COLL 100 Course Portfolio Description
Course Portfolios show how courses address COLL 100 learning expectations. A course portfolio includes the following:
- Course Syllabus (see details below).
- Narrative that describes how learning expectations are met through course experiences (see details and Narrative Template below).
- Instructions for Student Assignment(s) (see details below).
- Comments (optional) (see details below).
- Results of Student Survey (pdf) related to the COLL 100 learning expectations (provided by IAE after semester grades have been submitted).
- Course Portfolio Rating Guide (pdf) completed by reviewers after evaluating the portfolio.
COLL 100 Steps for Constructing Course Portfolios
Your Course Portfolio will show how your course addresses COLL 100 learning expectations. Compiling the Portfolio should take about one hour per portfolio. We will send you reminders to submit components throughout the semester.
NOTE: Construct a portfolio for each COLL 100 course you are teaching. If you are teaching more than one section of the same course, you should construct a single portfolio for the course. If you are teaching the same course both semesters of the academic year, you may construct a single portfolio either semester.
CONSTRUCT THE COURSE PORTFOLIO. (click on the items below to view details). Submit the following materials:
- Submit your course syllabus. The EPC strongly suggests including the recommended COLL 100 language (doc). Learning Expectations 1 and 2 at the end of the recommended language are the basis of this assessment.
Narrative – Briefly describe [see Narrative Template (doc)]
- How the course introduces students to the excitement of scholarly inquiry
- The big idea(s) addressed in the course, including what significant question(s) and concept(s), belief(s) and creative vision(s), and theory(ies) and discovery(ies) that have shaped our understanding of the world
- How students learn to find and assess intellectually reliable sources, how to use these sources in arguments, and how to access and evaluate digital information as appropriate for the course
- Communication skills beyond the traditional written word that will be developed, how students develop the ability to present and defend what they have learned, and how this/these assignment(s) give students repeated opportunities, with feedback to develop their skills
- The connection between assignment(s) included in this course portfolio and the learning expectation(s) (see below):
- Expectation 1: Students will construct and support an argument based on a variety of sources.
- Expectation 2: Students will communicate information effectively using media beyond the written word and into the realms of visual, quantitative, oral, digital, and/or multi-media expression.
Instructions for Student Assignment(s)
- Select and submit instructions to students for completing assignments referenced in the Narrative (see above). In some cases, a single assignment/test may demonstrate both learning expectations. Note that Samples of Student Work are no longer required; however, if you choose to do so, you may submit Samples of Student Work and/or Rubrics/Grading Guides (doc) to further demonstrate how the assignments address learning expectations.
- Include additional information about the course, assignment(s), methodology, etc. that may be helpful to reviewers.