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Off to Production: Portfolio Teaching Third Edition

posted: 7.19.13 by Nedra Reynolds

I’m pleased to report that the third edition of Portfolio Teaching: A Guide for Instructors is in production and will be available in November.  A new resource for portfolio teachers and advisors, PT 3e targets those who are guiding portfolio keepers in all types of learning situations.

My co-author Elizabeth Davis of the University of Georgia has made significant contributions to this new edition based on her experience coordinating an interdisciplinary writing certificate program and her work with the Inter/National Coalition for Electronic Portfolio ResearchWe have truly enjoyed working together on this project and can’t wait to hear what Bits readers and others think about this new edition.

What remains at the heart of Portfolio Teaching is the emphasis on choice, variety, and reflection, the three-legged foundation of portfolio practice.  However, we tried to recognize the (expanding) role of portfolios within programs that are not writing-intensive and within assessment cultures that vary.  We tried to address how to support portfolio production across a range of disciplines or in non-academic settings.  Internship supervisors and experiential learning mentors, for example, need to help support portfolio keepers, too.

When I wrote the first edition, in the late 1990s, I mostly shared my experience as a classroom teacher using portfolios in composition classes to emphasize the rhetorical situation of assessment and to give students time to develop their work before it was evaluated.  Over the last dozen years or more, teacher-graded classroom portfolios–especially of the paper variety–have been “upgraded” to involve learning outside of the classroom as well as design and navigation.  It’s still an exciting time for portfolios!

While this edition still has chapters on portfolios in writing courses, there are also new chapters on capstone courses, internships, and portfolios for professional development and lifelong learning.  We assume that more and more portfolio teachers–in the broadest sense–are part of an assessment coalition that struggles with best practices, including the design of rubrics and ways to incorporate reflection.  New features include a case study of one portfolio keeper in a technical communication course and a set of FAQs that most users will find valuable.  The annotated bibliography is full of new resources that track the trends in electronic portfolios for multiple purposes.  Please ask your book rep for a desk copy this fall, and let Elizabeth and I know what you think!

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