Program Portfolio – TLA

Program Portfolio – TLA

Navigation: E-Portfolios, Gallery, Program Portfolio

The “Programmatic Teaching, Learning and Assessment (TLA) ePortfolio” is a collaborative initiative between the Center for Teaching and Assessment of Learning (CTAL) and the Information Technology Client Services and Support (IT-CS&S) units. The program emphasizes integrative and reflective learning spanning every year of a student’s time in the major – why ePortfolio? K. Stein (YouTube, 2010)

Visually, our TLA ePortfolio system is represented by a 3-legged stool, with each leg representing the contributions of teaching, learning and assessment to a programmatic ePortfolio.

tlastoolThe image communicates our view that all three “legs” are necessary for students to make sense of their educational experiences, for faculty to consider the impact of their curriculum as an integrative whole instead of a series of courses, and for the institution to use formative and summative data to inform strategic planning at the program and campus levels.

The University’s ePortfolio system is designed to meet three challenges:

  • Challenge faculty to practice pedagogies that engage students in meaningful and deep learning that links curricular and co-curricular experiences.
  • Challenge students to make integrative connections among their educational experiences from entry to graduation.
  • Challenge our academic programs and institution to gather and use authentic assessments of student learning to implement and advance programmatic and institutional improvements.

To meet these challenges, our ePortfolio system is designed to meet six goals:

  • provide students opportunities to practice and demonstrate faculty-guided integrative thinking and reflective writing across the curriculum
  • strengthen faculty pedagogy for engaging students in deep learning to discover the meaning and interconnectedness of curricular, co-curricular, and high-impact educational experiences
  • provide a cohesive curricular framework for students and faculty that visually represents the major’s expectations for student learning from entry through graduation
  • promote evidence-based faculty dialogue on aligning learning goals, sound pedagogical practices, and assessments
  • help faculty determine the impact of purposeful learning experiences on student learning
  • provide documentation for assessing students’ abilities to meet programmatic and general education learning outcomes over time.
Print Friendly, PDF & Email

Comments are closed