Teaching Portfolio Guidelines

Teaching portfolios take many different forms.  A course portfolio is a teaching portfolio that focuses on one particular course.  For the purpose of this requirement, you will be composing a course portfolio for a course you have taught at least three times. 

The pieces of your portfolio will be:

1.      Your Curriculum Vitae.  This is a full description of your education and employment, packaged to display the qualities you have that relate to teaching in higher education.  [It is necessary to redesign/reformat your C.V. for different purposes.]  Be sure to describe fully the courses you have taught including information on number and types of students. More information on designing a C.V. is available at the CGU PFF website under “Individual Consultation.”

2.      Your Teaching Philosophy.  A teaching philosophy is not a wish list based on the current buzzwords in teaching.  Rather, it is a reflection of your educated and considered opinion on student learning, your efforts in teaching, and how those interact.  The teaching philosophy answers the following questions:

How do you think that students learn? 

How do you think teaching affects learning? 

What are your goals (teaching goals and learning objectives) for your students? 

How do you implement your philosophy of teaching and learning? 

What are your professional development plans (to continue to improve at addressing your students’ learning)?

3.      Instructional Materials for the course with a cover memo description of why you have selected the goals, methods, and assignments you have.  Instructional materials include the syllabus, assignments, in-class activities, and tests (with rubrics), as well as examples of student work (and how it was given feedback and evaluated).  You will continue to build and refine your course portfolio over time as you teach the course.  Save everything!

4.      Teaching Evaluations and Classroom Assessment Techniques designed for your course, with cover memo explanation of your strengths, challenges, and intentions to address the challenges.

5.      Your Professional Development Plan detailing what you have done to become a scholarly teacher and what your plans are to continue to be involved in faculty development.