LIFE EXPERIENCE ESSAY PROPOSAL

PORTFOLIO GUIDE Draft September 17, 2002 WELCOME TO PORTFOLIO Which Way Are You Going? Tusculum College is one of many colleges in the United States that offers the opportunity to obtain credit for life experiences. Like other credit you will receive in college, this credit is not a gift; you have earned it. The knowledge you have gained, the skills you have acquired, and the wisdom you have accumulated are equivalent in many ways to the training you would have received had you taken courses for college credit at the beginning of your adult life. The series of portfolio classes that Tusculum College offers is the key to presenting your experiences as college level learning. Just as, when you take a college course, you are expected to document your learning through tests and papers, the portfolio process offers you an opportunity to document your learning through physical evidence, comparision to similar learning experiences, and reflection. After you turn in your portfolio, the evidence you present will be assessed by highly qualified experts in the fields of management, sociology, psychology, the arts - - all the areas in which you petition to gain credit. You can present evidence for learning for more than ten courses through portfolio - a maximum of 32 semester hours - all in what may seem like a few short weeks. This guide was prepared to see you through the process - - to point you in the right direction. After a general introduction, each of the six sections of the portfolio is explained thoroughly. What Are Your Options? To graduate from Tusculum College, you will need to have earned 128 semester hours of college credit. The courses you take for the Tusculum College Bachelor of Science in Organizational Management major will account for 38 of the hours (38 from 128 leaves 90). You can be admitted to the Bachelor’s program with as few as 60 credit hours (60 from 90 leaves 30). So, depending on your background, you may need to earn as many as 30 semester hours by other means.  PORTFOLIO Completing a portfolio is an option many students choose because it is an ideal way to turn properly documented work you have already done into college credit. Students transferring 8 or more hours of experiential learning credit earned at other institutions may not submit a portfolio for credit at Tusculum College.  COURSES In addition to the major programs, Tusculum College offers a full range of lower-division courses through its Gateway Program. Please contact your advisor for class registration.  OTHER INSTITUTIONS You may take and transfer in classes you have taken at any accredited institution of higher learning.  TESTING If you feel confident that you could pass a test on a subject, Tusculum College accepts credit earned through such testing agencies as DANTES and CLEP. Tusculum College administers the DANTES testing. Contact the testing department for information. For CLEP tests, you may contact the test administrator at East Tennessee State University, The University of Tennessee, or a community college near you. Most large public colleges and universities offer CLEP testing. Getting a Pre-Evaluation The first four sections of your Prior Learning Portfolio should be completed in order to (1) give the Assessment Center an opportunity to award credit for military and professional education before you write essays, and (2) allow you more time to complete your essays. If you are seeking credit for military or professional courses, bring as many of the following materials as possible to the MGMT 315 class, enclosed in plastic page protectors and bound in a lightweight folder with metal clasp(s) and a front pocket: 1. 2. 3. 4. 5. 6. 7. Résumé List of previous college credit Tusculum College Core Requirements Checklist Petitions and documentation for military credit Petitions and documentation for professional courses Originals of petitions in front pocket Stamped, self-addressed envelope for returning materials and preliminary evaluation to you Be sure to put your pre-evaluation portfolio in a notebook complete with divider pages and cover pages and include all petitions for which you would like to receive credit. A Final Word of Introduction A complete prior learning portfolio has to be prepared with the same kind of care that would accompany a book for publication, a master’s thesis, or a professional report. All petitions must be typed and essays must follow not only standard conventions of good grammar and punctuation but the special conventions imposed by the publication guide of a professional