The creation of a teaching portfolio is the culminating project for the Certificate in University Teaching Skills; participants completing the Foundations Certificate are not required to complete a teaching portfolio.
A teaching portfolio is a compilation of artifacts that communicate evidence of your teaching philosophies and abilities (just as a dissertation communicates research abilities). An increasing number of institutions request a teaching portfolio or individual components of a teaching portfolio to demonstrate teaching experience throughout the academic job search as well as part of tenure and promotion dossiers.
Participants in the Certificate in University Teaching Skills will develop a portfolio containing a teaching philosophy, curriculum vitae, sample syllabus and course assignments, as well as reflective writings (see Requirements and Prompts for complete list of contents). The requirements for the Certificate ensure that participants have a solid foundation for a portfolio. Participants are welcome to add additional components to evidence teaching practices beyond the Certificate requirements.
A participant's mentor and Center staff are available to review and provide feedback as he/she develops his/her portfolio. In order to complete the certificate, participants compile and submit a teaching portfolio, meet with Center staff for an in-person review, and have all work assessed at a minimum of "acceptable" per the portfolio rubric (see below).
No specific tool is required; participants may create a portfolio using any tool with which they are comfortable.
SLU is a Google campus; faculty, staff, and students have access to develop a site in the "sites" feature; however, please know that anyone who leaves the institution will not have indefinite access to their SLU google apps account. Many free programs exist outside of SLU's Google apps (example: Wordpress, Google sites, Google Blogger, Weebly, and more).
Portfolios must be complete at the time of submission, which means they contain all required components and are in a format that includes a coherent organizational strategy. Regardless of medium, what matters most is that the organization be clear and usable as a tool for navigating the portfolio's contents.
Participants should consider their professional and personal needs when discerning which option is better for them. An online portfolio is easily shared with many constituents and is helpful for cultivating an online presence. A binder portfolio facilitates face-to-face conversations about teaching.
Review the Portfolio Rubric for detailed assessment criteria.
Portfolios are due near the end of each semester. Once a portfolio is received, participants schedule a 30-minute meeting with Center staff for an in-person review meeting.
Each portfolio is reviewed by two Center staff in order to provide different perspectives and richer feedback to participants. Portfolios are evaluated based on criteria within the Portfolio Rubric. Both reviewers are present for the review meeting, when possible.
During the meeting, reviewers address key strengths of the portfolio; share any revisions that will be needed before final approval can be given; and provide ideas for further development in the future. If participants are required to submit revisions, they are given a timeline to do so; however, all work must be received and assessed at a minimum of an acceptable level to earn the certificate.
To submit an online portfolio, please click here to fill out the submission form.
Washington University of Saint Louis
(Link to University of Mass-Amherst handbook on preparing a teaching portfolio via Georgetown University)