A. PERSONAL PORTFOLIO:

The personal portfolio is a structure for gathering any and all information to document the quantity and quality of one's teaching, such as lists of courses, statements of goals, syllabi, hand-outs or web-sites, numbers of students, names of faculty-of-record, letters from students or other faculty, student or peer evaluations, record of continuing education, in-service training, etc. It provides the data for self-reflection regarding one's teaching: curriculum development, pedagogy, narrative reflections on conditions of classes, means taken for continuous improvement of teaching, successful and unsuccessful strategies, etc. The portfolio could take the form of a file drawer, a notebook, a set of folders, a box, a computer file -- anything that works for the individual.

B. PRESENTATION PORTFOLIO

1. Narrative of no more than 5 pages.
   The narrative should be a reflective summary of one's teaching, including teaching philosophy, general goals of teaching in the context of the library's teaching mission, a general description of the students, course design and rationale, indications of improvement, and innovation.

   The narrative functions as a summary or synthesis. It briefly highlights responsibilities and achievements. It provides a context for the data to be presented and points to the documentation. It answers the question: what does all the data mean?

2. Documentation (the data)

   The following checklist is offered as a guideline to what may be included in portfolio documentation. Each section should include brief annotations highlighting the significance of the documentation (which may be useful for the narrative).

   a. List of courses taught, with numbers of students in each and dates. If the number is large, they may be grouped (e.g. from 1996-1998, 50 freshmen seminars, course number, averaging 15 students in each.)

   b. Goals and objectives for each type of course (e.g. goals and objectives for freshmen seminars or for a session about OVID CBC for third-year internal medicine clerks.)

   c. Sample handouts, exercises (include running list of updates and list of classes used for which they were used)

   d. Sample class outlines and teaching approaches

   e. Summary of student evaluations

   f. Summary of peer evaluations

   g. Unsolicited written feedback from faculty/class instructors

   h. Other