association Tusculum has chosen as its standard format (The American Psychological Association). Because you are working so closely with so many others, it is doubly important to follow all guidelines and deadlines as presented by your instructor. You will find that working as part of a team will bring its own rewards and that preparing a portfolio really gives you an opportunity to learn more about yourself and how you deal with others. The final joy of portfolio is that you will come to know yourself better. You have the chance to take time to learn about your accomplishments, to really discover what you know, and to get a little credit for what you have learned. GENERAL GUIDELINES The following general guidelines are provided to aid in the organization of your portfolio. 1. The contents of the portfolio must be contained in a large, sturdy, three-ring binder with front and back pockets. 2. All materials, except contents of the front pocket, must be in plastic sheet protectors. For economy, put two sheets of paper in each plastic protector but no more. Each page of documentation must be viewable. 3. All sections of the portfolio must be separated and labeled by dividers. If sections 3 or 4 contain no material, the student should include a sheet designated: Section Not Applicable. 4. All pages of the portfolio must be numbered consecutively, with the Résumé being page 1 and no page numbers on section dividers. FRONT POCKET    Section 3 petitions (for Mgmt 315 pre-eval) Section 4 petitions (for Mgmt 315 pre-eval) Section 6 petitions (for Mgmt 316 final eval)  Individual petitions  Course description  Evaluator’s rating scale SPINE OF PORTFOLIO YOUR NAME CLASS NUMBER YOUR INSTRUCTOR TITLE PAGE PRIOR LEARNING PORTFOLIO   Center justify All caps YOUR NAME    Middle of the page Center justify All caps Tusculum College Group Number Instructor Name  Center justify TABLE OF CONTENTS Page Section 1 Résumé Section 2 Previous College Credit Section 3 Military Schools and Training Section 4 Professional Schools and Training Section 5 Autobiography Section 6 Life Experience Essay    The table of contents will match your text. Do not insert page numbers until your portfolio instructor has reviewed sections 1-4 for pre-evaluation and given his/her approval for submission. 1-inch margins all the way around. This page is not numbered. SECTION 1 RESUME    Center justified All caps This page is not numbered SAMPLE RESUME JANE PERSON 9999 Britt Lane Morristown, Tennessee 37814 (423) 555-1000 SKILLS Offer extensive knowledge/experience in the following areas:  Fugitive tracking and recovery  Collection and processing of information  Communication and interviews with witnesses and informants  Court procedures and due process EXPERIENCE ADVANCED TRANSMISSION, Knoxville, TN, 3/97 – 7/00 Owner / Manager  Improved customer and staff confidence by displaying a total commitment to customer relations.  Created an atmosphere of efficiency and competence.  Established performance standards and benchmarks for employees to work toward.  Cultivated an atmosphere of professionalism throughout the organization.  Hired, trained, directed, and encouraged growth of support personnel. AA BAIL BONDS, Clinton, TN, 1/91 – 11/98 Owner / Agent  Qualified and wrote bail bonds, following all legal procedures.  Investigated and recovered bail jumpers.  Made court appearances as necessary for the completion of duties. UNITED STATES AIR FORCE, Hahn Air Base, Germany, 9/85 – 12/90 Security Specialist  Controlled entry and exit to secure facilities.  Safeguarded Nuclear Weapons.  Served in the following capacities: Task Force to recover stolen nuclear weapons. Team Member of Emergency Services. REMEMBER: VIP protective services.  Résumé must not be more Honor Guard. than 2 pages  Reverse chronological EDUCATION order. Tusculum College, Greeneville, TN BSOM (Expected graduation May 2004) Walters States Community College, Morristown, TN A.S. Managerial Assistant 1998 SECTION 2 PREVIOUS COLLEGE CREDIT    Center justify All caps This page is not numbered COMPLETED COLLEGE COURSES YEAR 1988 SCHOOL WSSC COURSE NO. SSCI 2310 SSCI 1120 SSC 1010 COURSE TITLE Word Processing GRADE B SEMESTER HOURS 3.00 QUARTER HOURS 1988 WSSC Shorthand II B 3.00 1987 1987 WSSC WSSC Typewriting I A B TOTAL 6.00 2.00 2.00 4.00 ACC 1410 Intro Account I      This page is numbered. Be sure you list all courses for which you have a transcript regardless of grade including WP, W, I, Audit, F, etc. List completed college courses, with the last college attended appearing first. Please list whether the hours