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Praise for The Teaching Portfolio

"This new edition of a classic text has added invaluable, immediately useful material. It's a must-read for faculty, department chairs, and academic administrators." --Irene W. D. Hecht, director, Department Leadership Programs, American Council on Education

"This book offers a wealth of wisdom and materials. It contains essential knowledge, salient advice, and an immediately useful model for faculty engaged in promotion or tenure." --Raymond L. Calabrese, professor of educational administration, The Ohio State University

"The Teaching Portfolio provides the guidelines and models that faculty need to prepare quality portfolios, plus the standards and practices required to evaluate them." --Linda B. Nilson, director, Office of Teaching Effectiveness and Innovation, Clemson University

"Focused on reflection, sound assessment, and collaboration, this inspiring and practical book should be read by every graduate student, faculty member, and administrator." --John Zubizarreta, professor of English, Columbia College

"All the expanded and new sections of this book add real value, but administrators and review committees will clearly benefit from the new section on how to evaluate portfolios with a validated template." --Barbara Hornum, director, Center for Academic Excellence, Drexel University

"This book is practical, insightful, and immediately useful. It's an essential resource for faculty seeking promotion/tenure or who want to improve their teaching." --Michele Stocker-Barkley, faculty, Department of Psychology, Kishwaukee Community College

"The Teaching Portfolio has much to say to teachers of all ranks, disciplines, and institutions. It offers a rich compendium of practical guidelines, examples, and resources." --Mary Deane Sorcinelli, Associate Provost for Faculty Development, University of Massachusetts Amherst

"Teaching portfolios help our Board on Rank and Tenure really understand the quality and value of individual teaching contributions." --Martha L. Wharton, Assistant Vice President for Academic Affairs and Diversity, Loyola University, Maryland

Tabla de contenidos provista por Syndetics

• Foreword(p. xi)
• Preface to the Fourth Edition(p. xiii)
• About the Authors(p. xix)
• About the Contributors(p. xxiii)
• Part 1 The What, Why, and How of Teaching Portfolios(p. 1)
• 1 An Introduction to the Teaching Portfolio(p. 3)
• 2 Choosing Items for the Teaching Portfolio(p. 10)
• 3 Preparing the Teaching Portfolio(p. 21)
• 4 Steps to Creating a Teaching Portfolio(p. 26)
• 5 The Importance of Collaboration(p. 31)
• 6 Suggestions for Improving the Teaching Portfolio(p. 35)
• 7 Evaluating the Teaching Portfolio(p. 41)
• 8 Answers to Common Questions(p. 51)
• 9 E-Portfolios for Teaching Improvement(p. 62)
• 10 Clinical Education Portfolios(p. 71)
• Part 2 How Portfolios are Used(p. 79)
• 11 Teaching Portfolios at Loyola University Maryland(p. 81)
• 12 Exploring the Future of Teaching Portfolios with Graduate Students at the University of Massachusetts Amherst(p. 88)
• 13 Developing Teaching Portfolios at Elgin Community College: The Early Years(p. 96)
• 14 Implementing the Teaching Portfolio at Florida Gulf Coast University(p. 102)
• 15 Reviewing the Teaching Portfolio: Considerations from a Provost/Vice President of Academic Affairs(p. 109)
• Part 3 Sample Portfolios from Across Disciplines(p. 119)
• 16 Biological Sciences(p. 121)
• 17 Chemistry and Biochemistry(p. 134)
• 18 Chemistry and Mathematics(p. 149)
• 19 Communication and Philosophy(p. 159)
• 20 English and Communication(p. 171)
• 21 Family and Consumer Sciences(p. 183)
• 22 Fish, Wildlife, and Conservation Ecology(p. 196)
• 23 Government(p. 206)
• 24 Justice Studies(p. 218)
• 25 Law(p. 234)
• 26 Music(p. 245)
• 27 Nursing(p. 257)
• 28 Pathology(p. 269)
• 29 Physical Therapy(p. 282)
• 30 Physics(p. 294)
• 31 Physiology and Developmental Biology(p. 306)
• 32 Political Science(p. 318)
• 33 Psychology(p. 328)
• 34 Social and Behavioral Sciences(p. 339)
• 35 Social Work(p. 355)
• 36 Theater(p. 363)
• References(p. 372)
• Index(p. 375)

Notas de autor provistas por Syndetics

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.