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

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.