Part 3
- Technology - what hardware and software is used to develop, support, maintain and implement the program
- Media - describe how the portfolios are published (CD-ROM, HTML, web database, paper, etc).
- Funding Source - how is the program funded
Part 4
- Context - the setting in which the portfolio is initally being composed. Select which statement apply.
- Course: portfolios that focus on the unfolding of a single course or class, from conception to results (Hutchings, in The Course Portfolio, 1998, p.13).
- Often spotlights course goals and student learning and development.
- Program: portfolios designed to foster and enhance learning across multiple courses, within a major, across general education, or from extra-curricular activities.
- Institution: portfolios that reflect information and evidence from and about an entire institution, for use as a learning or accountability tool.
- Inter-institutional: portfolios that cross institutional boundaries and involve collaboration among institutional partners.
- Independent: portfolios developed for individual purposes that are not dependent on a course, program, or institution.
- Author - person or persons who compose the portfolio. Select which statement apply.
- Student: Individual students compose their portfolios. Tracks student achievement, growth, and learning. May include any of the following: student course portfolios, capstone portfolios, advising portfolios, undergraduate experience portfolios, learning outcomes portfolios, career portfolios, e.g.
Faculty: Individual faculty members compose their portfolios. May include any of the following: teaching portfolios, tenure portfolios, professional portfolios, course portfolios, e.g.
- Administrator: Individual staff or administrators compose their portfolio. May include administrative, staff, or professional portfolios.
- Organization (department, program, or institution, e.g.): Portfolios composed to reflect organizational goals. May include departmental, programmatic, or institutional portfolios.
- Other individual: Individuals who are not currently affiliated with the university compose the portfolios. May focus on life-long learning, community involvement, workforce or professional development
Part 5
- Purpose - intended outcomes for the creation of the portfolio. Select which statement apply.
- Development
- Self-assessment: using portfolios to track an individual's process of reflecting on and analyzing activities and performance; identifying strengths and weaknesses.
- Advising: using portfolios to help students in academic planning, co-curricular involvement, and career development.
- Documenting learning over time: using portfolios to present evidence about individual or organizational growth and development, and the differentiation and integration of knowledge.
- Documenting professional development: using portfolios to present evidence about job-related accomplishments, effectiveness, or achievements.
Building the curriculum: using portfolios to support curricular innovation, connection with scholarship, and course design.
- Adding to the knowledge base of or among the disciplines (scholarship of teaching and learning): investigating questions of teaching effectiveness in light of impact on student learning (Bass, in The Course Portfolio, 1998, p. 94).
- Evaluation
- Demonstrating achievement of learning outcomes: presenting evidence of achievement in relation to an expected standard, rubric, or set of institutionally or programmatically agreed upon outcomes.
- High stakes evaluation: using portfolios to address stakeholders’ concerns with performance, effectiveness, and results such as legislative mandates, graduate school admission, or job selection..
- Accreditation: using portfolios as part of the voluntary regulation and review process by which institutions and programs certify that they are meeting their goals as well as accepted standards.
- Promotion and tenure: using portfolios to present evidence of teaching, research, and service.
- Work performance review: presenting evidence of achievement in the workplace as part of a reflective or evaluative process.
- Presentation
- Showcasing achievement: providing a record of evidence of personal or professional attainment.
- Publicizing organizational reflection and progress: increasing the visibility and value of organizational effectiveness in light of the organizations’ specific mission and context.
- Responsiveness to state and national need for information: the responsibility of higher education to provide evidence to stakeholders – students and parents, governments and taxpayers, donors, private accreditors, and the general public – about effectiveness.
Part 6
- Challenges - List and describe the challenges your've encounted when establishing, developing and implementing a portfolio program.
- Future Activies/Plans - What future activites do you have planned for your portfolio program?
Part 7
- Slide Shows - You can upload up to 6 images with titles that will form the basis of a slide presentation about your Portfolio Program.
|
