Welcome to Formative Faculty Reflection
Reflective practice provides an opportunity to think deliberately about our own experiences, assumptions and behaviours in order to examine how we might challenge our assumptions, expand our thinking, or simply do things differently the next time. Reflecting on our behaviours and acting on our reflections are ways of being that fuses personal beliefs and values into a professional identity (Clarke, Hyde, & Drennan, 2012; Larrivee, 2000; McKay, 2008).
Your Academic Portfolio is a reflection of your teaching, academic experiences, achievements and professional development over time. It is a way to critically reflect on your practice as you think about your teaching, scholarship, research and creative activities and service as well as your professional accomplishments during your career as an academic. Developing a portfolio is also an opportunity to reflect on your future aspirations.
Celebrating Teaching, Scholarship, Research, Creative Activities and Service
“An academic portfolio is a reflective, evidence-based collection of materials that documents, teaching, research and service performance” (Seldin & Miller, 2009, p. 2).
Portfolios encourage you to think about teaching as process, scholarship, research and creative activity. Portfolios offer a means to promote better teaching, explore the qualities of teaching, scholarship, research, creative activities (SRCA) and service. It is a means of illustrating academic achievements and reflecting on accomplishments as an academic. It provides a picture of your professional life as an academic. Through the development of the academic portfolio, you will have an opportunity to engage in assessing and reflecting on your own performance in the areas of teaching, SRCA and service.
Developing a portfolio is an ongoing process. There is no single right way to build and to develop your portfolio. An academic portfolio should be reflective of your work; therefore, no two portfolios will be the same. Your discipline, the importance you place on different items in the portfolio, and your approach will influence the final product. Portfolios should be regularly updated to support its role in continuous reflection, learning, and development (Seldin & Miller, 2009).
Portfolio Structure, Length and Content
The Sheridan academic portfolio is a narrative that includes an introduction, a section on teaching, scholarship, research, and creative activities, service, and professional accomplishments. It should be constructed as a reflective narrative that illustrates your professional life as an academic. Interwoven in the narrative are examples that characterize what you have accomplished. Since the design of each portfolio will be different, the length and style of each portfolio will also vary.
The portfolio that you will create will have the six sections outlined below:
Additional resources to help you with your portfolio process
If you are interested in additional information please contact Susanne Wodar at 905-845-9430 x 2219 or email firstname.lastname@example.org
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
Larrivee, B. (2000) Transforming teaching practice: becoming the critically reflective teacher, Reflective Practice, 1(3), 293-307.
Lyons, N. (2006). Reflective engagement as professional development in the lives of university teachers. Teachers and Teaching: theory and practice, 12(2), 151-168. doi: 10.1080/13450600500467324/