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This comprehensive book focuses squarely on academic portfolios, which may prove to be the most innovative and promising faculty evaluation and development technique in years. The authors identify key issues, red flag warnings, and benchmarks for success, describing the what, why, and how of developing academic portfolios. The book includes an extensively tested step-by-step approach to creating portfolios and lists 21 possible portfolio items covering teaching, research/scholarship, and service from which faculty can choose the ones most relevant to them. The thrust of this book is unique: It provides time-tested strategies and proven advice for getting started with portfolios. It includes a research-based rubric grounded in input from 200 faculty members and department chairs from across disciplines and institutions. It examines specific guiding questions to consider when preparing every subsection of the portfolio. It presents 18 portfolio models from 16 different academic disciplines. Designed for faculty members, department chairs, deans, and members of promotion and tenure committees, all of whom are essential partners in developing successful academic portfolio programs, the book will also be useful to graduate students, especially those planning careers as faculty members.

Documenting Learning with ePortfolios provides higher education instructors with a theory-to-practice approach to understanding the pedagogy behind ePortfolios and to helping students use them to record and reflect on their learning in multiple contexts. The authors outline a framework of six critical iterative tasks to undertake when implementing ePortfolios for student success. Filled with real-life models of successful ePortfolio projects, the book also includes guidance for faculty development to support the use of ePortfolios and covers the place of ePortfolios in institutional assessment efforts. Finally, the authors offer considerations for deciding on which technological tools to deploy in implementing a successful ePortfolio initiative. «These authors achieve the very rare accomplishment of combining their years of practical experience, broad conceptual and research underpinnings, and incredibly useful examples and applications into a single, concise volume for enhancing student learning through an ePortfolio approach to our shared educational purpose.» —Terrel L. Rhodes, vice president, Office of Quality, Curriculum, and Assessment, Association of American Colleges and Universities «Educators keep asking for more information about how to use electronic portfolios. This book provides answers, guidelines, examples, and scholarly insights about learning based in the wisdom of the ePortfolio community of practice—what a powerful addition to our collective knowledge! I am thankful to the authors for this boost to our field and for providing a blueprint for implementers to follow.» —Trent Batson, executive director, The Association for Authentic, Experiential and Evidence-Based Learning