Priorlearning2014 pages

West Kentucky Community and Technical College

Granting College Credit for Prior Learning Portfolio Assessments Student Handbook

KENTUCKY COLLEGE System SYSTEM Kentucky COMMUNITY Community & TECHNICAL Technical College Granting College Credit for Prior Learning • 2014-2015

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Revised July 10, 2014

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Granting College Credit for Prior Learning • 2014-2015

Granting College Credit for Prior Learning Portfolio Assessment Student Handbook Table of Contents Methods for Granting College Credit for Experiential Learning ................................................................... 5 What is a Portfolio? ..................................................................................................................................... 5 What Experience Counts? ............................................................................................................................... 5 Rationale and Criteria for Preparing a Portfolio.............................................................................................. 7 Cost of Assessment ..................................................................................................................................... 7 Directions for Developing a Portfolio ............................................................................................................. 8 Portfolio Format:

An Overview ..................................................................................................................................... 9

Four Basic Components................................................................................................................................... 9

A Closer Look ................................................................................................................................... 10

Component 1: Credit Request..................................................................................................... 10

Component 2: Chronology ......................................................................................................... 11

Component 3: Narrative ............................................................................................................. 12

(1) Experience ................................................................................................................. 12 (2) Knowledge/Skills Acquired....................................................................................... 12

(3) Learning Outcomes.................................................................................................... 13

Component 4: Documentation.................................................................................................... 14

Note Regarding Deception................................................................................................................... 14

Multiple Courses ................................................................................................................................. 14

Tips on Assembling the Portfolio ........................................................................................................ 14

Submitting the Completed Portfolio ............................................................................................................. 15 Assessment Resulting in Award of Credits.................................................................................................... 16 Posting Credit to the Transcript .................................................................................................................... 16 Appeals Process ........................................................................................................................................... 16 Timing: Portfolio Completion and Graduation ............................................................................................ 17 Appendices .................................................................................................................................................... 19 *KCTCS and WKCTC gratefully acknowledge the contributions of Mount St. Joseph College, East Central Colleges, Sinclair Community College, and Seton Hill College in developing this student handbook.

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Granting College Credit for Prior Learning Portfolio Assessment Student Handbook

Many of our students come to us with a wealth of knowledge gained through valuable life-experiences. The Kentucky Community and Technical College System (KCTCS) and West Kentucky Community & Technical College (WKCTC) recognize that college-level learning takes place outside the traditional spaces of accredited college classrooms.

Is it possible to earn college credit for this “experiential” college-level learning? The answer is “yes!”

Methods for Granting College Credit for Experiential Learning

What Experience Counts?

There are a number of methods for granting college credit for experiential learning, including:

• College Level Exam Program (CLEP) exams

• Special Technical Education Proficiency (STEP) exams

• Challenge exams (offered for some WKCTC courses)

• Local and national certifications

• Portfolio preparation and assessment

Learning acquired through the following kinds of activities might qualify for college credit: • Non-credit courses; workshops; on-line, television, and newspaper courses • Apprenticeship courses • Self-taught knowledge or skills • Career/work experiences and training • Volunteer work • Community services • Travel • Avocations, e.g., art, music, dramatics • Leadership roles in

associations and organizations • Personal life experiences • Industry certification

What is a Portfolio?

A portfolio is a collection of materials prepared by you, the student, to describe and document prior learning. The portfolio stresses learning outcomes rather than simply attendance or participation in events. It must contain documented learning that matches specific course outcomes. The portfolio is developed under the direction of the WKCTC’s professional staff and is evaluated by faculty for award of credit.

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Rationale and Criteria for Preparing a Portfolio In deciding whether or not to do a portfolio, consider:

1. Credit awarded via assessment is less expensive than

tuition; e.g. 15 credit hours for five 3-credit courses via portfolio assessment would cost $375, whereas tuition alone for 15 hours would cost approximately $2,160 for residents and $7,560 for non-residents (2013-2014 tuition rates).

2.

Cost of Assessment $75.00 (per course) is to be paid by students prior to beginning the portfolio process.

Make your check payable to WKCTC for $75.00 per course to be evaluated.

Complete a copy of the Prior Learning Assessment Application Fee form (Appendix D). Mail or hand-deliver this form, along with your check, to the Business Office located in Anderson Technical Building. The Business Office will give you a receipt which must be presented when your portfolio is submitted for evaluation.

Credit earned through a portfolio assessment can speed up graduation; e.g. a 30-credit hour certificate program typically requiring two semesters for completion might be completed in one semester by a student who earned 15 hours by portfolio.

3. Preparing a portfolio brings selfexamination and, therefore, greater selfawareness and confidence.

4. Preparing a quality portfolio requires time and

good writing skills.

