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Course Portfolios

PDF Portfolio instructions given to Collegium participants.

Purpose. The course portfolio is an opportunity for graduate students to:

1) Capture their teaching innovations and learning assessments from their spring semester course;
2) Reflect on the results of these teaching innovations and learning assessments;
3) Connect these teaching experiences to their disciplinary teaching traditions and priorities; and
4) Share their experiences and findings with others on this webpage.

The course portfolios will address questions such as:

  • What was the teaching/learning challenge you identified?
  • What teaching innovation did you implement?
  • What evidence of student learning did you collect in your assessment?
  • What did the learning assessment tell you?
  • What changes would you make to your teaching in the future to respond to this evidence of learning?

Format. The final form of the electronic course portfolios will be PDF files created from MS word documents. Course portfolios will likely be about 8-10 pages in length, including “artifacts” from teaching and reflections. It should include the following sections:

Abstract. A one paragraph summary of course portfolio

Introduction (or Background or Context). Answers the following:

  • What is your role in this course?
  • What background information will help understand the course?
  • How does the course fit into the curriculum of the discipline?
  • What are the learning objectives for the course?
  • Also makes mention of student demographics, course level and subject, typical class format, and may include a course syllabus.


  • What were your learning objectives for the course or lesson(s) you are focusing on?
  • What was the teaching/learning challenge you identified in your course or lesson(s)?
  • Why does it represent a challenge?

Implementation (or Course/Lesson Design):

  • What major approaches did you chose to address the teaching/learning challenge?
  • Why did you choose that approach? (For example, what readings and discussions in the Collegium have influenced your thinking?)
  • How did you (re)design your course or lesson(s) to meet your learning objectives?
  • What teaching innovation(s) did you implement?
  • Instructors might include samples of handouts, worksheets, and/or descriptions of activities in this section.

Assessment (or Data or Evidence):

  • What evidence of student learning did you collect in your assessment(s)?
  • Possible sources of data may come from: Classroom Assessment Techniques (CATs), samples of student work, course evaluations, interviews, surveys, and personal observations. Samples of these outcomes may be included in this section.

Analysis and Reflection (or Findings and Conclusions and Next Steps)

  • Why do you think your students will understand the concepts better/differently because of your teaching implementation?
  • What did the learning assessments tell you?
  • What changes would you make to your teaching in the future to respond to this evidence of student learning?


  • What literature and other resources supported your teaching implementation and learning assessments?