• The general philosophy of above-named discipline regarding Assessment of Prior Experiential Learning essays may be summarized as follows:
The general philosophy the faculty members in the field of history expect that students applying for credit through the Assessment of Prior Experiential Learning essays must demonstrate evidence of critical thinking applied to historical research and interpretation. The discipline of history demands both investigation, also called research, along with the application of that research to a question, problem, topic or event. While it is not enough to know names and dates, it is the first step, which when combined with critical reading and writing uses multiple perspectives to create a logical, defensible historical interpretation.
• Describe the nature of any dialogue expected between faculty in above-name discipline and students preparing portfolio essays in the discipline.
History faculty members expect students to keep them apprised of progress and their intended completion date. This communication will vary by faculty member, but the onus is on the student to make contact and establish the precise expectations of the faculty. The faulty will, at a minimum, expect an accurate timeline for the completion of the portfolio. Faculty members also expect students to consult them about any reading or researching the student is doing as a part of the project, if applicable.
• Describe the nature of any specific requirements the above-name discipline will have regarding contents of the portfolio materials i.e., documentation, essay, bibliography were applicable, etc.
The specific requirements regarding portfolio materials for the discipline of history include the submission of a bibliography, with complete documentation of source materials. In some cases, an annotated bibliography may be appropriate, but discussions with the reader will inform students. Students should be aware that the faculty might ask them to provide additional information, or support for their portfolio if the faculty members deems it appropriate, even after the portfolio has been submitted.
• Describe issues regarding the general turnaround time for review of portfolio materials in the above-named discipline.
Students have every right to expect a reasonable turnaround period, governed by the amount of material submitted and the potential need for follow-up as described above. Depending on the portfolio, a reader may require time to search for and examine cited materials, thus no absolute timeline is set. However, if the reading process will take more than three weeks, the faculty member will contact the student and advise them of the situation.
• Provide any additional information that will help portfolio students in developing materials for faculty review in the above-named discipline.
Portfolios are, by their nature, highly idiosyncratic and the process for reading and evaluating them is as regular and normalized as possible. To this end, students are encouraged to contact the reader and make sure that the faculty and student share the same expectations and that the student has not inadvertently omitted anything. In addition, students should be aware that history emphasizes reading, writing and thinking, thus there is a premium placed on the ability to communicate clearly, present a thesis and to demonstrate logical support for your thesis. The evaluation is not expressly focused on considerations of grammar and style, but as they bear directly on the ability to communicate, they do matter.
Robert Irvine
Faculty Submitting
Information
February 4, 2010