earned are semester or quarter hours. Do not convert quarter hours to semester hours. Total all the hours Must add DANTE and CLEP tests. TUSCULUM COLLEGE BACHELOR OF SCIENCE CORE REQUIREMENTS SHEET    The registrar’s office will be able to give you a copy of this for portfolio use. Do not make any changes to this form. This page follows your list of completed courses. COLLEGE TRANSCRIPTS    Must include a transcript from every post-secondary school you have attended, therefore every course you have taken must be listed (put on Completed College Courses List). You can request student copies for portfolio use only from Professional Studies by submitting in writing (faxed or mailed) a request to the Registrar’s Office, please include your full name, social security number, the date and your signature. Transcripts should be in the same order as courses are listed on the Completed College Courses list. SECTION 3 MILITARY SCHOOLS AND TRAINING     Center justified All caps This page is not numbered If this section will remain empty please include a sheet that says “not applicable.” PETITION FOR CREDIT: MILITARY COURSES AND SCHOOLS Student’s Name: Degree Sought: Group: Date: Jane Person Portfolio Page Numbers: BSOM Course Title Pod Number, or MOS Field: PRT 001 March 5, 2002 Service Branch: 11-13 Location: 34D 20 Automatic Data Pr. Attendance Dates: Air Force Course Length: U.S./Overseas **ACE Guide Recommendations: Course No.: Credit Awarded: Subject Area: 1976-1987 Units: Accepted: 2 years Page: Rejected: 1. Must have a copy of your DD214 or DD295. 2. A copy of your DD214 or DD295 should be turned into the Professional Studies Registrar’s office for credit. 3. Students may not petition in Section 3 for military experience that has already been transcripted by any college. 4. Military documents often contain abbreviations and are difficult to read. DD214s and DD295s are often incomplete. YOU ARE RESPONSIBLE FOR CONTACTING THE APPROPRIATE SERVICE BRANCH FOR UP-TO-DATE, COMPLETE DOCUMENTAITON. Section 3 should contain the following information in the order listed: 1. Petitions(s) for Credit: Military Schools and Training 2. Form DD241, “Armed Forces of the U.S. Report of Transfer or Discharge” (available to veterans), OR Form DD295, “Application for the Evaluation of Educational Experience During Military Service” (available to active duty service personnel). 3. Course Completion Certificates in order listed on DD214 or DD295. 4. Verification of hours for courses not evaluated by American Council on Education (ACE). 5. Syllabus for courses not evaluated by ACE. SECTION 4 PROFESSIONAL SCHOOLS AND TRAINING     Center justified All caps This page is not numbered If this section will remain empty please include a sheet that says “not applicable.” PETITION FOR CREDIT: PROFESSIONAL SCHOOLS & TRAINING Student’s Name: Degree Sought: Date: Jane Person BSOM March 5, 2002 Group: PRT 001 Agency Pages Course Title 16-19 Hours: Cost Accounting Clock Quarter Semester C.E.U. Reliance Electric Company Date(s) of Course: Oct 5 & 6 1995 Documentation Completion Hours Syllabus Signature, Faculty Evaluator 10 Date Semester Hours Awarded How to fill out the petition forms: 1. A copy of each Petition for Credit: Professional Schools and Training should be placed first in Section 4. The original should be placed in the front pocket of the portfolio. 2. In the appropriate box on the petition, type page numbers where documentation appears in the portfolio, number and type of contact hours (or Quarter or Semester hours from transcript or certified C.E.U.’s), exact course title, and sponsoring agency or service and the dates of the training. Please do not use abbreviations or acronyms. Spell out all names of courses and of agencies. (ARC could mean American Red Cross or Army Reserve Corps.) 3. A petition for credit must be filled out for every professional training experience for which you are requesting college credit. Translating work experience into College credits requires that you provide specific documentation, including: 1. Verification of completion. This is usually a certificate granted by the training agency bearing its name, logo, etc. and signed by the proper authority, an employer’s signed official record of an employees’ training, or an original signed statement on a company’s letterhead stationery. (A facsimile signature is unacceptable). For business, technical, and other professional schools, you must include an official transcript. 