Building KU's Teaching and Learning Community

Creating Teaching Portfolios

profesor dena registerA course portfolio represents a teacher’s most effective practices. When teaching is approached as an act of data-driven practice, the course portfolio can allow you to explore how effectively the goals of student learning are being achieved, from your point of view and from the perspective of student work. In this way, student and teacher practices inform and serve each other; this bi-directional relationship is captured in the course portfolio.

The structure of a course portfolio explains course goals, how goals were implemented, how student performance was achieved, and the teacher’s reflection on what was achieved and what can be bettered in future offerings. A richer portfolio tracks a course’s evolution, showing what was learned and improved over time. In contrast to other reviews, students’ voice and performance is evident through student work, not through student ratings. Also, instead of a generalized teaching statement, the reflections of the teacher are encompassed in an in-depth analysis of his or her teaching and future teaching goals (Bernstein 2006).

As members of an intellectual community, we’re happy when we can share our research. It’s valuable for colleagues to learn from our work and build on it, and we’re also proud to know we’ve accomplished something others find worthwhile. There may be a time when you feel that way about your teaching, as well, and KU has a way for you to share your accomplishments. CTE provides a number of faculty groups that share the products and insights of their teaching, and we work with faculty members to represent those in an electronic gallery. If you wish to share your work, we’ll help you create a course portfolio for our web site.


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