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<p>Foreword xi</p> <p>Preface to the Fourth Edition xiii</p> <p>About the Authors xix</p> <p>About the Contributors xxiii</p> <p><b>PART ONE: THE WHAT, WHY, AND HOW OF TEACHING</b> <b>PORTFOLIOS 1</b></p> <p>1 An Introduction to the Teaching Portfolio 3</p> <p>2 Choosing Items for the Teaching Portfolio 10</p> <p>3 Preparing the Teaching Portfolio 21</p> <p>4 Steps to Creating a Teaching Portfolio 26</p> <p>5 The Importance of Collaboration 31</p> <p>6 Suggestions for Improving the Teaching Portfolio 35</p> <p>7 Evaluating the Teaching Portfolio 41</p> <p>8 Answers to Common Questions 51</p> <p>9 E-Portfolios for Teaching Improvement 62</p> <p><i>Monica A. Devanas</i></p> <p>10 Clinical Education Portfolios 71</p> <p><i>Annalise Sorrentino</i></p> <p><b>PART TWO: HOW PORTFOLIOS ARE USED 79</b></p> <p>11 Teaching Portfolios at Loyola University Maryland 81</p> <p><i>Peter Rennert-Ariev</i></p> <p>12 Exploring the Future of Teaching Portfolios with 88</p> <p>Graduate Students at the University of Massachusetts Amherst</p> <p><i>Mathew L. Ouellett</i></p> <p>13 Developing Teaching Portfolios at Elgin Community College: The Early Years 96</p> <p><i>Kimberly Tarver</i></p> <p>14 Implementing the Teaching Portfolio at Florida Gulf Coast University 102</p> <p><i>Donna Price Henry</i></p> <p>15 Reviewing the Teaching Portfolio: Considerations from a Provost/Vice President of Academic Affairs 109<br /><br /><i>Ronald B. Toll</i></p> <p><b>PART THREE: SAMPLE PORTFOLIOS FROM ACROSS</b> DISCIPLINES 119</p> <p>16 Biological Sciences 121</p> <p><i>Martha S. Rosenthal</i></p> <p>17 Chemistry and Biochemistry 134</p> <p><i>David E. Smith</i></p> <p>18 Chemistry and Mathematics 149</p> <p><i>Richard Schnackenberg</i></p> <p>19 Communication and Philosophy 159</p> <p><i>Mary Pelak Walch</i></p> <p>20 English and Communication 171</p> <p><i>Margaret Loring</i></p> <p>21 Family and Consumer Sciences 183</p> <p><i>Esther L. Devall</i></p> <p>22 Fish, Wildlife, and Conservation Ecology 196</p> <p><i>Wiebke J. Boeing</i></p> <p>23 Government 206</p> <p><i>Nancy V. Baker</i></p> <p>24 Justice Studies 218</p> <p><i>Heather A. Walsh-Haney</i></p> <p>25 Law 234</p> <p><i>Marc Jonathan Blitz</i></p> <p>26 Music 245</p> <p><i>Stephanie Jensen-Moulton</i></p> <p>27 Nursing 257</p> <p><i>Vicki D. Lachman</i></p> <p>28 Pathology 269</p> <p><i>Peter G. Anderson</i></p> <p>29 Physical Therapy 282</p> <p><i>Kimberly Tarver</i></p> <p>30 Physics 294</p> <p><i>Michaela Burkardt</i></p> <p>31 Physiology and Developmental Biology 306</p> <p><i>Michael D. Brown</i></p> <p>32 Political Science 318</p> <p><i>Richard R. Johnson</i></p> <p>33 Psychology 328</p> <p><i>Aaron Kozbelt</i></p> <p>34 Social and Behavioral Sciences 339</p> <p><i>Kristine De Welde</i></p> <p>35 Social Work 355</p> <p><i>Amanda Evans</i></p> <p>36 Theater 363</p> <p><i>Amy E. Hughes</i></p> <p>References 372</p> <p>Index 375</p>

<p><strong>Peter Seldin</strong> 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). <p><strong>J. Elizabeth Miller</strong> 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. <p><strong>Clement A. Seldin</strong> 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.

<p>Praise for The Teaching Portfolio</p> <p>"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</p> <p>"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</p> <p>"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</p> <p>"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</p> <p>"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</p> <p>"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</p> <p>"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</p> <p>"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</p>

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