2. Verification of contact hours. Hours may be verified on the certificate of completion, the employer’s official record of an employee’s training, an official course syllabus or description, or an original signed statement on a company’s letterhead stationery. The signatory is certifying actual contact hours as opposed to estimates based on class schedules. Days, weeks, or months are not definite units and must not be used to estimate contact hours. 3. Description of course content. Course descriptions are contained in announcements of offerings, institutional catalogs, course syllabi, and employee training requirements. They must be submitted in order for evaluators to determine the nature of the training, to check for duplication of credit, and to evaluate the depth and level of the curriculum. Evaluators look for the following information: a. b. c. d. e. the sponsoring agency the instructor, including qualifications course goals and objectives a description of the topics covered course format; lecture, video presentations, modules, classroom participation and exercises, etc. f. content of the material covered in the course g. criteria for passing the course (exams, ratings, etc.) Specialized language, abbreviations, and acrostics should be defined. An official course syllabus is preferable and the student should make every attempt to obtain one. If one is not available, the student may prepare a course description of at least one page, which includes as many of the components categorized above as possible. The student-prepared course description must be signed by a representative of the agency offering the course or by the employer’s training official and be accompanied by a signed letter of verification on a company’s letterhead stationery. Unless there is a compelling reason, which is acceptable to the college, the three distinct components of documentation may not be satisfied by a single statement from an employer, training official, human resources manager, or instructor. All certificates must be originals that bear the organization’s logo, trademark, etc. in order to verify their authenticity. Generic certificate forms with computer generated text are not acceptable. Letters used as documentation must be ORIGINALS (no photocopies of faxes), on company letterhead stationery. Letters must contain the writer’s name, address and phone number. Letters must have an original (not stamped) signature of the writer. For professional schools, the college requires a catalog that was used during the time of attendance because of possible changes in the curriculum. A student’s description of courses will not suffice. Criteria for Evaluation: Content is checked to assure it is college level and complies with transfer policies of the Tusculum College Registrar. Unit value is determined, using the following formula: a. Twenty hours of classroom instruction (lecture, etc.) equal one semester unit. b. Thirty hours of laboratory or clinic equal one semester unit. c. For courses longer than 60 contact hours, credit is based solely on course content, which is compared with equivalent or similar course offerings of accredited colleges. d. Courses of fewer than 10 hours are generally not evaluated, however several short courses may be combined and evaluated as a whole IF THEY ARE ON THE SAME GENERAL TOPIC AND FROM THE SAME AGENCY. Evaluators alone determine the combination of courses based on established criteria and students should not assume that courses will be combined according to their arrangement in the portfolio. Evaluators also check carefully for duplication and overlap among Section 6 essays and courses previously awarded credit through Section 2 (previous college credit), Section 3 (military credit) and courses for which credit is being requested. Generally speaking, Tusculum College limits credit for a specific area of study (computer science, engineering, management, allied medical fields, human services, etc.) to 20 semester units. Course work from recognized correspondence schools is evaluated using the same criteria, with the exception of contact hours. Credit is based on awarded C.E.U’s; the schools stated estimate of time required for completion, and the course’s content and objectives. The following should NOT be included in Section 4: 1. Professional courses which duplicate, even partially, courses for which credit has already been granted. 2. Courses which duplicate (even partially) courses for which essays are submitted 3. Courses which cannot be documented. 4. Courses which are less than ten contact hours long, unless they can be grouped by the evaluator with other courses in the same field to make a total of at least 10 hours. 