Guidelines for portfolio preparation: Implications from an analysis of teaching portfolios at the University of Florida

Dorene D. Ross; Elizabeth Bondy; Lynn Hartle; Linda L. Lamme; Rodman B. Webb

doi:10.1007/BF01228327

Guidelines for portfolio preparation: Implications from an analysis of teaching portfolios at the University of Florida

Dorene D. Ross, Elizabeth Bondy, Lynn Hartle, Linda L. Lamme, Rodman B. Webb

Penn State Brandywine

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

An analysis of 73 portfolios, prepared by University of Florida faculty as part of the Teaching Improvement Program competition, revealed tremendous variability in the quantity, quality, and coherence of the evidence presented to support claims of excellence in teaching. By analyzing portfolios prepared by faculty members representing different colleges and different types of teaching assignments, the researchers developed seven common guidelines for portfolio construction.

Original language	English (US)
Pages (from-to)	45-62
Number of pages	18
Journal	Innovative Higher Education
Volume	20
Issue number	1
DOIs	https://doi.org/10.1007/BF01228327
State	Published - Sep 1 1995

All Science Journal Classification (ASJC) codes

Education

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10.1007/BF01228327

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abstract = "An analysis of 73 portfolios, prepared by University of Florida faculty as part of the Teaching Improvement Program competition, revealed tremendous variability in the quantity, quality, and coherence of the evidence presented to support claims of excellence in teaching. By analyzing portfolios prepared by faculty members representing different colleges and different types of teaching assignments, the researchers developed seven common guidelines for portfolio construction.",

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Guidelines for portfolio preparation: Implications from an analysis of teaching portfolios at the University of Florida

Abstract

All Science Journal Classification (ASJC) codes

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