5. Knowledge, skills, and/or competencies must be

documented for the course(s) for which credit is applied.

6. Credit requests must fit into the curriculum of your

program major.

7. Because preparing a quality portfolio is time-consuming,

it is recommended that portfolio development be considered only when seeking at least 3 credit hours or more for prior learning.

Portfolios will not be evaluated until the fee is paid in full.

There are no refunds on this portfolio fee.

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Directions for Developing a Portfolio There is a structured method for applying for credit through the portfolio process:

Step 1: Apply to WKCTC. You must be accepted and have a student identification number assigned.

Step 2:

Fill out the Prior Learning Inventory form (Appendix A). This form will help you evaluate your prior experiences which may qualify for college credits. This form, along with other documents useful in preparing your portfolio, is available from the Accessible College Education (ACE) Director or from the WKCTC website at http://www.westkentucky.kctcs.edu/Academics/ACE/PriorLearn.aspx

Step 3: Make an appointment with the ACE Director. The ACE Director will go over the portfolio

process with you. The ACE Director will also help you locate a faculty member in your

discipline who can serve as your faculty mentor. Your faculty mentor will work with you to

answer these important questions:

• What certificate, diploma, or degree are you seeking?

• How does the learning gained through your life-experiences fit with the course offerings in the KCTCS catalog?

• What classes in your degree program might you bypass through Prior Learning?

Each KCTCS course has a list of competencies that must be achieved in order to gain credit for that course. Your faculty mentor can advise you in determining which course(s) may match your experiential learning. Your faculty mentor can also guide you in defining how credit for prior learning fits within degree requirements for the certificate, diploma, or degree you seek. (Note that programmatic limits on credit for prior learning may be established through the curriculum development process.) If you and your faculty mentor agree that there is merit in your experiences toward meeting those course competencies, proceed to Step 4.

Step 4: Once you and your faculty mentor have agreed to proceed, ask your faculty mentor to sign the Application for Prior Learning Assessment form (Appendix B). Once this document is

signed, you pay the nonrefundable portfolio fee of $75 per course to be evaluated.

Step 5: Working with the ACE Director, prepare a draft of the portfolio. There is a prescribed

format that must be followed. The ACE Director can assist you with formatting issues.

Revise your draft as necessary and complete the portfolio.

Step 6: Submit your completed portfolio and Credit Request Final Portfolio Assessment (Appendix J) to your faculty mentor for evaluation.

Step 7:

Your faculty mentor, along with other program faculty, will assess your learning competencies presented in your portfolio and make a determination of whether they align with college course learning competencies. They will decide if college credit is to be awarded or denied or whether additional documentation is required.

Step 8: You will be notified as to the results of the evaluation.

Step 9: Upon completion of an accepted portfolio, credit will be placed on your college transcript.

Note that no letter grades are assigned; credit earned through the portfolio process does not

affect your grade point average (GPA).

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Portfolio format An overview The preparation of a portfolio is an exercise in self-evaluation, introspection, and synthesis. It can be an educational experience in itself. It requires you to relate your past learning experiences to your educational goals, to exhibit critical self-analysis, and to demonstrate your ability to organize documentation in a clear, concise manner.

Remember, KCTCS acknowledges credit for prior learning, not for prior experience.

As you begin to assemble and write your portfolio, periodically check to make certain you have described learning in addition to experience. In this respect, your portfolio will differ from a resume, which describes what you did rather than what you learned.

Although your portfolio will represent learning that is unique to your experience, there is an approved format to be followed. It is important that you keep to this format while developing a carefully organized and well-written document. Those who will evaluate your portfolio must be able to follow it logically and identify substantiating evidence (documentation) easily.

Four Basic Components Component 1: CREDIT REQUEST consists of a completed Application for Prior Learning Assessment (Appendix B), completed Authenticity Statement (Appendix C) and evidence of ayment of assessment free (Appendix D).

Component 2: CHRONOLOGICAL RECORD of experiences relevant to the college course for which credit is being requested. Usually a sentence is provided for each year (Appendix E).

Component 3: Narrative DESCRIPTION OF COMPETENCIES (skills). The course for which credit is sought is identified in The Credit Request: Final Portfolio Assessment (Appendix F) at the front of this section. Next, is the KCTCS approved Course Curriculum Guide (Appendix G) or the course syllabus, both of which list the learning competencies for that class. (Your faculty mentor will help you locate these forms.) Then you provide statements of your experience and learning as related to the course objectives and learning competencies to justify your award of college credit for that course (Appendix H).

Component 4: DOCUMENTATION of the learning experience in each competency area must be substantiated (documented) by an outside source. A one page summary precedes the actual pages of documentation (Appendix I).

