This presentation introduces the Peer Review of Teaching project for the University of Nebraska-Lincoln. The faculty fellowship program is described and the process by which faculty create course portfolios is explained. How portfolios are used for formative and summative assessment are discussed
This benchmark portfolio is the final product of a Peer Review of Teaching Project in which a requir...
Faculty course portfolios are a valuable medium for documenting and making visible the serious intel...
The national impact of UNL’s Peer Review of Teaching Project was recognized in 2005 – with a TIAA-CR...
With higher education’s refocus over the last three decades on bringing greater recognition and rewa...
Faculty in higher education are increasingly asked to document, assess, and make public their teachi...
Faculty course portfolios are a valuable medium for documenting and making visible the serious intel...
Based on the successful campus model that the University of Nebraska-Lincoln has developed over ten ...
In planning for the future of the Peer Review of Teaching project, we performed a survey of to colle...
The academic portfolio provides a means for faculty to organize, present and reflect on their accomp...
This comprehensive book focuses squarely on academic portfolios, which may prove to be the most inno...
Our ITLE grant has supported the development of www.courseportfolio.org – an internet repository for...
This study provides community college leaders with insights regarding how administrators and faculty...
This report describes a three-year project designed to: (1) examine the ways in which teacher evalua...
The Department-Based Teaching Portfolio Project, now in its third year at Miami University, provides...
The authors recount their experiences using portfolios of their teaching as the basis for conversati...
This benchmark portfolio is the final product of a Peer Review of Teaching Project in which a requir...
Faculty course portfolios are a valuable medium for documenting and making visible the serious intel...
The national impact of UNL’s Peer Review of Teaching Project was recognized in 2005 – with a TIAA-CR...
With higher education’s refocus over the last three decades on bringing greater recognition and rewa...
Faculty in higher education are increasingly asked to document, assess, and make public their teachi...
Faculty course portfolios are a valuable medium for documenting and making visible the serious intel...
Based on the successful campus model that the University of Nebraska-Lincoln has developed over ten ...
In planning for the future of the Peer Review of Teaching project, we performed a survey of to colle...
The academic portfolio provides a means for faculty to organize, present and reflect on their accomp...
This comprehensive book focuses squarely on academic portfolios, which may prove to be the most inno...
Our ITLE grant has supported the development of www.courseportfolio.org – an internet repository for...
This study provides community college leaders with insights regarding how administrators and faculty...
This report describes a three-year project designed to: (1) examine the ways in which teacher evalua...
The Department-Based Teaching Portfolio Project, now in its third year at Miami University, provides...
The authors recount their experiences using portfolios of their teaching as the basis for conversati...
This benchmark portfolio is the final product of a Peer Review of Teaching Project in which a requir...
Faculty course portfolios are a valuable medium for documenting and making visible the serious intel...
The national impact of UNL’s Peer Review of Teaching Project was recognized in 2005 – with a TIAA-CR...
.jpg%3Fwidth%3D300&w=3840&q=75)
.jpeg%3Fwidth%3D300&w=3840&q=75)
Add to ORKG