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Option 1: Teaching Portfolio
Whether you are a new teacher or have been teaching for years, a portfolio enables you to capture and document your teaching. Creating a portfolio can help you document your teaching and reflect on your beliefs, values, and practice. In addition, many people who apply for positions that involve teaching are asked to provide “evidence of teaching effectiveness.” For this project option you will create a basic portfolio that you may be able to build on and/or adapt or draw on later. Your portfolio can take the form of a blog, other kind of website or dossier.
Your portfolio should include:
a short biography and your connection with teaching
a statement of teaching philosophy that:
summarizes your beliefs and values about education, teaching and learning and a reflection on how your own experiences of education, teaching and learning have informed these beliefs and values, and
discusses a philosoph(ies) and teaching perspective(s) that best capture your views on teaching and learning
an analysis of the kinds of pedagogies related to learning activities and student assessment you use or would use to enact your teaching philosoph(ies) and perspective(s)
a discussion about concrete ways you are working on to become a critically reflective teacher.
It is essential that you draw on relevant course materials and additional resources (with proper citations) to inform your reflection, analysis, and discussion throughout your teaching portfolio. Use at least three course materials and two additional resources (optional course materials or self-directed researched materials).
Regardless of the format you choose for your portfolio (blog, other kind of website or dossier), your portfolio should include written text, visuals, and may include videos/audios. While you can organize the portfolio as you wish, it should have at least 3-5 separate, linked webpages (in a blog, other kind of website) or sections (in a dossier) and be 1,200–1,500 words (see the Late Assignments and Word Limits section about the penalty for going under or over the word limit).
What to submit? For the blog/website, submit only the link to the portfolio. Please do not upload a video file in Canvas. For the dossier, submit it as a Word file of the portfolio – no PDF files, please!
Assessment Criteria
Address all the elements listed above.
Demonstrate evidence of accuracy and depth of understanding, analysis, and insights (moving beyond description).
Connect with course ideas and draw on course materials and additional resources in an effective and meaningful way.
Make an effective use of a variety of visuals and/or videos/audios to enhance its quality and make it look appealing (it is not necessary to include visuals if your portfolio is a dossier format).
Well organized/presented and easy to follow, with a proper cover page included.
The text is clearly written, proofread, and edited.
In-text citations and references follow correct APA style (see the References section for a resource on APA style).
Course material: 
Kee, Y. (2007). Adult learning from a Confucian way of thinking. In S. B. Merriam (Ed.), Non-western perspectives on learning and knowing (pp. 153-172). Malabar, FL: Krieger Publishing Co.
Nafukho, F. M. (2006). Ubuntu worldview: A traditional African view of adult learning in the workplace. Advances in Developing Human Resources, 8(3), 408-415.
Nave, L. (Host). (2020, August 4). Whole-student learning online with Michelle Pacansky-Brock (No.42) [Audio podcast episode]. In Think UDL. https://thinkudl.org/episodes/whole-student-learning-online-with-michelle-pacansky-brockLinks to an external site.
Raffo, D. M., Brinthaupt, T. M., Fisher, L. S., & Garnder, J. G. (2020). The courage to teach well online. Transformative Dialogues: Teaching and Learning Journal, 13(2) 35-45.
Dirkx, J. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 120, 7-18.
Hanson, C., & Jaffe, J. (2020). Chapter 36: Decolonizing adult education. In T. S. Rocco, M. C. Smith, R. C. Mizzi, L. R. Merriweather, & J. D. Hawley (Eds.), The handbook of adult and continuing education (pp. 341-349). Sterling, VA: Stylus Publishing.