Third year faculty submit this portfolio as do any faculty members who are on the third-year portfolio list. Please submit the portfolio in a three-ring binder. If you taught both Tx and US anytime during the evaluation period, have two separate sections of the portfolio. Please organize each section using dividers so that committee members can easily turn to the syllabi, study aids/handouts, assignments, exams, etc. A three year portfolio should reflect all three years, not just the last semester of the evaluation period. Your first and second year portfolio will be returned to you, so you can simply add your new material.

Please include the following:

a) Syllabi: if your syllabus has not changed over the three year period (aside from moving to a new edition of the same textbook), include one copy and indicate that it has not changed (just write on the syllabus itself). If you've made changes to your syllabus, include copies from each semester and highlight (via sticky notes or writing in the margin) what has changed. Discuss why you've changed what you have in the Course Commentary.

b) Study aids and handouts: If you use a handout every semester, please indicate that. If you've tweaked that handout, include both the before and after handout and highlight the changes via a note in the margin or sticky note. If you only use a handout during a presidential election year or Texas legislative session year, for example, indicate that on the handout. Include copies of any study guides you've provided to students. If you've changed your study guides during the portfolio period, include copies and highlight the changes. Include copies of overheads you've used in class.

If you use videos in class to enhance the learning process, include a list of the titles here. Discuss why you've changed what you have in the Course Commentary.

c) Assignments: include copies of both in-class assignments or activities as well as copies of all out-of-class assignments, research papers, essays etc. given during the evaluation period. If you've changed an assignment or activity during the portfolio, period please include copies and highlight the changes. Discuss why you've changed what you have in the Course Commentary.

d) Exams: Include samples of exams you've given during the evaluation period. If you've made substantial changes to your exams or assessment method, highlight those changes and discuss why you've changed what you have in the Course Commentary.

e) Other: You may include other information such as a sample lecture notes or examples of student's graded work, so the committee can see the feedback students receive.

f) Statement of Teaching Philosophy (see the description below)

g) Course Commentary (see the description below)

h) Faculty Development Plan (see the description below)

The Statement of Teaching Philosophy is a fundamental element of the second and third year portfolios that should provide insight into why an instructor teaches as he or she does. Faculty are describing the overall objectives of their teaching and the broad goals they have for their students, as well as explaining how the goals are accomplished. For example, if you say "I run a student-centered classroom" , you can't just leave it at that; you have to provide an explanation of how you accomplish this.

The Course Commentary is specific to one course (either TX State and Local Government or U.S. Government) and is a statement of what goes on in your course and how the portfolio elements reflect the teaching philosophy. The commentary should provide an explanation of the specific methods and tools used and their effectiveness in the classroom. Instructors should describe how those methods and tools (syllabus, study aids, assignments, and exams) have been adapted and refined over the portfolio period, and explain how these changes better facilitate learning.

A faculty development plan should reflect the faculty member's specific instructional goals and include a plan for achieving those goals in the next three years. This plan should be specific regarding what and how an instructor hopes to improve in his/her teaching effectiveness. This plan should then be updated each year in the subsequent faculty input forms.