Course Portfolios: Your constant companion

Published 14 days ago • 2 min read

Hello Reader,

“The portfolio serves as a guide or map. I can see more clearly where I have been, where I want to be, and have better ideas about how to get there.” Cerbin, 1994, p. 104

Have you heard of a course portfolio? When teaching, the course portfolio provides a space for you to reflect on the course and student learning so that you critically assess your course and formulate ideas for improvement. If you do not assess your courses, then you risk repeating inefficient assessment and instructional strategies. Therefore, the course portfolio is a record of your evaluation of all components of the course.

The course portfolio can be either a physical notebook, binder, or an electronic file, where you will detail everything related to a course. It allows you to take a step back and critically analyze each component of the course, and in its entirety. Most importantly, pay attention to areas where you and/or students experienced tension. Your course should flow, rather than have areas of strain. When you teach the course again, the course portfolio will provide the information you need to improve the course and is excellent data for your teaching dossier/portfolio.

Essential components of a course portfolio

The typical course portfolio includes the following:

Course Context: Explanation of the level of the course, student population, student motivation for taking the course, prerequisites, and your goals and approach to designing the course. Include purpose: for personal growth, contribution to the field, and/or for rewards (Hutchings, 2023).

Syllabus or Course Outline: Highlight the course-level learning outcomes, assessments, rubrics, and instructional strategies used.

Lesson Plans: Include your lesson-level learning outcomes, pre-assessment, learning activities (PowerPoint slides, handouts, lab experiments, manuals, activity sheets, quizzes, etc.), and post-assessment for each lesson in the course.

Sample Student Work: Include student work to provide evidence of the effectiveness of the course design. Show a range of student work, from A to F (anonymized).

Course Surveys and Feedback: Include all course surveys you issued with summary of feedback. Also include emails you receive from students throughout the course or summarize.

Reflective Journal: Reflect on the following after each teaching session and then at the end of the course:

  • Did students meet the learning outcomes; if not, how that could be rectified?
  • Were there common mistakes on assignments? If so, how could students be better supported?
  • Were the instructional activities aligned with the learning outcomes?
  • What needs to be revised in the course?

When reflecting, Gibbs (1988) suggests asking:

  • What? Describe what happened.
  • So what? Evaluate what went well and not so well during the experience.
  • Now what? Determine what else you could do and where you can seek support to address the situation.

How to organize your portfolio for maximum impact

· Whether electronic or physical, organize the portfolio into the sections identified above. This will help the reader see the components clearly.

· Highlight passages in your reflective journal that you want to stand out.

· Use sticky notes throughout the portfolio to post ideas and revisions you want to implement when you next teach the course.

The course portfolio provides an excellent structure to keep track of your courses but especially as to what you want to enhance. Keep a course portfolio for every course you teach.

References

Cerbin, W. (1994). The course portfolio as a tool for continuous improvement of teaching and learning. Journal on Excellence in College Teaching, 5(l), 95-105.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

Hutchings, P. (Ed.) (2023). The course portfolio: How faculty can examine their teaching to advance practice and improve student learning, 3rd edition. New York, NY: Routledge.

To your teaching success!

Dr. Cynthia Korpan, Director, ITeach: Certification in Higher Ed Inc.

Are you a graduate student or early career academic who is driven to excel in your studies and pursue a career as an academic? Then this blog is for you. You'll join 100s of others that I have helped enhance their teaching abilities, gain a competitive edge in the academic job market, and become a well-rounded educator. You will be provided with insights, strategies, and resources to help you become an effective and respected educator within your discipline.