Appendixes J and K provide samples.

Note: If credit is being requested for more than one course, components 3 and 4 (competency and documentation sections) must be submitted for each separate course.

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Portfolio format A Closer Look Your faculty mentor will make the final judgment on the course(s) in which credit may be awarded, but you are expected to evaluate your own work and find a specific KCTCS course(s) with course competencies that matches your life experiences and prior learning. The KCTCS catalog will be useful in locating courses that match your prior learning experiences. Your faculty mentor will help you locate the KCTCS approved Course Curriculum Guide (see a samle in Appendix G), or a syllabus, which lists the Course Competencies/ Learning Outcomes of the targeted course(s). The class(es) for which you make a Credit Request will evolve as you work through the portfolio development.

The Appendix, at the back of this Handbook, holds documents or sample documents for all the necessary components of the portfolio. These may also be downloaded from the WKCTC website: http://www.westkentucky.kctcs.edu/Academics/ACE/PriorLearn.aspx

• Component 1: CREDIT REQUEST

(see Appendix B, C, and D)

The Application for Prior Learning Assessment (Appendix B) is the first document to appear in your portfolio. It clearly and concisely sets forth your petition to be granted academic credit for a specific KCTCS course(s), based on the competencies presented in your portfolio.

This document begins with your personal information as a KCTCS student. Next, you identify the specific course(s) for which you are requesting college credit by listing the KCTCS department, course number, course title, and credit requested. You provide a brief summary of your life experiences that provides a basis for your portfolio application. The last portion of this document is to be filled out by the faculty evaluator.

Fill out the Authenticity Statement (Appendix C).

Insert evidence that the Prior Learning Assessment Application Fee (Appendix D) has been paid.

The remainder of the portfolio is your explanation and documentation of how your skills and competencies are similar to the Course Competencies/Learning Outcomes of that specific KCTCS course(s).

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• Component 2: CHRONOLOGY of Significant Life Experiences (see Appendix E)

This exercise provides an opportunity for you to list, in a time-line fashion, all your adult life experiences which, directly or indirectly, led to or provided significant learning for you. The following list of activities serves as examples. (See Appendix E)

• WORK includes any activity for which you were paid, including military service.

• HOMEMAKING includes those activities related to child rearing, family, and creative activities.

•

VOLUNTEER EXPERIENCES includes internships or apprenticeships without pay, community activities, political activities, church activities, service organizations, elective offices held without pay, volunteer work in social service agencies, time contributed to supervising youth organizations, sports involvement, PTA, etc.

•

NON-CREDIT COURSES AND SEMINARS includes in-service training, workshops, clinics, conferences, discussion groups, evening courses, lecture series, television or radio courses, correspondence courses, etc. (for which no academic credit was given).

•

TRAVEL includes study tours, significant vacations and business trips, living for extended times in various parts of the country or abroad, participant as a worker or volunteer in an American sub-culture setting, etc.

•

RECREATIONAL ACTIVITIES AND HOBBIES includes performing in a musical group, acting or working in a community theater, sports, artistic activities, fiction and nonfiction writing, public speaking, nature interests, attending concerts, visiting art museums, restoration of furniture, clothing construction and design, gardening, or any other leisure time activity pursued for the purpose of personal satisfaction and enjoyment.

• INDEPENDENT READING, VIEWING, AND

LISTENING includes any subject areas in which you have

had intensive learning for which you have not received KCTCS credit, including significant reading,

TV or radio programming, theater or film viewing.

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• Component 3: NARRATIVE of Competencies Skills (see Appendix F, G, and H) The first page of this section will be a copy of the Credit Request: Final Portfolio Assessment (Appendix F).

Fill in the top portion of this form. Along with other information, this form identifies the course for which you are striving to earn college credit. (Your faculty evaluator completes the bottom half after examining your portfolio.)

In this section you will be providing evidence of how your learning, achieved as a result of life experiences, matches with the Course Competencies/Learning Outcomes of the specific course you have identified. This is the heart of your portfolio. Make this section of your portfolio an exhibit of your very best work. It should be specific to learning, concise, and clearly and logically developed.

The second page of this section will be the KCTCS approved Course Curriculum Guide (or a syllabus) of the course for which you are petitioning to earn credit. Your faculty mentor can help you locate this document (See Appendix G for an example).

