Abstract
This article examines the use of teaching portfolios in documenting the scholarship of teaching in the U.S. Portfolios are generally three-ring binders that create teaching records including most often three types of materials: products of good teaching; material from oneself; materials from others. The major contribution most advocates of portfolios mention is the perceived improvement of teaching. Portfolios increase reflection and action about teaching by: giving focus on teaching as part of a professor's expected activities; encouraging faculty to seek ways to improve their teaching by attending conference meetings on teaching, reading about teaching techniques, and creating discussions about teaching within the department and university; and stimulating formal and informal research on teaching.
Recommended Citation
Boileau, D. M. (1993). Scholarship reconsidered: A challenge to use teaching portfolios to document the scholarship of teaching. Journal of the Association for Communication Administration, 22(3), 19–24.
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