Prosser et al. (2000) suggest that an academic portfolio provides:
- A record of events and results and our reactions to them
- Data on which to base reflective discussion
- Opportunity for us to challenge ourselves and what we do
- Impetus to take action that is informed and planned
- The means to develop a personal philosophy of teaching and research
Self-assessment and reflection, student feedback, student learning and peer review
http://uniteachingcriteria.edu.au/framework/about/collecting-evidence/
http://uniteachingcriteria.edu.au/framework/about/collecting-evidence/
Uni Adelaide tells us that “those reading your portfolio for tenure or promotion will be seeking evidence you have:
• a scholarly approach to teaching
• obtained student and peer feedback of your teaching and that you have acted on the results
• reflected on how your teaching has influenced student learning
• made an impact on student learning”
• a scholarly approach to teaching
• obtained student and peer feedback of your teaching and that you have acted on the results
• reflected on how your teaching has influenced student learning
• made an impact on student learning”
UWA
"Staff would normally build a suite of evidence, which shows engagement in each of the areas of activity contained in the framework, but to varying extents. This process is cumulative, and the emphasis placed on different activities may change over time. When staff engage in activities outside the scope of the framework, these should also be reflected in the teaching portfolio."
"Staff would normally build a suite of evidence, which shows engagement in each of the areas of activity contained in the framework, but to varying extents. This process is cumulative, and the emphasis placed on different activities may change over time. When staff engage in activities outside the scope of the framework, these should also be reflected in the teaching portfolio."
Macquarie Uni
"Any academic portfolio should enable you to prepare well for discussions with academic advisors and provide evidence to support your areas of strength and help identify areas that you may wish to develop. You can use information from your portfolio in whole or in part, as evidence that you have met the criteria of promotion or award".
http://staff.mq.edu.au/teaching/teaching_development/rewards/documenting_work/
"Any academic portfolio should enable you to prepare well for discussions with academic advisors and provide evidence to support your areas of strength and help identify areas that you may wish to develop. You can use information from your portfolio in whole or in part, as evidence that you have met the criteria of promotion or award".
http://staff.mq.edu.au/teaching/teaching_development/rewards/documenting_work/
Griffith University
The multi-faceted documents may include: "subject matter expertise; skills in curriculum and assessment design; skills in classroom teaching/lecturing and student advising; management and organisational skills; mentoring and supervision of colleagues, graduate students and students in practical or professional; workplace settings; personal and professional development intended to enhance one’s own teaching practice; departmental development that enhances teaching policies and practices at department level; contribution to the wider community through teaching and sharing of expertise beyond the university (adapted from McAlpine & Harris, 2002)."
The multi-faceted documents may include: "subject matter expertise; skills in curriculum and assessment design; skills in classroom teaching/lecturing and student advising; management and organisational skills; mentoring and supervision of colleagues, graduate students and students in practical or professional; workplace settings; personal and professional development intended to enhance one’s own teaching practice; departmental development that enhances teaching policies and practices at department level; contribution to the wider community through teaching and sharing of expertise beyond the university (adapted from McAlpine & Harris, 2002)."
Teaching - Research - Service