This course portfolio is intended to document the intellectual work of creating and teaching L216, a seminar for sophomores in the Liberal Arts and Management Program (LAMP, explanation follows). In it, I hope to capture the main ideas undergirding the course's design and its execution as well as some evidence of student learning through the semester. 

Because this project was undertaken only after I had taught L216 for the first time (spring 2001), tangible evidence of student learning and teaching techniques are sparser than if I had planned the portfolio while I was planning the course. In my discussion below, I will outline some of the methods I plan to use to document teaching and learning more systematically next time I teach the course. In spite of the gaps in documentation, however, this portfolio provides the place to explain the intellectual work I did during the creation and teaching of the course. It will also serve as the crucible where successes from the course's first teaching, ideas for course revision, and new material will meld to yield the revised version of L216 I plan to teach in spring 2002. 

Although the contents of this portfolio will always be "under construction," I hope it will nevertheless serve as a vessel in which my work as a teacher can be demonstrated to other instructors and administrators interested in the teaching and learning taking place in this LAMP course. I further hope the portfolio might serve as one model for instructors at I.U. interested in creating a course portfolio of their own, whether it be for exhibiting their teaching effectiveness, cultivating the scholarship of teaching and learning, or conveying their pedagogical work to promotion and tenure committees.