ERIC Number: ED406959
Record Type: RIE
Publication Date: 1993
Campus Use of the Teaching Portfolio: Twenty-Five Profiles. AAHE Teaching Initiative.
Anderson, Erin, Ed.
Twenty-five profiles of college and university programs using teaching portfolios to evaluate faculty are presented to illustrate how portfolio use relates to institutional context and purposes of evaluation. An introductory section makes observations about the profiles in general and highlights some issues emerging during preparation of the profiles. Programs represented include those of: Ball State University (Indiana); City University of New York, York College; Dalhousie University (Nova Scotia, Canada); Doane College (Nebraska); The Evergreen State College (Washington); Fayetteville State University (North Carolina); Gordon College (Massachusetts); Harvard University Medical School (Massachusetts); Manhattanville College (New York); Miami-Dade Community College (Florida); Murray State University (Kentucky); Otterbein College (Ohio); Saint Norbert College (Wisconsin); San Diego State University (California); Syracuse University (New York); Texas A & M University; Tompkins Cortland Community College (New York); University of Colorado at Boulder; University of Maryland University College; University of Minnesota, Twin Cities; University of Nebraska, Lincoln; University of Pittsburgh, Greensburg Campus (Pennsylvania); University of Wisconsin, La Crosse; Western Michigan University; and York University (Ontario, Canada). The charter document for the Syracuse University program is appended. Contains 13 references. (MSE)
Descriptors: Administrative Policy, College Faculty, Employment Practices, Evaluation Criteria, Faculty Evaluation, Higher Education, Personnel Policy, Portfolio Assessment, Portfolios (Background Materials), Profiles, Program Descriptions, Program Design
American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110 ($13 members, $15 nonmembers).
Publication Type: Collected Works - General; Reports - Descriptive
Education Level: N/A
Authoring Institution: American Association for Higher Education, Washington, DC.