The next portion will be a Narrative Description of Experience and Competencies (see Appendix H for an example). In developing this section, use the Course Competencies/Learning Outcomes listed on the Course Curriculum Guide of the course you have identified as your road map. Separate your narrative into three sections: (1) EXPERIENCE: List those experiences that provided opportunities for learning. Include:

• location of where the learning took place

• dates – when and for how long this experience lasted

• your job title

• your job responsibilities

• if you were in a supervisory role, the number of people you supervised

• description of seminars and workshops attended

• titles and authors of books and articles which were helpful to you

• any description that will guide the faculty assessor to better understand the circumstances of your learning

• whenever appropriate, reference the experience statement with an item in the Documentation section (Component 4 of the portfolio) (2) KNOWLEDGE/SKILLS ACQUIRED: List the knowledge or skills acquired or developed during each significant experience. These might be skills such as proofreading and editing research manuscripts, installing an electrical circuit in a newly-constructed home, freelance nonfiction writing, etc.

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(3) LEARNING OUTCOMES: Tie those skills and knowledge to the Course Competencies/Learning Outcomes of the course you have targeted. Your Learning Outcomes may be listed as bulleted items that describe what you know and what you can do with that knowledge. These should be clear, specific, and observable. They should describe a skill or knowledge that can be applied in more than one situation. They should demonstrate, to an expert in the field, that you have mastery of the learning you claim that can be objectively measured and evaluated.

The easiest way to write good learning outcome statements is to go from the general to the specific. You might start your statement with one of the “learning verbs” listed below. Then include how you learned this skill. Follow through with how you can demonstrate that you learned this skill and are able to apply it in a practical way. Notice the importance of personalizing your portfolio with the use of the word “I”. Keep in mind that you are trying to address the Course Competencies.

Learning verbs to consider:

participate write apply name

establish identify use order

interview design translate describe

counsel develop interpret construct

help organize analyze distinguish

Examples of specific Learning Outcomes for an electrical apprentice:

• I designed and installed series and parallel DC circuits in new home construction.

• I demonstrated an understanding of electrical safety principles by treating every circuit as though it were hot, whether I knew it was or not.

Examples of specific Learning Outcomes for a researcher in the Copyright Department of XYZ Corp.:

•

•

•

I practiced library research skills which required a working knowledge of appropriate reference sources and database search methods.

I proofread and edited manuscripts.

I composed abstracts for manuscripts.

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• Component 4: DOCUMENTATION (see Appendix I, J and K) How can you verify to the portfolio reviewer that you have acquired the learning and competencies you claim? Learning from prior work or personal experience can be verified in a number of ways. The most common is the use of third-party validation letters from a supervisor who has had first-hand knowledge of your learning or skills (see Appendix J for a sample Letter of Verification). Other means of documenting your learning are suggesting in Documentation Alternatives (Appendix H). Appendix I provides a sample Index to Documentation to include at the beginning of your Documentation section to guide the evaluators as they assess your portfolio.

As you prepare your portfolio, keep in mind:

•

•

•

•

Multiple documents for each experience may be necessary. However, thickness does not necessarily denote quality. Excessive documentation, attractively presented, will not substitute for weak articulation of experiential learning with course competencies.

If actual products, such as canvases, pottery, or machines are to be used as documentation, these should be photographed and the photographs included in the documentation section. The evaluator will notify you if presentation of the original products is needed to complete the assessment process.

Products or replicas submitted in the portfolio should be labeled, signed, and dated by the student.

Any valuable documents, such as licenses, certificates, letters, or commendations should be copied for use in the portfolio. Present these original documents only if requested. The originals will be returned to you.

Note Regarding Deception

Checks are made to authenticate documentation. Any incidences of misrepresentation will result in denial of all credit. KCTCS has the authority to withdraw previously awarded credit should it learn of deception after credit has been awarded.

Multiple Courses If you are requesting credit for multiple courses, you must develop a Component 3 and Component 4 for each class.

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Tips on Assembling the Portfolio Your portfolio represents your request for academic recognition for collegelevel work. It should reflect your best professional work, both in content and in format. It should be properly word processed, well organized, divided by the five components, well-written, and correct with respect to grammar, spelling, and punctuation. Save your disc!

Here are some points to keep in mind: • Ask the ACE Director to see an exemplary portfolio that has been prepared according to correct format.

•

Your final copy should be typed on standard copy paper and assembled in a standard three-ring binder that holds the pages securely.

• Tab sections for ease in location.

• Number the pages consecutively, including documentation.

•

Proofread the final copy for spelling, punctuation, and grammatical errors. (Another set of eyes may see something

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Tips on Assembling the Portfolio (continued)

missed because you are so familiar with the material.)

• The portfolio evaluator(s) will read your portfolio thoroughly and consult appropriate catalogs and other resources, including faculty members and the academic dean. Their foremost concerns are: o Amount and level of learning represented. o A strong match exists between experiential learning and course learning outcomes. (The College reserves the right to substitute a different course from the one the student has requested if, in the opinion of the faculty, the substitution better reflects the

student’s learning.)

o Supporting documentation is adequate. o All documentation is appropriately indexed.

The explanation of learning outcomes refers to specific supporting documentation by title and page number. o Portfolio is properly organized and marked or tabbed in such a way as to enable the reviewers to locate information easily. o Portfolio reflects a professional, college-level piece of work.

Submitting the Completed Portfolio When your portfolio is ready for evaluation, submit a complete copy to your faculty mentor. This copy will not be returned to you; after the final assessment, it will be kept in the ACE Director’s office.

Your faculty mentor will evaluate your portfolio for academic credit. The faculty mentor may rely on several faculty members to evaluate the portfolio.

Credit Request Final Portfolio Assessment Form (Appendix F). Ensure that you have included a copy of this form at the beginning of each Component 3 section of your portfolio.

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Assessment Resulting in Award of Credit Upon review of your portfolio, a faculty evaluator may make one of the following determinations: •

Credit is to be awarded without further preparation. A student has presented specific evidence of mastery of a body of knowledge that aligns with a KCTCS course.

•

Award of credit is contingent upon further preparation. A student may be asked to supplement their documentation with additional evidence of necessary learning. In some cases, the student‘s background and experiences meet some of the objectives and content of the course work, but minor gaps remain in the student’s understanding and knowledge. These students may be asked to supplement their documentation with additional evidence of necessary knowledge.

•

Denial of Credit. The faculty reviewer may judge that no credit can be awarded. The usual reasons for such a judgment are:

o o o

Lack of documentation that substantiates the learning.

Unsatisfactory presentation of specific learning achieved.

Ambiguous relationship between the student’s learning and the course credit sought.

Posting Credit to the Transcript If the faculty mentor and evaluators determine that credit should be awarded, the credit will be entered on the student’s transcript and the student will not need to take the course. A letter grade will not be assigned, and the acceptance or denial of a portfolio will not be calculated in the student’s grade point average (GPA).

The course will appear on the student’s transcript with a “P” for passing.

Appeals Process Any appeal must follow the process listed in the KCTCS Student Code of Conduct. Students may refer to the KCTCS Code of Student Conduct, Article II for more information on academic rights, academic offenses, and the student’s right to appeal.

You can locate the KCTCS Code of Student Conduct at http://www.kctcs.edu/student/code. Further information on student rights is available on the WKCTC Student Rights & Responsibilities web page at http://www.kctcs.edu/en/ students/admissions/academic_policies/~/media/System_ Office/Academics/StudentCode2009.ashx

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Timing: Portfolio Completion and Graduation You are advised to begin portfolio development early in your WKCTC program. If your portfolio contains more than one competency area, you can ordinarily estimate approximately three months spent in developing your portfolio. A student has up to one year from the time of submitting the application to start and complete each portfolio; one semester is preferable.

If you are developing your portfolio near the end of your academic program, you must be in compliance with the following completion schedule:

May Graduation: Portfolios will be accepted NO LATER than the preceding March 15

August Graduation: Portfolios will be accepted NO LATER than the preceding June 15

December Graduation: Portfolios will be accepted NO LATER than the preceding October 15

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APPENDICES A. Prior Learning Inventory ....................................................................................21 B.

Application for Prior Learning Assessment ........................................................23

C.

Authenticity Statement .......................................................................................25

D.

Prior Learning Assessment Application Fee........................................................ 27

E.

Chronological Record (Sample) ......................................................................... 29

F.

Credit Request: Final Portfolio Assessment ......................................................31

G.

KCTCS Approved Course Curriculum Guide (Sample) .................................... 33

H.

Narrative Description of Experience and Competencies (Sample)..................... 35

I.

Index to Documentation (Sample) ...................................................................... 37

J.

Letter of Verification (Sample) ..........................................................................39

K.

Documentation Alternatives................................................................................ 41

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Appendix A

PRIOR LEARNING INVENTORY Spend a few minutes to record the different kinds of learning you’re bringing back to college.

Below each of the types of learning, list the course, workshops, experiences, etc. that you have completed.

Credit: List the courses you have completed at an accredited community college, technical college, or four-year institution. List only courses which you have passed.

Non-credit: List any workshops, seminars, or course you have taken outside of higher education institutions. These may have been offered by your employer, a professional organization, or a training company. While you many have earned Continuing Education Units (CEUs) for these courses, this is not a requirement in most Prior Learning Assessment programs.

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Experiential Learning: Think about the things you know a lot about or know how to do well that you have learned primarily outside a classroom. Here are some typical statements of experiential learning: “I know a lot about diabetes when my mother was diagnosed.”

