ABSTRACT

I first became interested in exploring the potential of the course portfolio1 as a methodology for self-study during the Fall of 1994.1 had been awarded a sabbatical to develop a teaching portfolio2 as a possible means for faculty evaluation, and through that process learned of the course portfolio as a model for teaching evaluation being explored at the University of Wisconsin-La Crosse (Cerbin, 1993). Educators interested in self-study and in the documentation of effective teaching practices for purposes of promotion, tenure, and/or merit may find the course portfolio to be an efficient means to achieve both endeavors.