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Teaching and Learning Portfolios: Literature Background, Implementation Strategy, and First-Hand Implementation Experiences

机译：教学和学习投资组合：文献背景，实施策略和第一手实施经验

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The subject of teaching and learning portfolios is considered from three standpoints. First, some of the existing published literature on the subject of teaching and learning portfolios is discussed. This discussion shows that while there is agreement about some aspects of teaching and learning portfolios, views on their value differ. Second, the development of the general implementation strategy for the creation of teaching and learning portfolios at the DuBois Campus of the Pennsylvania State University is discussed. It is apparent from these two components of the paper that the creation of teaching and learning portfolios is an emerging requirement at many institutions of higher learning, the DuBois Campus of Penn State being one. Third, the first-hand experience of an engineering faculty member who has created two teaching and learning portfolios is presented. The portfolios discussed were created at two intervals, after the faculty member had completed one and then three years of full-time instruction at the institution, respectively. The two portfolios differ significantly in scope and complexity. The three-year portfolio is more extensive and includes sections on assessment, continuous improvement, and strategic plans that were not part of the one-year portfolio. The one-year portfolio was composed mainly of a statement of teaching philosophy and goals and objectives for individual courses. As the personal experience is detailed, several conclusions and observations about teaching and learning portfolios are made. Those conclusions and observations are then placed in a context relative to the perspectives presented while discussing background literature.
机译：从三个角度考虑教学和学习投资组合的主题。首先，讨论了关于教学和学习投资组合主题的一些现有发表的文献。此讨论表明，虽然有关教学和学习投资组合的某些方面，但对其价值的观点不同。其次，探讨了宾夕法尼亚州立大学杜巴州校园建立教学和学习投资组合的一般实施策略。从这篇文章的这两个组成部分显而易见的是，教学和学习组合的创造是许多高等院校的新兴的要求，宾夕法尼亚州的杜邦校区是一个。第三，提出了创建了两种教学和学习投资组合的工程学院成员的第一手经验。讨论的投资组合是在教职员工分别完成机构的三年全日制教学之后进行两次间隔创建的。这两个投资组合在范围和复杂性中显着差异。为期三年的组合更广泛，包括关于评估，持续改进和不属于一年组合的战略计划的部分。为期一年的组合主要由个人课程的教学哲学和目标和目标组成。随着个人经历的详细说明，制造了关于教学和学习投资组合的几个结论和观察。然后将这些结论和观察放在了相对于在讨论背景文学时提出的视角。

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