The Portfolio - For Faculty Peer Evaluation

Introduction

A portfolio is a reflective analysis of a faculty member's teaching, scholarship, service and the integration of faith and learning made by that faculty member, often for use in consideration for tenure or promotion. It is an instrument for evaluation and a vehicle for presenting information which may include the results of evaluations. The faculty member approaches the preparation of the portfolio as an opportunity to offer evidence of achievement in teaching, scholarship, service and the integration of faith and learning.

Purposes for the portfolio include: providing data for personnel decisions, including tenure and promotion; supplying data for aggregate information that might be communicated to assessment groups; and, perhaps most importantly, providing the faculty member with special and significant opportunities for reflection about his or her professional career.

Once started, the portfolio can be routinely updated. In no case should the development of a portfolio be a burden that consumes an excessive amount of a faculty member's time; nor should reading one be a daunting task.

Portfolio Format and Contents

General Format

The portfolio should be not more than thirty pages long and should present information under headings of teaching, scholarship, service and the integration of faith and learning. The Faculty Handbook contains descriptions of these categories. Faculty members will need to substantiate claims made in the portfolio by including complementary information in the form of appendices or exhibits. Faculty members should bear in mind, however, the need to be judicious in the amount of information provided. Portfolios are submitted electronicallyas a single PDFto the Academic Affairs Office.

Contents of the Portfolio

The Teaching Section Of The Portfolio

Introduction

The teaching section of the portfolio underscores the emphasis on the value of teaching at George Fox University. The outline that follows is meant to be an adaptable template, which can be modified for individual units or even individual faculty members. Nevertheless, there should be a degree of uniformity.

General Format

The teaching section should be not more than ten pages. The Faculty Handbook contains a description of this category. Faculty members will need to substantiate claims made in the portfolio essay by attaching complementary information in the form of appendices or exhibits.

The outline that follows can therefore be regarded as a menu from which faculty members can select items to include in the teaching section to fit their particular circumstances.

Outline of the Teaching Section

Ideals and Goals (introduction to essay)

Provide a compact but thoughtful statement about your intentions and aspirations in teaching. Use a reflective approach that summarizes the goals identified on the recent FGPs. The Individual Profile done prior to the FGP may be a helpful source of the overarching, philosophical ideals for your teaching that inform your yearly goals.

Responsibilities (first division of essay)

The topics listed below reflect the kind of information that will help others assess your performance. Some will not apply to your situation; others might be added. Use your two most recent contract years as the baseline.

Evaluations (second division of essay)

The evaluation section should consist chiefly of summaries of data from student evaluations and peer reviews. The data themselves may be attached in exhibits or offered as available on request. Some faculty members may wish to include explanations or rejoinders for evaluations which they believe to be potentially misleading. The following will be represented in the essay by summary statements that are substantiated by exhibits in the appendices.

Results (third division of essay)

Appendix or Exhibits

These may include: detailed information (syllabi, student evaluation forms, reports of peer evaluations, grade distributions, etc.) about specific courses and other teaching activities; copies of materials listed under D.2; preprints or offprints of items listed under D.3; etc.

Adapted from WSU web page. Copyright © 1996 Washington State University. Disclaimer Electronic Publishing and Appropriate Use Policy. Used withpermission. http://www.wsu.edu/provost/teaching.html

The Scholarship Section of the Portfolio

Introduction

The scholarship section of the portfolio is information compiled by the faculty member about that faculty member's scholarly contributions, often for use in consideration for tenure or promotion.

Purposes for the scholarship section include: providing data for personnel decisions, including tenure and promotion; providing opportunity to the faculty member for reflection about his or her contribution to the field of knowledge identified as a research interest; providing opportunity to the faculty member for reflection on integration of the faculty member’s field with the Christian faith.

General Format

The scholarship section should be less than five pages. The Faculty Handbook contains a description of the expectations for scholarship. Faculty members will need to substantiate claims made in the portfolio essay by attaching complementary information in the form of appendices or exhibits.

The outline that follows can therefore be regarded as a menu from which faculty members can select items to include in the scholarship portfolios to fit their particular circumstances.

Outline of the Scholarship Section

Goals

A compact but thoughtful statement about the faculty member's intentions and aspirations in scholarly contributions, especially for the near future, as identified in the Faculty Growth Plan. The Individual Profile done prior to the FGP may be a helpful source of the overarching, philosophical ideals for your scholarship that inform your yearly goals.

Examples: Choice of a defined area (or areas) of interest for scholarship; identification of conferences where presentations on that area might be welcome; identification of journals or publishing houses in which such scholarship might find publication.

This might be a good place to mention unforeseen obstacles the faculty member has encountered, such as inadequate library resources, limitations on time available for research, distance from archives, etc., while maintaining a professional tone throughout.

Responsibilities

The topics listed below reflect a broad concept of scholarship. Others might be added. The following will be represented in the essay by summary statements that are substantiated by exhibits in the appendices.

Validation by peers

The "Validation" section in a portfolio should consist chiefly of summaries of invitations to give conference presentations, published articles or pieces, peer assessment of performance, or other evidence appropriate to the discipline.

The Service Section of the Portfolio

Introduction

The service section of the portfolio is information compiled by the faculty member about a faculty member’s service beyond load-credit assignments, often for use in consideration for tenure or promotion.

Purposes for the service section include: providing data for personnel decisions, including tenure and promotion; providing opportunity to the faculty member for reflection about his or her contribution to the department, the professional discipline, the university, the community, or the broader Christian church.

General Format

The service section should be less than five pages. The Faculty Handbook contains a description of the expectations for service. Faculty members will need to substantiate claims made in the portfolio essay by attaching complementary information in the form of appendices or exhibits.

The outline that follows can therefore be regarded as a menu from which faculty members can select items to include in the service section to fit their particular circumstances.

Outline of the Service Section

Goals

A compact but thoughtful statement about the faculty member's intentions and aspirations in service, especially for the near future, as identified in the Faculty Growth Plan. The Individual Profile done prior to the FGP may be a helpful source of the overarching, philosophical ideals for your service that inform your yearly goals.

Example: choice of a defined area (or areas) of interest for service

This might be a good place to mention obstacles the faculty member has encountered, such as limitations on time available for service, distance from service opportunities, need for financial underwriting for necessary travel, etc., while maintaining a professional tone throughout.

Responsibilities

The topics listed below reflect a broad concept of service. Others might be added. The following will be represented in the essay by summary statements that are substantiated by exhibits in the appendices.

External Confirmation

The "Confirmation" section in this section should consist of invitations to provide leadership, letters of acknowledgment or appreciation for service rendered, etc.

Appendix or Exhibits

These may include written contributions of the faculty member to the organization, ceremonial programs, by-laws describing the faculty member's position in the organization, etc.

The Faith Integration Section of the Portfolio

Introduction

The faith/learning integration essay is a scholarly piece of writing that demonstrates your current thinking about how you bring your identity as a teacher, scholar, and servant into sync with one another in a holistic picture of “your vocation?” The essay should be the length of a brief scholarly article (no longer than 10 pages) and include a brief bibliography.

Major Sections of the Paper Include: