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Workshops and E-Portfolios as Transformational Assessment
Abstract
In 2002, Samford University began working on a long-term learning assessment plan designed to evaluate its undergraduates’ competencies in written and oral communication as well as information and quantitative literacy (these areas were labeled Transformational Learning Abilities or TLAs). Departments were encouraged to measure student learning in ways that made sense for their particular disciplines, with an eye toward creating sustainable assessment plans that would inform program review. The Department of Communication Studies created an innovative senior capstone program that incorporates student-driven communication workshops and electronic portfolios and uses qualitative and quantitativemethods to assess the TLAs and gather valuable data for departmental review. This chapter provides a description of the program and how it serves as a catalyst for student engagement, faculty development, and departmental transformation.
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