The 3P’s of the New Faculty Development Program (Program Details)
Component Three - PRESENT: ePortfolio Production, Presentation, and Final Signoff

The ePortfolio Presentation will be developed and presented by the new faculty member.  The ePortfolio presentation will tell the new instructor’s story.  The ePortfolio will document the new faculty member's teaching responsibilities, philosophy, goals, and accomplishments as an educator, and will serve as a reflection on the instructor’s first two years at Delaware Tech. 

The ePortfolio will serve as a record of the instructor’s achievements as a teacher. A high-quality teaching ePortfolio is one that has clear statements of instructional responsibilities and goals and evidence showing how those goals have been achieved. 

At the conclusion of their probationary period, the new faculty member will be responsible for presenting their ePortfolio to the following Campus personnel: Dean of Instruction, Assistant Dean of Instruction, Department Chair, CCIT Director, Learning Strategies Coordinator, mentor and other representatives from the college/campus community. 

Examples
Click the links below to view a few ePortfolios of faculty members who have already completed the New Faculty Development Program:

2016
Jill Lillard

Jennifer Helen Adams


Past Stand Outs

Lisa Ruschman
Stacey Pounsberry
Hilary Valentine
Morgan Jones
Christina Tarabicos
Cory Budischak
Al Drushler
Kate Schutte


Structuring your ePortfolio
Most portfolios consist of three primary sections:
  1. Teaching responsibilities: What I did…
    This section is typically a list with a brief explanation of the faculty member's teaching responsibilities. In essence it describes "What I did" with supportive narrative as to the content, level, size, special circumstances, or other relevant details about courses taught. For example, the faculty member would list courses taught by title, term it was taught, number of students enrolled, etc. The instructor may also wish to highlight/identify their role as an advisor by sharing data on formal and informal advisement, SEP documentation, and student success stories. 
     
  2. Teaching philosophy and goal: Why I did it…
    Secondly the faculty member states his or her philosophy and goals for teaching. The focus of this "Why I did it" section faces questions like:
    - Given my responsibilities, what goals did I attempt to reach through my teaching?
    - Why did I choose to teach in the manner I used?
    - What was I trying to achieve as a teacher?
    - What did I expect my students to gain from my course: mastery of content, critical thinking skills, etc?
     
  3. Evidence of effective teaching: How I did…
    Finally, a collection of data and documents present a record showing how well the faculty member met his or her teaching goals. This "How I did" section includes a review and interpretation of the results of student survey ratings, any materials from a peer review of teaching materials, unsolicited student letters, teaching awards and classroom assessments of student learning. The instructor may also choose to identify resources used such as SEP, Student Databases, and Advisement Centers. 
 
Sample Teaching Portfolio Sections/Headings
  • Part 1 - Teaching responsibilities:  A statement outlining the faculty member's teaching responsibilities for the period under discussion, i.e., the type, size and format of the courses taught.
  • Part 2 - Teaching philosophy and goals:  A statement of the faculty member's personal teaching philosophy and goals, and the strategies and methods used to attain those goals.
  • Part 3 - Evidence of effective teaching:  Sample course syllabi. Descriptions of innovation in course or curricula, including new courses, new materials, new teaching tools, or innovative class assignments.

Other Significant Items the instructor may wish to document:

  • Grants received for the improvement of teaching.
  • Awards for teaching.
  • Methods used to evaluate and improve his/her teaching.
  • Results of student rating forms.
  • Reports on peer review of teaching and classroom observations.
  • Reports on mid-course evaluations of teaching.
  • Unsolicited letters from students.
  • Evidence of student learning; assessment of student learning.