FACILITATING THE SCHOLARSHIP OF TEACHING AND LEARNING WITH COURSE PORTFOLIOS. W.M.Schlegel, V.D. O'Loughlin, and Jennifer M. Robinson. Indiana University School of Medicine, Medical Sciences, Bloomington, IN 47405.

    The course portfolio is a vehicle for faculty reflection, investigation, and documentation of their teaching and its contribution to meaningful student learning.  For teaching to be designated scholarly, it must provide a public account of the act of teaching and do so in a manner susceptible to critical review by professional peers and be accessible for exchange and use by members of the scholarly community.  The question posed by Lee Shulman (1998), What can one ask about a course in order to understand the ways in which its creation and conduct constitute a coordinated act of scholarship?, reveals the focus and intent of the course portfolio and provides insight into the development process.  The components of two course portfolios from two different courses (a senior-level case-based physiology course and a sophomore-level anatomy survey course) and the development process employed in each case will be presented.  Central issues to the development of a scholarly portfolio, such as documenting pedagogical innovations in the classroom and assessing their effectiveness, will be addressed.  The versatility and diversity of the course portfolio and its strength in identifying and employing assessment criteria and methods will be demonstrated and its potential role in tenure and promotion discussed.  There will be opportunity for individual exploration and development of course portfolios.

FASEB J. 16(5):A755, 2002.