5. Conventions or conferences (They vary in level and content, have simultaneous presentations, and do not monitor attendance. Such information may be incorporated into essays for credit through Section 6. Evidence of attendance may then be used as documentation for appropriate essays.) 6. On-the-job training, practical experience, apprenticeships, internships, etc. (These are not considered formal classroom work and are therefore not appropriate for Section 4. They could possibly furnish essay material for Section 6.) 7. Vocational schools without academic equivalents (examples: airline attendant, modeling, barber, cosmetology, appliance repair schools, home inspection, etc.) 8. Developmental Courses SECTION 5 AUTOBIOGRAPHY    Center justified All caps This page is not numbered AUTOBIOGRAPHY     Must be 7 full pages. 1-inch margins all the way around. Must include significant work experiences. Should begin with High School graduation unless you experienced a life-altering event before that time. SECTION 6 LIFE EXPERIENCE ESSAY    Center justified All caps This page is not numbered LIFE EXPERIENCE ESSAY FORMS NEEDED IN ORDER OF APPEARANCE:  Individual Petition For Credit Via Life Experiences.  Course description copied exactly as it appears in this portfolio guide’s listing of courses or exactly as it appears in any other college catalog which has been pre-approved by your instructor. LIFE EXPERIENCE ESSAY  Must be 10 full pages.  1-inch margins on all sides.  Must have 6 references.  Must follow APA format for internal citations and reference page.  Must have 3 documents verifying the experiences on which the essay is based. COURSE DESCRIPTIONS: Creative Writing Intensive practice in creative writing including poems, plays, or fiction, giving and receiving feedback on original works. (Arts/Humanities Core) Personal Spiritual Development This course explores the common ventures of life, birth, growth, baptism, confirmation, education, marriage, vocation, death, etc., in the context of basic Christian beliefs, enabling the student to describe and assign meaning to the progressive stages of spiritual growth. (Arts/Humanities Core) Introduction to Church Music Introduction to worship theology, liturgical and sacred music history, relationship of aesthetic judgment and theology, organization and administration of a church music program. (Arts/Humanities Core) Religion in the Home Evaluation of the home as the basic source for religious growth and development of persons. Responsibility of parents in education of children and youth in religion, morals, and values. Role of religion in creative family life. (Arts/Humanities Core) Tobacco History, botany, pathology entomology, breeding, and culture of tobacco with special emphasis on burley. (Science Core) Human Pregnancy and Fetal Development Study of the human embryo and fetus and correlation of these features with those occurring in the mother during pregnancy. (Science Core) Current Health Problems The study of a selected current health problem, its effects on society and the possible means for its amelioration. Students should demonstrate a thorough knowledge including the medical, social, and political aspects of the problem. (Physical Education and Health Core) Exercise and Coronary Heart Disease An examination and analysis of the theories relating to the level of physical activity to the development of heart disease. Discussion of the role of exercise in the diagnosis, prevention, and rehabilitation of heart disease. (Physical Education and Health Core) First Aid and CPR The study, practice, and application of the standards and accepted principles of safety education and first aid. (Physical Education and Health Core) Tension Control Techniques for recognizing and reducing tension. Emphasis on developing habits to promote well-being and overcome stresses of modern living. (Physical Education and Health Core) Weight Control Individualized exercise and diet programs. Theoretical knowledge of and practical experience in principles and methods of weight control and related physical activity. (Physical Education and Health Core) Applied Techniques of Motivation An examination of motivational theories, styles, and techniques as they are applied to people in the workplace and other settings. Course explores the use of incentive and reward in developing goal-directed behavior in self and others. Development of motivational programs in the workplace and their effectiveness will be explored. (Social Science Core) Introduction to Alcoholism A survey of the use, abuse and addictive