Representing faculty work: The professional portfolio

Abstract

The professional portfolio can move faculty work from the private to the public arena, providing a rich representation of faculty work.

Evaluating scholarship performance: Traditional and emergent assessment templates

“…Consistent with Glassick, Huber, and Maeroff (1997), Fiddler and others (1996), Diamond (1993), Froh, Gray, and Lambert (1993), and Seldin (1991), we argue that the traditional publication-assessment template is not appropriate for evaluating quality across Boyer's four scholarship domains. In this section, we analyze data from the Journal Citation Reports of the Sciences Citation Index (Institute for Scientific Information, 1999a) and the Social Sciences Citation Index (Institute for Scientific Information, 1999b) to address the question, To what extent do publication outlets across disciplines vary in number and impact for the scholarships of discovery, application, integration, and teaching?…”

“…Indices of scholarship performance should be accompanied by documentation. Portfolios of "application," "integration," or "teaching" should be developed by candidates for tenure or promotion (Glassick, Huber, and Maeroff, 1997;Froh, Gray, and Lambert, 1993). Such documentation provides the basis for peer assessment of scholarly activities using the six criteria delineated by Glassick, Huber, and Maeroff (1997).…”

Evaluating outreach performance

“…These stages, adapted for outreach, include clear goals, adequate preparation, appropriate methods, significant results (impact), effective presentation (for the beneficiary and the field), and reflective critique. The faculty member should document the outreach project with appropriate materials, addressing each of the emerging stages (Glassick, Huber, and Maeroff), often through the use of a portfolio (Froh, Gray, and Lambert, 1993;Sandmann, 1996). Materials submitted likely vary based on the project, and beneficiaries of outreach activity may also be invited to provide evaluative feedback.…”

A Department-Based Approach to Developing Teaching Portfolios: Perspectives for Faculty Developers

“…One is to investigate other types of portfolios and to incorporate them into a scheme focused on department learning. In concert with the teaching portfolio, there are several other varieties of portfolios: the course portfolio, which describes a single course (Cerbin, 1994); the professional portfolio, which relates one's teaching, research, and service (Froh, Gray, & Lambert, 1993); and the student portfolio, which causes students to reflect upon, analyze, and provide evidence of learning in a course or across the years in their major (Cox, 1995c;Murnane, 1993). All these portfolios can fit together in various ways to enhance student, instructor, and department learning (Cox, 1995a).…”