In this short paper the author tries to explain how a learner-centered student course portfolio has helped him to document the educational outcomes. The author has taught and is currently teaching the subject matter of Hydraulics, Hydrology and Fluid Mechanics at an undergraduate level. Here the author tries to correlate the assessment of student learning to the assessment of instructor teaching methodologies. It is well known that industry is in need of employees that are committed to long-term development and continuous improvement. The key element here is to recognize the fundamental concept that teaching and learning are connected and therefore it is essential that the interaction between the instructor and learner is properly documented in the portfolio. (Cerbin, 1994). While addressing these issues, the author raises five questions: 1. What should be counted as appropriate goals in an undergraduate engineering course that has a significant laboratory component? 2. Are the teaching practices utilized by the instructor in this course providing reasonably acceptable paths toward accomplishing the specified learning goals? 3. What do students actually accomplish in the course and the laboratory exercises and how does the instructor’s teaching methodologies contribute to students’ intellectual development and progress? 4. How does the instructor respond to students’ learning difficulties? Does the teacher revise the teaching strategies to address such problems? 5. What impact does this type of teaching have on students’ life-long learning attitudes? Are they able to “learn, how to learn.” A course portfolio is deemed as a specified document that represents the specific accomplishments of the student and is structured to explain what, how and why the students learnt in that particular course. The portfolio shall include everything that was accomplished in that particular course. It should contain a teaching statement that provides a flow-chart. (Knapper, 1995). Further, an assessment analysis of student learning should be supported by class work, problem sets, quizzes, examinations, research reports, term papers, examinations, laboratory reports, etc. An analysis of student feedback is essential to document teaching effectiveness. Finally, a comprehensive course summary. The summary should describe the strengths and weaknesses of the course in terms of students’ learning. (Richlin, 1995).
A Learner-Centered Student Course Portfolio
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Narayanan, M. "A Learner-Centered Student Course Portfolio." Proceedings of the ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. Volume 1. Charlotte, North Carolina, USA. July 11–15, 2004. pp. 723-731. ASME. https://doi.org/10.1115/HT-FED2004-56861
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