“I know about teaching from coaching my daughter’s softball team.”

“I learned a lot about collective bargaining when I was one of the representatives of our union on the contract team.”

How about you? Write sentences that start with what you learned and link them to the experience that helped you learn. List at least two examples of experiential learning.

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APPENDIX Appendix CB

APPLICATION FOR PRIOR LEARNING ASSESSMENT Name: Address:

Date: Phone:

(Street Address or PO Box)

Other Phone Contact: (City, State, Zip Code

Projected Date of Graduation:

E-mail address:

Major:

Faculty Mentor:

EMPLID: Credits Requested for Evaluation of Portfolio Class Number

Course Title

Credit Requested

Please submit a brief statement summarizing the basis for applying for portfolio credit:

Faculty Mentor Approval: I have reviewed the above credit request in light of this student’s total program: Request fits within the guidelines for certificate, diploma, or degree requirements.

Request does not reflect a duplication of course credit. ________________________________ Faculty Mentor (Print)

______________________________________________ Course No. and Title

__________________________________________ Faculty Mentor Signature

____________________________________ Date

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Appendix D C APPENDIX

AUTHENTICITY STATEMENT I, ___________________________, the undersigned, hereby certify that I have compiled and written the attached portfolio documenting learning from experience without assistance from anyone except academic and faculty mentors. This work is solely my own. I am solely responsible for the content, organization, and construction of this portfolio.

I further certify with this statement of authenticity that the documents referenced and submitted as evidence for this prior learning assessment are authentic. I agree to submit originals for examination upon request by the Academic Dean or faculty evaluators.

I also hereby acknowledge that I have read the instructions for preparation and submission of the attached portfolio. I understand that this portfolio will not be accepted for evaluation or for the award of academic credit if it is determined that it has not been prepared in compliance with those instructions and this statement of certification.

I understand the faculty evaluator may contact me directly for additional material or to schedule a personal interview.

I hereby accept the evaluation of the faculty evaluator as the final determinate of the credit award.

Name (please print): Signature:

Date:

Home phone:

Work Phone:

Email: EMPLID:

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APPENDIX Appendix B D

PRIOR LEARNING ASSESSMENT APPLICATION FEE Name:

Date:

Address:

Phone: (Street Address or PO Box)

Other Phone Contact:

(City, State, Zip Code)

Projected Date of Graduation:

e-mail address:

Major:

Faculty Mentor:

EMPLID: Credits Requested for Evaluation by Portfolio Class Number

Course Title

Total Number of Courses to be Evaluated =

X $75.00 each=

Credit Requested

amount due.

Make Check payable to WKCTC. Deliver check and this completed form to: WKCTC Business Office 127 Anderson Technical Building P.O. Box 7380 4810 Alben Barkley Drive Paducah, KY 42001 270-534-3152 Portfolios will not be evaluated until this fee is paid in full. Save your receipt!

Your receipt from the Business Office must be presented with your portfolio when it is submitted for evaluation.

There are no refunds on this portfolio fee.

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Appendix E CHRONOLOGICAL RECORD (SAMPLE) 1982 Graduated with honors from Pulaski County High School, Somerset, KY.

Somerset City Hospital: Began working as general clerk-typist in records department.

1983 Somerset City Hospital: Promoted to clerk-typist for the Office Manager.

1984 Married and moved to Lexington, KY. 1985 Quit work for birth of my son.

1987 - 1989 R.L. Rich, Inc.: Went to work as stenographer for sales manager. During these two years, I

regularly assumed new duties and was able to expand the responsibilities of my job.

1989 - 1991 I left the company for the birth of my daughter.

Enjoyed homemaking, gardening, canning, sewing, and caring for my two young children.

Took swimming lessons once a week at local high school; completed all of the Red Cross

advanced swimming instruction and received my certification as Senior Lifesaver.

1991 Waterford, Inc.: Was employed in the real estate department as secretary to the Regional

Director of Property.

1993 - 1996 Waterford, Inc.: Promoted to Secretary to Director of Corporate Real Estate.

Held various positions in my church: Administrative Board member; Council on Ministries

member; secretary of Pastor-Parish Committee.

1997 Waterford, Inc.: Promoted to Executive Secretary to Director of Law Department. This marked

the realization of my goal to work in the Law Department.

Became Girl Scout leader in my daughter’s troop and began involvement in regional Girl Scout Council.

1998 Waterford, Inc.: Participated in restructuring of office staff that led to a change in my position

to that of Administrative Assistant to the Director and increased my responsibilities within the department.

Attended seminar in Louisville, KY, titled Managing Skills for Secretaries.

