Personalized Learning Structure Committee
Minutes of March 29, 2000 meeting
Present: Abbott, Barlament, Evans, Heinen, Kaufman, Lyon, Smith, Stokes
Members of the committee shared anecdotal reports of how portfolios or personalized
learning plans are currently being used, or not, in the following programs: Communication and
the Arts, Theatre, Music, Art, Communication Processes, Information Sciences, Education,
Business Administration, Nursing, Social Change and Development, Human Development,
Extended Degree, as well as some resources available through Career Services. In several
programs portfolios are seen as generally a good idea but are not required, mostly because of the
lack resources needed to review them.
In most programs portfolios are built into course requirements, sometimes an
introductory level course and sometimes a capstone course, sometimes both. In some programs a
series of courses are expected to generate materials for the portfolios.
Portfolios seem to exist from long standing patterns of custom and usage (as opposed to
requirements) or to meet external requirements (such as certifications) or to meet the needs of
program assessment.
Formats of portfolios vary. Some are clearly collections of best works. Some are
organized by program specifications – the need to document meeting certain learning outcomes.
Some are designed to meet the needs of external audiences (potential employers, graduate
schools, etc.). Others are designed to some process as well as product. Some programs make the
distinction between a working portfolio (for the student’s own review purposes) and a
professional portfolio (for an external audience).
Members also generated a set of questions, including:
What are the purposes of portfolios (if there are several, what priorities can be established)?
Who are the audiences for portfolios?
How can we measure success or effectiveness of portfolios?
To what extent should requirements, formats, and uses be standardized across the university or
within programs.
What is the role of agencies beyond the academic programs, e.g. Career Services or student
activities, in building portfolios?
Must portfolios be required?
If required, how do we distinguish acceptable from non-acceptable portfolios? What are the
consequences of non-acceptable portfolios?
How do we manage quality control (accountability) of portfolio evaluators?
How do we maintain a developmental perspective on portfolios? What skills are needed at
various stages and who delivers those skills?
Who keeps the portfolio?
(similar questions can be posed about personalized learning plans)
How do we handle transfer students?
How do we best connect to the other satellite committees?