Dossiers—as dynamic, evolving documents of philosophy, practice, evidence, and reflection—can serve a number of aims and, therefore, need to be read in light of their intended purpose. Dossiers may be assessed formatively (for improvement) by yourself or a peer or summatively (for decision-making) by a hiring, tenure and/or promotion, or award committee that has established criteria and priorities (Kearns et al., 2010; O’Neal et al., 2007).”

Because a portfolio describes and documents the abilities of a unique individual, no two teaching portfolios look alike. A portfolio can include a number of different types of documents, depending on the purpose for creating a portfolio, the type of teaching done, the academic discipline, and the portfolio’s intended audience. In spite of the variation that exists across portfolios, the following materials are often included:

• Summary of Teaching Responsibilities
• Philosophy of Teaching Statement
• Rationale for Course Materials
• Documenting Teaching Effectiveness

“A sound portfolio integrates documents and materials from oneself and others as well as the products of teaching (student learning). It offers a coherent teaching profile in which all parts support the whole. For example, a statement of philosophy might reflect an emphasis on scholarship in teaching while methods and materials will reveal a complementary focus on scholarship through rigorous library assignments.”