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2013 Horticultural Sciences Academic Program Review Section 2 Page 17 adoption of eportfolios in the near future. We have used a number of different systems to create the eportfolios (ex. the TAMU student Webspace on people.tamu.edu) but we have now settled on Googlesites as a convenient platform. Googlesites are free and the students can “carry their eportfolio Website” with them after graduation, and have them evolve into a site that can be used in their later professional careers. A starter template with a graphic presentation similar to the standard College of Agriculture and Life Sciences Web template has been created to give students a quick start into the process since very little instructional time is devoted to teaching the process of Website creation. An example of the HORTfolio template is presented below. Students are introduced to the eportfolio project briefly in HORT 101 and more extensively in the learning community, HORT 225. Ideally, we will progress to the point where the eportfolios are all started in HORT 101,
2013 Horticultural Sciences Academic Program Review Section 2 Page 18 will serve as a collecting point for artifacts of learning throughout the students’ undergraduate programs, and will be completed during HORT 481, Senior Seminar. The five-member departmental assessment committee evaluates the eportfolios annually using a standard rubric (Table 2.12). Table 2.12 Rubric used for evaluation of student eportfolios. Scale extends from “unacceptable = 1” to “exceptional” = 5). Case Identifier: Assessor: Date: Academic Program: Evaluation Criterion Portfolio Website created and serving Website responds to address provided, graphics of template provided or optional template complete, images all present, links to sections work, sections representing resume, projects, writing samples, designs (as appropriate), contact info, and about me are present 1 2 3 4 5 UA A EX Website presents evidence for technological competence Website has orderly appearance; links to documents and attachments all work; images load quickly; images are of appropriate resolution and proper proportionality; documents as artifacts are PDF and not proprietary format; documents present evidence for understanding of technology Portfolio exhibits adequate disciplinary strength Work presented exemplifies excellent grasp of fundamentals of academic emphasis area (ex. Quality of designs, complexity of projects, summaries of research); adequate number of artifacts presented to assess; Portfolio exhibits professionalism Overall impression gained from portfolio is that it represents the work of a well-educated horticultural professional Communication elements in portfolio satisfactory Student uses the correct terminology of the field; portfolio is free of spelling and grammatical errors; reflective statements are adequate in number and in complexity of thought; layout and overall appearance are creative, pleasing, and effective Comments: The sample portfolios evaluated in 2012 from students in the BA program were rated substantially higher on all criteria than those in the BS (Table 2.13). While the program learning outcomes assessment reports do not specifically compare the performance of BA and BS students (each program report is independent of the other), this year’s evaluation did raise concerns among the assessment committee members. The eportfolios of BS students were “below expectations,” ie., means less than 3.0, in 4 of the 5 evaluation criteria. The rubric was revised in 2012, and some on the committee thought this might have been a factor. Additionally, since the sample eportfolios were selected at random, and since the number of samples was very small (only 10 portfolios per degree program), it is possible that one year’s results may not be conclusive. The committee has elected to track the portfolio evaluations for another year before taking any definitive action. This discussion is an excellent example of insuring that the data, in fact, are real. If, for example, students in the BS program are evaluated as having not met expectations in the areas of technological competence, disciplinary strength, professionalism, or
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