In general, you should think of the portfolio as a qualitative study of the course. You need to make clear the purpose of your investigation into the course and be selective in the detail you choose to report. It may be helpful to keep your audience in mind, i.e., faculty and administrators who are interested in your course portfolio as evidence of the scholarship of teaching. It is assumed that most faculty will employ a variety of instructional methods in any course that they teach. Students encounter and discuss the problem in small groups.
Teachers are facilitators or guides.
Problems form the organizing focus and stimulus for learning. Students gain problem-solving skills through the learning experience. New information is acquired through self-directed learning. Because of the project design, one section of the portfolio specifically addresses the way PBL has been used in the course. The rationale for the course portfolio should address the reasons for using PBL as a teaching method.