Portfolios have long been a staple in professional writing courses: both in employment materials assignments and in entire classes that ask students to reflect on their experiential learning. Portfolios may also be used effectively in business communication teaching methods courses. This article details the justification and methodology for having a teaching portfolio as the capstone assignment in a business communication pedagogy course. It also explains how this portfolio may be used to anticipate programmatic assessment and verification of entry-level business communication courses during the accreditation process.
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