Research and Portfolio Development
DURHAM CAPE CENTER
EVR 300/section 57: Research and Portfolio Development (Fri. 5:30-8:00)
Instructor: Dr. Desire BaloubiOffice: Old Education Building #6
Phone: 919) 546-8307 (Ed Building 06) & (919) 546-8254 E-mail: firstname.lastname@example.org, and email@example.com
Required Text: Alternative Programs of Education: Handbook for Portfolio Development and Assessment. Raleigh: Shaw University, 2002.
Bizzell, Patricia and Bruce Herzberg. The Rhetorical Tradition: Readings from Classical Times to the Present (Second Edition). Boston: Bedford/St. Martin's, 2001.
This course is designed to provide students with direction and assistance in the investigation and
analysis of significant learning experiences in their lives. The result of this investigation will be
a portfolio, a student-prepared research document identifying and verifying the results of these
experiences. The portfolio may be submitted to the University as a petition to receive college
credit for prior learning.
To develop skills in research, analysis, and writing
To ensure appropriate credit for college-level learning through life experiences
Specialty Area Standards:
Standard 1: Teachers know and understand the English Language.Indicator 1: Teachers understand the evolving nature of the English Language.Indicator 2: Teachers understand the conventions of Standard English, as well as dialect and register variations.Indicator 3: Teachers understand individual language acquisition and development, recognizing the impact of cultural, economic, political, and social environments upon language.Standard 11: Teachers foster in students an awareness and appreciation of their own and others' cultures.Indicator 1: Teachers incorporate diverse resources in context to connect global ideas to student experiences.Indicator 2: Teachers respect students' native languages in their relation to the conventions of Standard English.Indicator 3: Teachers enhance students' understanding of themselves and others to establish classroom cultures of mutual respect.
Student Classroom Decorum Expectations
To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from disruptive classroom behavior, that is, talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that impede academic learning such as but not limited to wearing body-revealing clothing and excessively baggy pants; hats/caps; and/or headdress. Students will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above, or similar behaviors, will be immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and, subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair.
Each behavior construed by the teacher/professor as noncontributive to learning will be recorded, properly documented, and appropriately reported to the student and to the chair of the academic department offering the course. The report will be in written form with a copy provided to both the student and the department chair. The faculty member should retain a copy for his/her own records.
Additional student behavior codes may be found in Student Affairs.
General Introduction: The Portfolio, General Guidelines, Evaluation Criteria, Common Problems, and Academic Standards (pp. 3-6). Assignment (pp. 6-9)
Autobiography 1st draft due + discussion of The Inventory (pp. 10-12)/Bring tentative list of skills & competencies to next class
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