2000 Fulfilled a lifelong ambition in January, 1996, by enrolling in my first KCTCS course 2001 Fulfilled a lifelong ambition in January, 1976, by enrolling in my first college course at the

University of Kentucky.

Attended a two-day seminar in Lexington, KY, titled Documenting Performance Results Via

Portfolio.

2002 Attended a three-day workshop in Advanced Supervisory Skills in Midway, KY. 2004 Attended Practicing Law Institute’s three-day seminar for legal administrators in New York City.

2005 Attended IBM’s three-day Word Processing Seminar for Supervisors in Chicago Illinois.

2006 Began course work at local KCTCS College.

2010 Took continuing education courses in word processing and database management.

2013 Entered the Accessible College Education (ACE) program at KCTCS.

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Appendix F

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Appendix Appendix F J

CREDIT REQUEST FINAL PORTFOLIO ASSESSMENT Course/Competency: Name:

Home Phone:

Address:

Work Phone: (Street Address or PO Box) (City, State, Zip Code)

Fall

Year

Spring Date:

Summer

Number of credits requested:

Major:

_______________________________________________________ (FOR FACULTY AND ADMINISTRATIVE USE ONLY) 1) Full credit request granted:

Date: (Number of Credits)

2) Additional work needed for full credits:

Yes

No

3) Portfolio not accepted for credit: Comments:

_________________________________________ Print Full name of Faculty Mentor

_____________________________________ Sign Full Name of Faculty Mentor

Note: This form is to be submitted to the registrar upon approval of credit.

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APPENDIX G KCTCS Approved Course Curriculum Guide (SAMPLE) IEC 190

Applied Experience in Early Childhood Education

3 credits

Description: Includes participation in supervised teaching experiences in early childhood settings. Covers observing, planning, implementing and assessing learning experiences based on developmental appropriately practices.

Components: Lecture: 1 credit hour (15 contact hours). Laboratory: 2 credit hours (90 contact hours).

Pre-requisite: Any 100 level IEC course or permission of program coordinator.

Implementation: Spring 2011 Competencies: Upon completion of this course, the student can:

1. Participating in routine care of young children with two of the following age groups: infants,

toddlers, preschoolers and school age.

2.

Observe, plan, implement and assess individual, small, and large group daily activities and

routines.

3.

Routinely communicate effectively and professionally with children, families, and colleagues Outline: I. Overview of early childhood options for practical experiences

A. Infants B. Toddlers C. Preschoolers

D. School-Age II. Roles and Responsibilities

A. Students B. Faculty

C. Director/Site Supervisor

D. Staff III. Observation

A. Daily activities and routines

B. Staff IV. Planning

A. Daily activities and routines

B. Collaboration with staff V. Implementation

A. Daily activities and routines

B. Collaboration with staff VI. Assessment

A. The activities, selection and development

B. The children responses

C. The teacher, strategies VII. Communication

A. With children

B. With families

C. With colleagues Dates of Actions: Approved: May 2001 Revised: March 2002, December 3, April 2010

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APPENDIX AppendixHF NARRATIVE DESCRIPTION OF EXPERIENCE AND COMPETENCIES (Sample)

COURSE: Applied Experiences in Early Childhood Education Course Objectives:

• Participate in routine care of young children with two of the following age groups: infants, toddlers, preschoolers, and school age • Observe, plan, implement, and assess individual, small, and large group daily activities and routines • Routinely communicate effectively and professionally with children, families, and colleagues

Experience: From 2004-­‐2009, I worked as a nanny for a family of four children with ages ranging (in 2004) from 14 months to 5 years. The middle two children were identical twin girls, age 3.

From 2009 – 2012, I served as a teacher’s aide in a primary classroom (grades K-­‐3). During this time, I participated in six in-­‐service training seminars. Topics included child development principles, classroom management, and working collaboratively with others.

Knowledge/Skills Acquired: As a nanny and teacher’s aide, I was involved in many experiences that involved routine care of young children.

In addition, I was required to plan and implement activities for both individual children and groups. As a teacher’s aide, I worked with the regular teachers in assessing the activities I planned and implemented.

Learning Outcomes: •

• • • • •

I was responsible for the daily routines of four young children, ages 14 months to five years, to include morning wakeup, dressing, diapering, preschool, doctors’ appointments, play group dates and activities, carpooling, laundry for the family, three meals a day, and bedtime rituals.

I can demonstrate age-­‐appropriate behavior modification methods with children of various ages 0-­‐12 years.

I can demonstrate age-­‐appropriate learning activities to include reading and telling of stories, songs, and finger plays for children 0 – 10 years.

I can demonstrate cooperative activities with the teaching staff, e.g. coordinating level-­‐appropriate reading activities.

