Course portfolio

For each course there should be one course portfolio. We observed that many students like to have a large notebook for every course taken in the same term, but that is not a course portfolio. A portfolio is a much broader collection of important materials for a course, as just described. Learning to organize a portfolio is an important experience for a civil engineering student. An added benefit for having course portfolios is to show off your organizational skills and achievements in any particular course to your potential employers when the time comes for job interviews. 

The objects can also be detailed or abstracted. A seminar company has a Sales department and an Operations department a Seminar System, which helps coordinate activities and a portfolio of courses, each of which deals with a number of Subjects (see Figure 1.9). As before, boxes are the default representation of object types. We can use stick figures... 

All training should be documented. Some professional associations have introduced an accredited portfolio for members in which the career of an analyst can be documented and their skills clearly listed. Ideally, performance in any course taken should be assessed. Certificates on a wall for merely showing up for class are not sufficient. 

The GEMs database (22), while duplicating some already published works, also provides educators with the opportunity to post and use education materials prior to publication. Some materials development may not be extensive enough to publish in a peer-reviewed journal. In order to have those materials available to the general public, however, the educator is able to post single experiments or course syllabi. As this type of publication contributes to the overall knowledge base of the green chemistry community, smaller institutions with less of a research focus consider this to be part of a scholarly portfolio. 

Under the leadership of Kathy Boardman, the Core writing program conducted a comprehensive portfolio assessment of the English 102 course in 2000, with a follow-up study in 2001 that focused on a few features that the initial study had revealed as possible areas for improvement in the curriculum. This was well in advance of our accrediting body s new interest in assessment, and Kathy s closing of the loop by changing instructor preparation and inservice training provided an impressive model of effective assessment practice. 

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