The department’s decision to require development and presentation of performance-based student portfolios was motivated by the commitment to ongoing curricular improvement and by the change in state criteria for initial licensure. (Thibodeau, 2000)

The process serves a number of equally significant purposes; a chronicle of student growth and competence, as a vehicle for program improvement, as a means of establishing student eligibility for state licensure, and as a personal journey of self-assessment and reflection for students. (Skawinski and Thibodeau, 2001)

Portfolio Coordinator
Diane C. Comerford, M.Ed.