nature of ethyl alcohol and the symptomatology and treatment of alcoholism, providing the student with a basic knowledge of its nature, scope and complexity, and the wide range of current approaches to its treatment and prevention. (Social Science Core) Psychology of Adjustment Processes involved in the interactions of individuals with their personal and social environments. Psychological methods for dealing with everyday problems, coping with anxiety, and achieving personal growth. (Social Science Core) Current Social Problems An analysis of various types of deviance in society with an emphasis on the labeling perspective. Topics could include drug addiction, prostitution, mental illness, the physically handicapped, homosexuality, alcoholism, and domestic violence. Students should document their experience working in counseling or service fields to address these problems. (Social Science Core) Death and Dying Designed to help students understand the problems related to terminal illnesses, death, and dying. Emphasis will also be placed on techniques and strategies for working with families, planning program services for the community, and helping students to identify and handle their own feelings relating to death and dying. Students will be expected to examine their experience in the context of classics in the field with such authors as Elisabeth Kubler-Ross. (Social Science Core) Divorce and After The social, legal and personal aspects of divorce. Emphasis will be on the social consequences of divorce and its impact on husbands, wives, and children and their adjustment to it. (Social Science Core) Preparation for Marriage A study in human relations in dating, courtship and early marriage. Special attention is given to personal self-development; mate selection; role expectations; contraception and conception; child rearing; and personal, social, and sexual adjustment in premarital, marital, and extra-marital experiences. (Social Science Core) Training and Staff Development Focus is on the development of inservice training activities, training activities for community agencies, and conference and workshop development. Could include: interpersonal communication skills, developing teams, small group leadership skills, adult motivational theory, and assessment and evaluation of staff. (Social Science Core) Interviewing A study of the theoretical foundations and practical methods of interviewing. Emphasis is placed on verbal and nonverbal dyadic communication, questioning and probing techniques, and logical and psychological bases of interpersonal persuasion in informational and employment interviews. (Speech Core) Entrepreneurship The study of managerial functions and problems of special interest to entrepreneurs, including business plan, marketing, production, funds sourcing, and financial management and government. (Elective) Income Tax I: Personal Preparation of personal income tax returns, including comprehensive analysis of the major options and supplemental schedules. (Elective) Income Tax II: Business Preparation of small business tax returns and overview of general procedures related to returns for major corporations. (Elective) Office Procedures Executive secretarial duties. Includes administrative functions, clerical supervision, office equipment, communications, human relations, and public relations in the secretarial profession. (Elective) Organizational Leadership Identification of theoretical and practical approaches to influencing and motivating people. Findings of numerous theorists compared and contrasted to explore relative effectiveness of various leadership styles and motivation theories from managerial view. (Elective) Personal Finance The development of personal financial management skills including household money management, setting of personal financial goals, and means to achieve and maintain these goals. The effective control of income in spending, saving, credit purchases, and providing for future needs. (Elective) Quality Circles Analysis of “quality circles” theory, procedures, and facilitation techniques in human resource development and organizational problem solving. . (Elective) Quality Control The aspects of controlling the quality of products, including the administration of inspection systems as well as design of specifications, tolerance systems, gauging, and sampling inspection plans including statistical techniques. . (Elective) Sales Integrative study of selling as a function and process; focus on the buyer and seller in the transaction, in the context of business management, and in