Peer review of faculty performance is one of the key elements of the rank advancement process and a significant component of faculty shared governance. In order to facilitate this review, faculty members seeking to advance in rank prepare for the review of their colleagues a professional portfolio. The Portfolio is the tool by which you will provide evidence of your effectiveness as an SNU professor and make that evidence meaningful to the various parties involved in the Rank Advancement Process (Deans, Faculty Professional Development Committee, President, Academic Affairs Committee of the Board of Trustees, etc). In order to inform the confidential deliberation of these colleagues, you want the portfolio to provide clear insight into your work and evidence of the high quality contribution you are making to the mission of the institution.
Construct at least four “pages” to your electronic portfolio. Each should provide a narrative related to the items below, evidentiary illustrations in the narrative, and links to fuller bodies of evidence. You may create more than four pages. That is a design decision that you can make based on the narrative you are creating. Providing links to documents from the ePortfolio will provide readers with access to evidence; however, it is a good idea to excerpt evidence from these linked files and provide them in the narrative body.
Google Sites is an excellent tool for creating your Rank Advancement ePortfolio. It is a simple way of creating a website that links directly to files on your Google Drive. That allows you to embed the documents once, yet edit them in their original location as often as needed.
Below are resources to assist you in creating your ePortfolio.
Creating an ePortfolio
Using New Google Sites
- Log into your SNU email and create a site using the New Google sites.
- Choose a style for your site.
- Add pages (one for each section as outlined below).
- Add elements to pages (titles, text boxes, links, images, Google files, video, etc.)
- Publish your changes every time you edit.
- Share the published site link.
Using the Canvas ePortfolio Tool
- Log into Canvas (canvas.snu.edu) using your long SNU email (email@example.com) and password.
- Create a new ePortfolio (you can have multiple ones).
- Add sections (one for each section as outlined below).
- Add pages to sections and content to pages (text, images, files, media, etc.).
- Share your ePortfolio.
Basic Portfolio Outline
Section I: Introduction and Philosophy of Christian Education
- Tell the readers who you are and what you do.
- Explain why you are teaching here (and perhaps explain why here and not somewhere else).
- It is a good idea to have a section in your Introduction that discusses your personal faith journey and commitments.
- Inform readers about your perspective on education in a Christian context. Provide examples of how this perspective shapes your work with students and/or as a professional in your field. You may find it helpful to review the statements related to teaching philosophy and integration faith and learning that you submitted with your initial employment application and discuss how and why your perspective has developed over the period of time in which you have been employed at SNU.
- Documentation ideas:
- Current photo
- Updated vita
- Documents related to faith and learning integration and teaching from when you first applied to work at SNU
- Philosophy of Christian education
Section II: Teaching and Learning
- Tell us about your teaching and provide evidence that supports your contention that you are a great teacher.
- Provide evidence that:
- you offer relevant courses for your students;
- the courses you teach are well organized and that there are clear intentions for what you want students to learn;
- the students in your class learn what you intended them to learn; and
- you engage students in integrating faith and learning in their courses.
- Some of the evidence for this will be found in providing samples or excerpts from your syllabi or online course site, authentic student work, and course evaluation data.
- Some of the most effective portfolios discuss the professor’s reflective journey in teaching and the ways that professors seek to improve the educational quality of their courses over time (based on reflective analysis of various sources of information, ie. scanning the external environment, reviewing student work, analyzing composite student achievement, etc).
- Documentation Ideas:
- Annual Faculty Activity Report materials
- Course syllabi and assignment prompts
- List of courses taught, by semester, since you began teaching at SNU
- Course evaluations
Section III: Community Engagement and Service
- Show how you cooperate with others by bringing your knowledge and professional skills to aid the larger community.
- Explanation of how your service contributed to personal and professional development
- Address at least two levels of engagement:
- University Community - your work on special projects, participation in shared governance activities (active committee service, etc), support for NSI, etc.
- Beyond the University - your service contributions to external organizations, boards or committees for professional organizations, community service
- Documentation Ideas:
- Letter from a committee or task force chair praising your activity on behalf of the committee or task force
- Event articles that mention you
- Photos of your involvement (with the necessary permissions)
Section IV: Scholarship: Research, Publication, Presentation
In Scholarship Reconsidered: Priorities of the Professorate, Ernest Boyer (1990) distinguishes four areas of scholarly activity: Discovery (original research), Integration (interdisciplinary synthesis), Application (using your knowledge and expertise outside of academic settings), and Scholarship of Teaching and Learning (doing research on how to improve the ability of students to learn and sharing your findings in public, professional venues). At its most basic level, engagement in scholarly activity functions to ensure that a faculty member stays current in his/her discipline. It also provides one with opportunity to continue to develop analytical and/or performance skills as appropriate to the discipline. Faculty members may engage in more than one type of scholarship at different times in their careers. Tell us about how you participate in your profession and how you advance knowledge in your field. Tell us about your own work and about how you work with students to support them as developing scholars in undergraduate or graduate level research. Show us the fruits of your research practice.
- Bibliographic listings of publications
- Links to online publications, presentation materials, etc.
- Photos or multimedia of you presenting
- Letters of support from collaborators or professionals in the field who can speak to the quality of your research