Portfolio Development

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Portfolio Development
Presented by Gaynell Green,
Ed.D Bridging the Gaps BAAS Workshop April 25,
2008
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Why a Portfolio?

• Predominant adult student population students
  can incorporate all previous credit, regardless
  of discipline
• Faculty were not willing to create challenge
  exams
• Institution had limited course offerings course
  match or challenge exam not feasible
• Congruent with institutions philosophy of
  education meet the needs of place-bound adults

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Common Components

• Resume or professional Profile
• Academic/Military transcripts
• Chronology of relevant life experiences
• Statement of Relevance between experiential
  learning and program
• Academic/Professional Goals
• Verification statements and other documentation
• Application for PLA
• Autobiographical narrative
• Series of essays or competency statements
• Artifacts /documentation as evidence of
  competence

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Model Variation

• Course-Match, Skills-based model, series of
  reflective essays describing competence
• Most models accept military credit,
  Non-Collegiate Sponsored Instruction, CLEP exams
• Credit varies 24 to 36
• Major varies Discipline-specific or
  Interdisciplinary
• At TAMU-T Professional Development Sequence
  Portfolio Credit Comprise Major
• Credit allocation all lower division or evenly
  divided
• Limitations on amount of experiential learning
  credit

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Outcomes of Portfolio Process

• Deeper sense of meaning and value realized from
  work experiences validates workplace as a
  credible environment for learning
• Validates prior knowledge adults understand how
  and why they accomplished what they did
• Self-examination and critical thinking
  Abilities, awareness of personal learning process
  and knowledge level
• Self-confidence and empowerment
• Learning tool and employability tool

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(No Transcript)