CARE Program: Learning Portfolio

Learning Portfolio

 

The learning portfolio is designed as a case study program evaluation and is conducted by analyzing trainee movements from novice to expert in the program’s areas of focus through the development of an entry and exit learning portfolio. Trainees complete a series of captions during the two years they are in the CARE program, and only once per year for the remainder of their PhD program.  Captions will focus on trainee satisfaction with program components, and the impact that participation in program components is having on trainees in each of the
 short-term and long-term goal areas.  The learning portfolio serves to:

  • show academic and professional growth over time (pre/post concept)
  • understand evolution of a portfolio over time
  • collect learning artifacts
  • provide evidence of growth, knowledge, skill, experience
  • showcase best practice/work and/or provide evidence of learning processes

In the first year of the CARE program, a baseline evaluation is conducted after a trainee has been accepted to the program, but before any of the training components begin.  The baseline questions are designed to assess the trainee’s initial level of attainment of program goals upon entrance to the CARE program by addressing the trainees’ perceived strengths, weaknesses, and career aspirations, as well as questions that specifically address level of achievement of program goals.

The mid-year evaluation takes place at the end of the fall quarter, and the end of the year evaluation takes place at the end of the spring quarter.  In the second year of the CARE program, a beginning of year evaluation is conducted prior to the fall quarter, and the mid-year and end of year evaluations follow the same schedule as the first year.  After the two-year CARE program is completed (years 2 and 3 of the PhD program), learning portfolio evaluations will only be conducted once per year until the trainees have completed their PhD.