Abstract
A course portfolio, unlike a teaching portfolio, is a form of teaching scholarship which epitomizes the inquiry and research focus of SoTL. Its purpose is to document the design, implementation and evolution of a specific course, thereby making explicit the implicit intellectual work of teaching. It is a tangible means of engaging in SoTL with the purpose of improving student learning and students' understanding. Often created in cross-disciplinary teams, course portfolios can also provide a forum for thinking about and discussing important teaching-learning issues with colleagues from other departments. This session will show how one instructor's participation in a course portfolio group enhanced preservice teachers' understanding of the nature of science and science teaching, and improved the intellectual discourse in the course she studied. Course portfolio
Location
Room 2904
Recommended Citation
Longfield, Judith, "Beyond Teaching Portfolios: Using a Course Portfolio as a Form of Scholarship to Improve Students' Learning" (2010). SoTL Commons Conference. 92.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/92
Beyond Teaching Portfolios: Using a Course Portfolio as a Form of Scholarship to Improve Students' Learning
Room 2904
A course portfolio, unlike a teaching portfolio, is a form of teaching scholarship which epitomizes the inquiry and research focus of SoTL. Its purpose is to document the design, implementation and evolution of a specific course, thereby making explicit the implicit intellectual work of teaching. It is a tangible means of engaging in SoTL with the purpose of improving student learning and students' understanding. Often created in cross-disciplinary teams, course portfolios can also provide a forum for thinking about and discussing important teaching-learning issues with colleagues from other departments. This session will show how one instructor's participation in a course portfolio group enhanced preservice teachers' understanding of the nature of science and science teaching, and improved the intellectual discourse in the course she studied. Course portfolio
