| Summary: | A shift in higher education towards increasing accountability for teaching effectiveness has institutions reevaluating how they utilize faculty evaluation tools. The purpose of this case study was to probe perceptions on the value of using teaching portfolios, supported by PLC conversations between faculty and deans, as an evaluation strategy that improves teaching effectiveness and promotes pedagogical changes that champion student learning. Because no current terminology
exists to define or describe this combined strategy, for the purposes of this study, it is referred to as a Portfolio Based Faculty Development Conversation (PBFDC). Findings included that the PLC conversation was key to deep reflection, though inclusion of peer interaction was desired; faculty remained wary on the intended use of the portfolio yet held high hopes for institutional use to drive change; training is necessary to ensure professional development goals are set
collaboratively; and faculty commitment to their pedagogical practice and student success was evident, despite the lack of corroborating evidence.
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