Let's celebrate small victories!

A mini-portfolio is a 3-6 page collection of texts, images, or documents, organized to show the impact of a single instructional technique or strategy you’ve used.

It might be used to document anything from an attempt to flip a single class, or introducing a new technology or assessment type. A mini-portfolio is ‘bite-sized’, easy to capture, and framed by a brief written or video essay.

You can use mini-portfolios for your personal reflection, for sharing your practices with colleagues, or as an element of the Recognition of Achievement Program to show what you do to engage students.

Whatever your motivations for making a mini-portfolio, it's not time-intensive, and it's a great first step down the road toward building a more comprehensive teaching portfolio.

Elements of a mini portfolio


Mini portfolios may take many forms, but should include:

  • A description of a new or existing teaching activity
  • An explanation why that teaching activity is used, and how you came to use it
  • An evidence-based reflection on its impact on student learning
  • A reflection on how the teaching activity might be further developed to enhance student learning

Why create a Mini portfolio

  • Capturing personal reflections
  • Sharing practices with colleagues
  • Modeling reflective practice for your students
  • Demonstrating your academic activities, achievements, and future goals

Reflective Process: Growing the Mind of a Scholarly Teacher

Gibbs (1988) gives us an easy cyclical model to engage in the reflective process. After any teaching or learning experience, think of the experience in three parts.

Learn more about: Reflective Process

Definitions of Reflection

The term ‘reflective practice’ derives from the work of Dewey and Schon. Dewey (1910) wrote that reflective practice refers to ‘the active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it’.

Learn more about: Reflection

Seven Principles for Good Practice in Undergraduate Education

Possible Framework for Portfolio Components 
Arthur W. Chickering and Zelda F. Gamson | Adopted from the March 1987 AAHE Bulletin

Learn more about: Seven Principles for Good Practice

Hosting Your Portfolio

Consider using the VIUBlogs network to get started building your professional practice portfolio. Read more about the: VIUBlogs tool for building your portfolio

Start Soon! – it is all about getting started – somewhere. Put a plan into place so you have time each month to work on components and demonstrate your learning. A bi-weekly or monthly time also serves as a focused point of reflection on your practice.

Learn more about: How to Get Started with ePortfolio

Steps to Creating an ePortfolio

A list of 7 steps to creating your ePortfolio. (modified from Elements of a Professional Academic ePortfolio, Bauer, 2010)

Learn more about: Steps to Creating an ePortfolio

Organizing your ePortfolio

Your ePortfolio will need to have headings or sections that help organize your artifacts and reflections.  There are endless combinations of headings and subheadings to help structure your ePortfolio.  This is where creativity and personalization come into play.

Learn more about: Organizing Your ePortfolio

Upcoming Session Dates

Check out the CIEL calendar for upcoming dates for this session - Current Offerings

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