the closing of the order. (Elective) Sales Management Define and describe the major sales management functions through the utilization of the case study approach. Ultimately, the student gains an overview of the operation of marketing departments through the synthesis of three primary divisions of marketing management: sales administration, sales personnel activities, and sales control. (Elective) Sales Training Relating real-life, front-line sales experiences. Emphasizes the most desirable characteristics exhibited by truly successful salespeople in today’s business world. Student demonstrates the ability to train beginning salespeople. (Elective) Coaching of Baseball Demonstrate skill, knowledge, and safety measures in the coaching of baseball. (Physical Education Core) Coaching of Basketball Demonstrate skill, knowledge, and safety measures in the coaching of basketball. (Physical Education Core) Coaching of Football Examine the mechanics of the offense, defense, and kicking game. Demonstrate basic drills and fundamentals. Examine coach/player relationships. (Physical Education Core) FORMS  Do not include this page in your portfolio. Assessment Request Form (This form must be submitted, with check attached and in a plastic cover, as the first page in the portfolio.) Name of Student: Date Submitted: Group name and number: Portfolio Instructor: Student Mailing Address Student Telephone (Home) (Work) (Other) E-mail address I request that my portfolio be evaluated for credit by Tusculum College. I am attaching a check made to Tusculum College for the assessment fee. (Cash is not acceptable.) I understand that if my portfolio is unacceptable, it will be returned C.O.D. I further understand that I will be notified of hours earned and billed for amount due for portfolio credit and that it is my responsibility to submit payment within 30 days of forfeit potential credit. Student Signature Social Security Number PETITION FOR CREDIT: MILITARY COURSES AND SCHOOLS Student’s Name: Degree Sought: Group: Date: Portfolio Page Numbers: Location: Course Title Pod Number, or MOS Field: Attendance Dates: Units: Accepted: Service Branch: Course Length: Page: Rejected: **ACE Guide Recommendations: Course No.: Credit Awarded: Subject Area: Portfolio Page Numbers: Location: Course Title Pod Number, or MOS Field: Attendance Dates: Units: Accepted: Service Branch: Course Length: Page: Rejected: **ACE Guide Recommendations: Course No.: Credit Awarded: Subject Area: **Tusculum College uses the American Council on Education’s Guide to the evaluation of Educational Experiences in the Armed Services. If a course/school is not in the ACE Guide, the College will evaluate it if verification of completion, clock numbers, and a course description are enclosed. Total Credit Awarded Evaluator PETITION FOR CREDIT: PROFESSIONAL SCHOOLS & TRAINING Student’s Name: Degree Sought: Date: Group: Pages Course Title Agency Date(s) of Course: Hours: Clock Quarter Semester C.E.U. Date Documentation Completion Hours Syllabus Signature, Faculty Evaluator Semester Hours Awarded Pages Course Title Agency Date(s) of Course: Hours: Clock Quarter Semester C.E.U. Date Documentation Completion Hours Syllabus Signature, Faculty Evaluator Semester Hours Awarded Pages Course Title Agency Date(s) of Course: Hours: Clock Quarter Semester C.E.U. Date Documentation Completion Hours Syllabus Signature, Faculty Evaluator Semester Hours Awarded Pages Course Title Agency Date(s) of Course: Hours: Clock Quarter Semester C.E.U. Date Documentation Completion Hours Syllabus Signature, Faculty Evaluator Semester Hours Awarded Date Total Number of Semester Hours Assessed LIFE EXPERIENCE ESSAY PROPOSAL When you attend Mgmt. 315, this form must be submitted with a complete listing of all essays you wish to write. Once you have received the approval of your instructor, you may begin to research and construct the essay(s). Student’s Name Mailing Address Phone Number E-mail address Is essay one (course description) listed in the Portfolio Manual? Fax Number Date Yes No If not, from what institution and catalog did you find this course description? (Please include date of the catalog, institution, and location of institution) Title of Essay (Please type in the exact name from the course description): Please attach a copy of the course description (if not in the Portfolio Manual) to this form. Failure to do so will result in disapproval of your essay topic. Please list other essay topics that you wish to complete. (Note: all course descriptions not found in the Portfolio Manual must include the