which you feel might come up, or which need to be addressed. A sample list of thorny issues follows. Look over the list and try to identify 3 to 5 of the most important challenges or issues which must be addressed. After you review the three groups shown next (a to c) underline the three to five most pressing challenges you will face. Put then in order of difficulty. Starting with the least difficult challenge, get input from others or brainstorm alternatives for each problem. This does not mean you have to solve the issue, only that you need to be able to pose the problem and begin investigating your creative options or work-arounds. The program needs to have a leader or coordinator who is given some time off from classroom duties to get our portfolio project off the ground?.

34. Next Wave -- Wright, 2001-05-25, UNITED STATES The third portion of a teaching portfolio provides documents that support of course Web sites, evidence of teaching innovation, and examples of student work http://nextwave.sciencemag.org/cgi/content/full/2001/05/24/20

The Art of Teaching, Session 2: Using Portfolios to Improve and Evaluate Teaching 25 May 2001 RELATED ARTICLES Before you begin to teach ... Brought By ROBIN WRIGHT UNITED STATES U niversities and colleges increasingly emphasize teaching effectiveness as a factor in promotion and tenure decisions. Because of this changing emphasis, the number and quality of your research publications may no longer be the only measure of whether you climb to the next rung of the academic ladder. Given this fact, how can you document your teaching efforts to colleagues who will be making decisions about your future? Careful development of course and teaching portfolios can be invaluable for educating your colleagues about your teaching. In addition, these portfolios can be tools for improving your effectiveness in the classroom or teaching laboratory. A course portfolio documents your year-by-year teaching efforts in an individual course, providing a history of your innovations and their outcomes. By contrast, a teaching portfolio documents your global teaching efforts, including both formal and informal teaching, and is frequently used by colleagues to evaluate overall teaching effectiveness. Although the two collections of information overlap, we'll consider first the makeup of a course portfolio. The Course Portfolio A course portfolio explains what you are planning to do in a course and why, organizes information about the course, and evaluates the course to inform and direct future efforts. Begin your course portfolio with a paragraph that describes your global teaching philosophy, a statement that will also be included in your teaching portfolio. In writing this statement, consider: How do you view the connection between your teaching and research? What general outcomes are you hoping to achieve? How do you view your role in the classroom? What excites you about teaching? What hurdles do you face? What global needs do your students have? How are you planning to meet those needs? This statement will undoubtedly evolve as you gain teaching experience. Consequently, revisit it frequently as your teaching career progresses.

35. NewSchools Venture Fund The vision As a college student, teach For America founder Wendy Kopp had been observing the inadequate education she saw children in lowincome communities http://www.newschools.org/portfolio/teach.html

"We are far from the day when we can safely say that every child has an equal chance for success." Wendy Kopp, Founder and President, Teach For America view other organizations TEACH FOR AMERICA As a senior in college, Wendy Kopp was discouraged by the disparities in the quality of education between low-income and high-income areas and by the dearth of public sector job opportunities available to her and her classmates. Inspired to address these issues, she wrote a senior thesis outlining the concept of a national teacher corps, comprised of top recent college graduates who would commit two years to teach in America's poorest rural and urban schools. Her vision included a competitive program that would identify the best candidates dedicated to influencing children's lives - teachers who would be supported and challenged through summer institutes, mentorship, and a strong culture of enthusiasm for quality teaching and commitment to high academic expectations. Combining her idealism with her entrepreneurial spirit, Wendy set out after graduation to turn her thesis into a reality in 1989.

36. Kirlin Foundation - Portfolio (Washington State Courage To Teach) about the teacher,” the ripples emanating from dozens of people going back to their classrooms and truly connecting with their students by teaching from the http://www.kirlinfoundation.org/KFk.htm

Welcome Overview Early Childhood Development and Learning Education ... Contact Us W a s h i n g t o n S t a t e C o u r a g e t o T e a c h www.wactt.org T e a c h i n g F r o m t h e H e a r t Parker Palmer, author of Courage to Teach A n O c c u p a t i o n U n d e r S t r e s s N o w M o r e t h a n E v e r Current events continually remind us that in times of political and economic stress and insecurity, our children need teachers who can be fully present to their questions and needs for guidance, reassurance, perspective, and encouragement. Being able to do this for young people requires teachers to have a sense of wholeness, balance, compassion, empathy, energy, openness, and clarity. Maintaining the passion to teach and lead wholeheartedly takes not only skill, it takes inner strength and spirit. Now more than ever, it takes courage to teach. The Courage to Teach program builds on a simple premise: We teach who we are. When we take time for reflection, quiet, and deep listening to ourselves, others, and nature, we can reconnect to who we are as people and educators, finding wholeness, vocational clarity, and renewal. Since Fall, 1997 we have offered 12 seasonal retreat series and 5 Introductory weekend Retreats, serving over 450 teachers and educational leaders including principals, superintendents, and teacher-educators.

