Design and Evaluation of Faculty Portfolios in U.S. Universities from an Evidence-Based Perspective – Insights into Establishing a Sustainable Mechanism for Faculty Ethics in Higher Education

Na Cha

doi:10.71222/j00zkm90

Authors

Na Cha Education Research Major in the Education Department, Mongolian State University of Education, Ulaanbaatar, Mongolia Author

DOI:

https://doi.org/10.71222/j00zkm90

Keywords:

U.S. universities, teaching portfolios, faculty teaching evaluation, faculty ethics in higher education

Abstract

This paper explores the design and evaluation of faculty portfolios in U.S. universities by closely examining the entire implementation process. It focuses on four key aspects: the active involvement of teachers in the design phase, effective collection and systematic management of qualitative data, the formulation of clear and transparent evaluation criteria, and thorough preparation for conducting the evaluation of teaching portfolios. Furthermore, from the perspective of building a sustainable faculty ethics system, the paper offers four practical insights and suggestions that may inform and improve the management of teaching portfolios in Chinese universities.

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