Larkin’s portfolio has a clear statement of course goals and considerable reflection on assignments and assessments. It provides a good example of how to use quantitative material for assessment, and it takes a scholarly approach to exploring his students’ learning.  His portfolio describes a small, upper-level course in the school of natural resources.

Marijane’s portfolio provides an excellent overview of her course and teaching methods.  One interesting aspect of her portfolio is her analysis of multiple-choice exam questions using Bloom’s taxonomy.  Her  conclusion also demonstrates the way  that writing a course portfolio helped her formulate changes she wants to make next time she teaches the course.  The portfolio features a pre-professional business course for majors.

Kevin’s portfolio showcases the tremendous amount of effort he has puts into considering student learning in a course with external constraints that make it difficult to teach. It highlights his use of computer technology to increase the amount of student learning done outside of class, resulting in significant improvement in their grades. The portfolio describes a large general education science course.

Donald’s portfolio reflects a shift in his teaching emphasis from content coverage to helping students develop critical thinking skills. He gives several examples of the various kinds of student work, in each case pointing out the extent to which students have understood and are able to make use of concepts discussed in the course.  This class is an upper level humanities course taken primarily by major.

Rochell’s portfolio outlines her goals for her students within the context of her department’s objectives for the course. Her portfolio provides a detailed explanation of and reflection on student learning by describing the work of four different students. The portfolio features a small general education course in the humanities. 

Gregor’s portfolio demonstrates how course with goals established by both the instructor and by an external accreditation agency. The course is designed around three learning modules that were designed to help students integrate theoretical knowledge with practical application. The portfolio highlights a mixed graduate/undergraduate course in pre-professional program within the general areas of math/science.

Tim’s portfolio focuses on the service-learning project component of a large course taken by both engineers and architects.  It looks at the impact of team size and diversity of group composition with regard to discipline and ability on the final project.

Frauke’s portfolio for her advertising course shows how an inquiry portfolio can be based on questions generated by a benchmark portfolio.  Here she looks at how well students are able to develop their critical thinking skills as they work on a marketing strategy.

Heather’s portfolio describes a medium-sized general education course in the sciences.  After discussing the course goals and structure, it looks more specifically at the result of introducing more active learning techniques into some of her lectures.

Dana’s portfolio describes the curricular and structural changes she has made to a studio art course over the course of several years. It then looks more closely at the improvement to student learning that resulted when she substituted a new type of assignment for one she had used previously.

Dana developed this portfolio for colleagues who might be asked to teach this course, for graduate teaching assistants assigned to work with her, and for people from other institutions who want to know more about the larger interdisciplinary program of which this course is a component. The portfolio gives a detailed overview of the course’s structure and of the teaching methods and assessment measures used, and it illustrates the student learning that results from each of these types of assignments.

Chris’s portfolio also illustrates the evolution of her teaching over several offerings of her course. She compares the cognitive complexity of essay exam questions and answers and from online discussions during the present offering of the course with those from the previous offering.