information regarding institution, location, and the description) Essay Two topic: Information (if not from the Portfolio Manual): (Instructor’s use only) Approved? (If not, state reason): Essay Three topic: Information (if not from the Portfolio Manual): (Instructor’s use only) Approved? (If not, state reason): Essay Four topic: Information (if not from the Portfolio Manual): (Instructor’s use only) Approved? (If not, state reason): Essay Five topic: Information (if not from the Portfolio Manual): (Instructor’s use only) Approved? (If not, state reason): Instructor’s Signature INDIVIDUAL PETITION FOR CREDIT VIA LIFE EXPERIENCES Student Group Department Credit Requested Page Nos.: Course Description Essay Overview Write a summary statement which includes your (1) general Learning experience, (2) situation (s) in which you acquired the experience, and (3) specific learning outcomes. Documentation Daytime Phone Course Title Date Documentation (List the three documents placed at the end of your essay for proof of your learning experiences.) EVALUATOR’S ESSAY RATING SCALE Did the Learner provide the following evidence of college level learning: Appropriate concrete experience (Kolb A) Yes No Comment: Astute Observations drawn (Kolb B) Yes No Comment: - Logical principles and generalizations deduced and appropriate professional references cited (Kolb C) Yes No Comment: - Appropriate documentation supplied for learning outcomes Yes No Comment: - - Practical application of learning outcomes including specific examples of application (Kolb D) Yes No Comment: Instructor Signature Credit Awarded Date Faculty Member Check if correctly done: Student Group FINAL PORTFOLIO CHECK LIST SPINE: ( ) Student’s Name ( ) Program group name and number ( ) Instructor’s name followed by word Instructor FRONT POCKET: (ALL ORIGINALS) ( ) Petitions for Credit: Military Courses & Schools (Must have originals from pre-evaluation) ( ) Petitions for Credit: Professional Schools & Training (Must have originals for pre-evaluation) ( ) Summary of Petitions for Credit Via Life Experience Essays ( ) Individual Petitions for Credit Via Life Experience Essays (one for each essay) ( ) Course Description (found in Part 3 and highlighted) and Evaluator’s Essay Rating Scale stapled to each Individual Petition (one for each essay) PRELIMINARY PAGES: ( ) Assessment Request Form (In separate sheet protector) ( ) Check made to Tusculum College (in sheet protector with Assessment Request Form) ( ) Title Page ( ) Table of Contents ( ) Pages Numbered ( ) Sections divided and numbered CONTENTS OF INDIVIDUAL SECTIONS: (Everything needs to be in sheet protectors) SECTION 1: Resume ( ) Follows instructions in Prior Learning Portfolio Guide ( ) Maximum of two pages SECTION 2: Previous College Credit ( ) List of courses transferred to Tusculum (quarter and semester hours listed and totaled separately) ( ) Copy of BSOM Core Requirements Form ( ) Transcripts from all colleges attended SECTION 3: Military Courses & Schools ( ) DD214 (discharge) or DD295 (in service) copy included ( ) Additional documentation verifying occupational specialty ( ) Page numbers (where documentation can be found), course title, service branch, location, attendance dates, and course length filled in on petition form SECTION 4: Professional Schools & Training ( ) Certificate of completion or letter from trainer for each course ( ) Clock hours verified for each course ( ) Syllabus or course content for each course ( ) Page numbers (where documentation can be found), clock hours, course title and agency sections filled in on petition form SECTION 5: Autobiography ( ) 7 page minimum and 12 pitch font with 1-inch margins all the way around SECTION 6: Summary Petitions for Life Experience Essays ( ) ( ) ( ) ( ) ( ) ( ) Individual Petitions in front of each essay ( ) ( ) ( ) ( ) ( ) ( ) Course descriptions (highlighted) in front of each essay ( ) ( ) ( ) ( ) ( ) ( ) Essays--minimum of 10 pages and 12 pitch font with 1-inch margins all the way around ( ) ( ) ( ) ( ) ( ) ( ) Sources cited in APA style--at least four for each essay ( ) ( ) ( ) ( ) ( ) ( ) Minimum of 3 pieces of documentation verifying experiences ( ) ( ) ( ) ( ) ( ) ( ) Original letters on letter head (if possible) (must include phone numbers and addresses) ( ) ( ) ( ) ( ) ( ) ( ) Essay mentally checked by Evaluator’s Rating Scale ( ) ( ) ( ) ( ) ( ) ( ) All blanks properly filled in NOTE: Student’s portfolio will be microfiche and held until Graduation. Students may pick-up their portfolios a few weeks before Graduation or at the Graduation Ceremony.