Showcase Portfolios

The portfolios of this section are examples that highlight excellent documentation of student learning. We invite you to explore the different types of portfolios that have been created by past participants.

First-Year Course Portfolios

First-Year Course Portfolios

Focused on documenting a snapshot or range of activities and learning from a course.

Wildlife Ecology and Management (NRES 311)

Larkin Powell, 2004
School of Natural Resources, University of Nebraska - Lincoln

Larkin’s portfolio has a clear statement of course goals and considerable reflection on assignments and assessments. It provides a good example of how to use quantitative material for assessment, and it takes a scholarly approach to exploring his students’ learning. His portfolio describes a small, upper-level course in the school of natural resources.

Operations and Resources Management (MNGT 331)

Marijane Hancock, 2005
Management, University of Nebraska - Lincoln

Marijane’s portfolio provides an excellent overview of her course and teaching methods. One interesting aspect of her portfolio is her analysis of multiple-choice exam questions using Bloom’s taxonomy. Her conclusion also demonstrates the way that writing a course portfolio helped her formulate changes she wants to make next time she teaches the course. The portfolio features a pre-professional business course for majors.

Descriptive Astronomy (ASTR 103)

Kevin Lee, 2003
Astronomy, University of Nebraska - Lincoln

Kevin’s portfolio showcases the tremendous amount of effort he has puts into considering student learning in a course with external constraints that make it difficult to teach. It highlights his use of computer technology to increase the amount of student learning done outside of class, resulting in significant improvement in their grades. The portfolio describes a large general education science course.

Seventeenth Century Non-Dramatic Literature (ENGL 315)

Donald Dickson, 2004
English, Texas A&M

Donald’s portfolio reflects a shift in his teaching emphasis from content coverage to helping students develop critical thinking skills. He gives several examples of the various kinds of student work, in each case pointing out the extent to which students have understood and are able to make use of concepts discussed in the course. This class is an upper level humanities course taken primarily by major.

Composition I (ENGL 150)

Rochelle Harris, 2003
English, Central Michigan University

Rochell’s portfolio outlines her goals for her students within the context of her department’s objectives for the course. Her portfolio provides a detailed explanation of and reflection on student learning by describing the work of four different students. The portfolio features a small general education course in the humanities.

Building Control and Automation Systems (AREN 812)

Gregor Henze, 2003
Architectural Engineering, University of Nebraska - Lincoln

Gregor’s portfolio demonstrates how course with goals established by both the instructor and by an external accreditation agency. The course is designed around three learning modules that were designed to help students integrate theoretical knowledge with practical application. The portfolio highlights a mixed graduate/undergraduate course in pre-professional program within the general areas of math/science.

Inquiry Course Portfolios

Inquiry Course Portfolios

Focused on exploring a specific issue or question in a course.

Building Environmental Technical Systems (ARCH 333/CONST 305)

Tim Wentz, 2005
Construction Management, University of Nebraska - Lincoln

Tim’s portfolio focuses on the service-learning project component of a large course taken by both engineers and architects. It looks at the impact of team size and diversity of group composition with regard to discipline and ability on the final project.

Advertising Media Strategy (ADVT 460/860)

Frauke Hachtmann, 2005
Journalism and Mass Communications, University of Nebraska - Lincoln

Frauke’s portfolio for her advertising course shows how an inquiry portfolio can be based on questions generated by a benchmark portfolio. Here she looks at how well students are able to develop their critical thinking skills as they work on a marketing strategy.

City as Ecosystem (COAS E105)

Heather Reynolds, 2004
Biology, Indiana University - Bloomington

Heather’s portfolio describes a medium-sized general education course in the sciences. After discussing the course goals and structure, it looks more specifically at the result of introducing more active learning techniques into some of her lectures.

Perceptual Drawing (ARTP/ARCH/IDES/TXCD 140)

Dana Fritz, 2005
Art & Art History, University of Nebraska - Lincoln

Dana’s portfolio describes the curricular and structural changes she has made to a studio art course over the course of several years. It then looks more closely at the improvement to student learning that resulted when she substituted a new type of assignment for one she had used previously.

Other Course Portfolios

Other Course Portfolios

Unique examples of how faculty have documented their teaching and/or students' learning.

Perceptual Drawing (ARTP/ARCH/IDES/TXCD 140)

Dana Fritz, 2005
Art & Art History, University of Nebraska - Lincoln

Dana developed this portfolio for colleagues who might be asked to teach this course, for graduate teaching assistants assigned to work with her, and for people from other institutions who want to know more about the larger interdisciplinary program of which this course is a component. The portfolio gives a detailed overview of the course’s structure and of the teaching methods and assessment measures used, and it illustrates the student learning that results from each of these types of assignments.

Issues in Early Childhood Special Education (SpEd 860)

Chris Marvin, 2005
Special Education and Communication Disorders, University of Nebraska - Lincoln

Chris’s portfolio also illustrates the evolution of her teaching over several offerings of her course. She compares the cognitive complexity of essay exam questions and answers and from online discussions during the present offering of the course with those from the previous offering.