I worked with a classroom teacher in assessing reading and math skill levels of students in order to plan appropriate activities.

I actively participated in parent/teacher conferences and did follow-­‐up conferences with parents of children needing further assistance.

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Appendix G I Appendix

INDEX TO DOCUMENTATION (Sample)

Exhibit A

Letter of validation from G.F. Richfield, Supervisor of Credit Department, Bush and Ramsey, Inc., Cincinnati, Ohio (March, 1980)

Exhibit B

Letter of validation from Susan M. Huber, Public Information Specialist, Community Mental Health Center, Dayton, Ohio (April, 1980)

Exhibit C

Letter of validation from Charles E. Butcher, Director of Public Relations, Cincinnati Community Services Corp., Cincinnati, Ohio (March, 1980)

Exhibit D

Certificate of course completion — Advertising: Strategy and Design, Wright State University, Dayton, Ohio (December, 1973)

Exhibit E

Sample case developed for Exhibit D course

Exhibit F

Certificate of course completion — Modern Marketing and Company Objectives, Wright State University, Dayton, Ohio (June, 1974)

Exhibit G

Summary of course outline for Exhibit F course

Exhibit H

Certificate of attendance and conference description, National Group Leaders Conference, Conrad Hilton Hotel, Chicago, Illinois (May, 1972)

Exhibit I

Job Description: Assistant to Director of Public Relations

Exhibit J

Performance Appraisals for Exhibit I position (1977-1980)

Exhibit K

Certificate of completion for ABA banking course with hours listed and ACE course credit recommendation.

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APPENDIX Appendix GJ LETTER OF VERIFICATION The following letter is a guide that can be used in a request for letters of verification.

To facilitate a supervisor’s response, a separate information sheet should accompany your request.

(See following page.)

SAMPLE Dear ______________________, I am a student at West Kentucky Community and Technical College (WKCTC) in Paducah, Kentucky working toward a degree in _____________________________. WKCTC has a process for assessing and granting degree credit for college-level learning gained through experiences. To receive credit, I must describe my learning and provide verification that such learning has taken place. Assessment is the task of faculty persons who are experts in the area for which I am asking credit.

As part of the portfolio I am preparing for this purpose, I am requesting a letter from you verifying my learning experience with your organization. The letter must be more than a traditional letter of recommendation. It should: • • • • •

State your position(s) within the organization; Specify the period of time I worked under your supervision; Describe the particular duties I was required to perform; Describe the learning involved in performing these tasks; Evaluate my general level of performance.

The letter should be directed to WKCTC, To Whom It May Concern, but mailed directly to me.

Since I have a specific date for completion of the portfolio, I would appreciate receiving it by _______________________________________.

Because this letter requires specific data, I am enclosing background information about the work I performed under your supervision as well as other information which may be helpful. If you have questions concerning this letter, or need further information, I may be reached at home (_____)_____________________, office (_____)_____________________,and/or e-mail __________________________.

Thank you for whatever support and assistance you can provide in this letter.

Sincerely,

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Appendix Appendix F K DOCUMENTATION ALTERNATIVES* ____________________________________________________________________________________

Type of Activity

Documentation

____________________________________________________________________________________ Work Experience

Job description; awards, letters of commendation; letters of corroboration from superiors, peers, clients; congratulations on high performance; promotion evaluations; evidence of promotion; samples of work produced; evidence of suggestions adopted; document of ranking, rating, or classification system in company or organization; licenses; membership in professional or trade organizations; membership requirements for professional/trade organizations; scores on licensing exams; military separation papers; bills of sale; rating forms; military records; work samples.

-­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ Community Service Activities

Commendations; awards; newspaper magazine clippings; letters of corroboration from co-­‐volunteers, clients served, supervisors.

-­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ Non-­‐KCTCS Courses And Training

Transcripts; amount of assignments; amount of time spent on outside assignments; letter attesting student was enrolled in course; learning outcomes or objectives of course; syllabi; evidence of completion; course description(s)/outline(s); number of didactic hours; number of clinical or practicum hours; diplomas.

-­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ Special

Accomplishments

Books published; pictures painted, music written, dances choreographed; a list of books read; patents obtained; list of countries visited; mementos from countries lived in and traveled to; machines designed; exhibits; photographs of famous landmarks visited; speeches given; programs from performances; writing samples; audio-­‐visual presentations; proposals written; conversations with experts.

____________________________________________________________________________________ * Adopted from Joan Knapp, Assessing Prior Learning: A CAEL Handbook.

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West Kentucky Community and Technical College, a member of the Kentucky Community and Technical College System, is an equal educational and employment opportunities institution.

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