While December graduates are putting the final touches on their university portfolios, it looks as if that process may come to an end for future graduates. Incoming freshmen at Seton Hill University (SHU) will no longer have a universal portfolio requirement.
Assessment of the university learning objectives in each major will be determined by the major and the division. By 2008, each major must present a plan of assessment to the University Assessment Committee.
By Evan Reynolds,
Setonian Online Editor
While December graduates are putting the final touches on their university portfolios, it looks as if that process may come to an end for future graduates. Incoming freshmen at Seton Hill University (SHU) will no longer have a universal portfolio requirement.
Assessment of the university learning objectives in each major will be determined by the major and the division. By 2008, each major must present a plan of assessment to the University Assessment Committee.
According to Mary Ann Gawelek, dean of academic affairs, the benefit is three-fold. First, students will have a �coherent� assessment. Second, the assessment will not overlap for students with a professional portfolio. Third, the measure could help students understand the �informative and summative� nature of assessment. Gawelek also said that this measure offers increased �freedom and flexibility� for assessment.
�Faculty will find a clear way to best assess students,� Gawelek said.
According to Victoria Gribschaw, chair of the division of social sciences, SHU first introduced the portfolio as a way of assessing student outcomes of the university learning objectives and presenting the achievements of students to Middle States, an academic accreditation agency. However, according to Gribschaw, some faculty members have not fully integrated the portfolio in their curriculum.
�Most programs are retaining the portfolio for use of assessment,� Gribschaw said.
In some majors, such as theater, the portfolio lacks a practical, professional application.
According to Terry Brino-Dean, associate professor of theater, the portfolio is mostly used for developmental purposes. According to Brino-Dean, within the field of theater, there is a diversity of applicability of the portfolio.
�In some majors, it has more benefit than others,� Brino-Dean said. �It’s different for different majors within theater.�
Other disciplines have different challenges with assessment.
According to Kathleen Campbell, associate professor of music, assessment of liberal arts objectives in the field of music presents challenges. The product of student’s work in the field of music is �not as tangible.� Relating music to the fulfillment of the university objectives, according to Campbell, is easy in theory, but not in practice.
�Because our discipline doesn’tfollow the traditional portfolio format, that creates anxiety (among faculty),� Campbell said.
A freshman voice performance major Amanda Manley said, �It’s kind of pointless (the portfolio) because that’s just making us redo what we�ve already done.�
According to a senior music education major, Leah Davis, �The portfolio is about showing your employers your best work.�
�As a freshman, it’s useful, but it’s up to us to carry it on,� said Laura Fleming, a senior art education and art therapy major.
�When a vote is taken, it’s a long process,� Gribschaw said. �Compromise always comes into decisions.�
Currently enrolled students will not be affected by this measure.
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