Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence. The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching. Portfolios are a step toward a more public, professional view of teaching as a scholarly activity. Portfolios can offer a look at development over time, helping one see teaching as an ongoing process of inquiry, experimentation, and reflection. Teaching portfolios capture evidence of one’s entire teaching career, in contrast to "course portfolios" that capture evidence related to a single course.
Portfolios can serve any of the following purposes.
How do electronic portfolios differ from print portfolios?
Aworuwa, Bosede O. and Martha Jane Harris, "Creating a Tenure-Winning Portfolio." In AECT Convention Proceedings, Dallas, 2006, 200-208. Bloomington, IN: Association for Educational Communications and Technology.
Cambridge, Barbara, Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning, American Association for Higher Education, 2001.
Clark, George David, "Developing an Effective Teaching Portfolio." The Chronicle for Higher Education, July 9, 2012.
Seldin, Peter, The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, 3rd edition, Anker, 2004.