37. Student Teacher MCOATT Guidelines who can demonstrate that they are integrating technology in a unit taught during their student teaching experience that is highlighted in the portfolio. http://www.coatt.org/mcoatt/studentteach/old_portfolio.html

Old MCOATT Guidelines Portfolio Guidelines Your MCOATT portfolio is a carefully selected and developed collection of your work that presents your achievement in teaching with technology. You put these materials together to create a web site that is your presentation of your work. The portfolio is based on a multi-week unit of instruction that you have designed, developed, and taught to students which demonstrates your thinking about appropriate use of technology in teaching. When completed, the portfolio will contain an introduction, overview, multiple exhibits, and a final reflection. The award is given to preservice students who can demonstrate that they are integrating technology in a unit taught during their student teaching experience that is highlighted in the portfolio. You develop the portfolio using the materials you have created following the format for the COATT portfolio . Once you have indicated an interest in pursuing the MCOATT, your COATT institution will provide you with access to a web server where you will be able to post your completed portfolio for review. Your portfolio must be Internet-accessible (all narrative text, lesson plans, and support materials must be html documents or downloadable from your web site). See the technical requirements below.

38. TESH Electronic Portfolio Guidelines Select additional pieces from student teaching that support professional teaching standards (eg to files, develop captions, and include in portfolio. http://www.tandl.vt.edu/TESH/TESHPortfolioGuide.html

Electronic Portfolio: An electronic portfolio is required for TESH students in fulfilling the requirements for meeting professional teaching standards in content disciplines, the Interstate New Teacher Assessment and Support Consortium (INTASC), and the International Society for Technology in Education (ISTE). The following standards are reflected in the portfolio design and assessment: I. Teachers are committed to all students and their learning. The teacher intern understands how students learn and develop and can provide learning opportunities that support a student's intellectual, social, and personal development. The teacher intern understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. II. Teachers know the subjects and how to teach those subjects to students. The teacher intern understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students. The teacher intern plans instruction based upon knowledge of subject matter, state and national standards, students, and the community.

39. Graduate Students Forum: Preparing The Teaching Portfolio the readability of anything you photocopy, such as student evaluations; they Before you submit your teaching portfolio to a prospective employer, review it to http://www.historians.org/perspectives/issues/2003/0309/0309for2.cfm

l From the Graduate Students Forum column of the September 2003 Perspectives Graduate Students Forum: Preparing the Teaching Portfolio By Betty A. Dessants A n increasing number of colleges and universities are requiring job candidates to submit teaching portfolios as part of their applications. In one recent "how-to-get-an-academic-job" booklet, the authors pointed out that more than 500 American and Canadian colleges and universities use teaching portfolios in their evaluation of teaching (Lavon Gappa-Levi and Jay Tapp, "On Getting a Job: What You Should Know," in The Program for Instructional Excellence , Florida State University). While the request for a teaching portfolio would be expected from teaching-intensive institutions, a more competitive job market and an interest in effective teaching are making portfolios more common even among research institutions. Creating a teaching portfolio can only work to your advantage as you prepare for the job market. The portfolio is a professional and comprehensive way of presenting an overview of your teaching abilities and potential. It forces you to articulate your teaching goals and strategies, which is, in itself, very useful for a job interview. (And even if you prepare a portfolio and your interviewer doesn't ask for it, you're one step ahead in understanding the process of documenting and evaluating your teaching as you later prepare for tenure after you do land that job!) What goes into a teaching portfolio? As an overview of your teaching experience and potential, the portfolio should present a picture of your teaching profile. It allows you to present your ideas about teaching philosophy, pedagogy, and the integration of research and teaching. It also gives you a showcase to highlight your teaching strengths. At a minimum, most portfolios include a statement of teaching philosophy and goals, course syllabi for courses you have taught and those you would like to teach, and student evaluations. In addition, you might include an overview of your teaching responsibilities (course titles and numbers, enrollments, level, and whether they are required or elective), evaluations by colleagues who have observed your teaching, teaching honors or awards, and documentation of your participation in teaching development activities, perhaps through your department or a campus teaching center.

40. Teaching Portfolio number of student comments. Every assertion made in the portfolio should be supported by hard evidence. Get help. The compiling of a teaching portfolio can be http://www.columbia.edu/cu/gsas/cs/tch-rce/pages/tch-portfolio/

DEAN'S OFFICE ACADEMIC PROGRAMS PROSPECTIVE STUDENTS CURRENT STUDENTS ALUMNI Current Students Welcome Convocation 2004 Academic Affairs Degree Requirements Dissertation Office Handbook Best Practices Statement Student Affairs Office of Student Services Orientation GSAC* Newsletter Financial Aid Financial Aid Office Application for Summer 2004 Tuition Credit Financial Aid Documents Regulations ... Cost of Attendance Teaching Center Workshops Teaching Manual Teaching Guidelines Teaching Portfolio Teaching Tips Grantsmanship Resources Help Line Other Resources Minority Affairs Office of Minority Affairs Bulletin Bulletin 2003-2005 Other Resources CU Health Services* CU Student Services* ISSO* Career Education* ... University Libraries* * Indicates a link that will leave this site. Teaching Portfolio Teaching Portfolio Online Resources Sample Teaching Portfolios Print Resouces Teaching Portfolio What is a Teaching Portfolio? What's in it for you? What is in a Teaching Portfolio? How to get started ... Tip sheet for creating a good portfolio What is a Teaching Portfolio? The Teaching Portfolio is a means for collecting, organizing and presenting information that reflects on teaching activities, accomplishments and effectiveness. It is a valuable information base for facilitating critical reflection on teaching and for building a case for appointment, tenure, promotion and awards. The Teaching Portfolio has become increasingly important as pressure has mounted on universities to improve the quality of teaching. Smaller colleges that have traditionally emphasized teaching are also calling for more concrete documentation of job candidate's commitment to teaching.

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