 |
||||||
|
||||||
|
MINISTRY ADVANCEMENT PORTFOLIO |
||||||
|
||||||
|
The purpose of this Guide is to assist you in the preparation of a portfolio for credit evaluation and degree program acceptance at Phoenix University of Theology. Each degree candidate must develop and present a portfolio for credit evaluation prior to formal acceptance into a degree program. An independent learning contract is employed to complete a degree program. The Portfolio The portfolio has become universally accepted in education at all levels as a method of converting knowledge gained outside the campus or classroom environment into learning credits. Policies and procedure very little from school to school. The portfolio development and presentation process is used to quantify and convert life learning experience into a specific measure of learning credits. The process is somewhat subjective and each teaching discipline has its own style, use and format for the portfolio. The process is referred to by many different and often unique names such as PLA, Prior Learning Assessment, or PLACE, Prior Learning Activity for Credit Evaluation. Regardless of the name given to the process at any given school the objective is the same. Programs are designed by each school to convert knowledge gained outside the classroom into transcript credits. Phoenix University of Theology uses the MAP-PAC, Ministry Advancement Portfolio - Process Assessment and Certification, system developed and trademarked by Dr. Richard Drake, president and founder of Phoenix University of Theology and Seminary Online. The system combines the portfolio and independent learning contract into a process of learning and degree completion that is tailored to the needs of active leaders and ministers. The MAP-PAC has been approved by the Accrediting Association for Theological Studies and is the recommended standard for its teaching alliances world-wide. Independent Learning Contracts Learning contracts are used in education to outline learning projects and or degree programs that are to be completed by the degree candidate before credit or a degree is conferred. The contract is defined as the PAC portion of the MAP-PAC system. The contract includes learning that must be completed by the degree candidate after acceptance into a degree program. The MAP-PAC is designed specifically for ministers and individuals who have gained knowledge within the context of their faith and ministry that is worthy of seminary, college or graduate level credit. The MAP follows accepted standards in developing and presenting a portfolio for credit recognition. It is uniquely tailored to learning experiences relevant to its theological and ministerial educational objectives. It is required as a part of the degree program acceptance at Phoenix University of Theology and other AATS affiliate schools. The PAC advances the portfolio process through the completion of an educational objective or degree program. The MAP receives an initial evaluation and assessment for the purposes of quantifying educational experience and qualifying transcript credits. It is then used to identify and qualify a candidate for an appropriate degree program. The portfolio remains “open” throughout the process of accomplishing the outlined learning objectives of the degree program. CREDIT FOR EXPERIENTIAL LEARNING Philosophy and Purpose PHILOSOPHY Phoenix University of Theology represents a revival of the classic ecclesiastical university system. Historically there have been two distinct authorities that charter or authorize educational institutions; the government or civil authority and the Church or ecclesiastical authority. Many states have limited or corrupted ecclesiastical authority regarding the education of adherents to the Christian faith by legislating secular controls and standards that reach from preschool to graduate school. Reclaiming educational prerogatives, biblical methods, standards and measures is a goal of Phoenix University of Theology. Teaching has forever been an edict of the Church. It is from this edict that our educational system was spawned. Even liberal schools such as Harvard and Yale, which are now driven by secular values, were established by the Church. Research shows that the majority of seminary graduates are leaving the ministry within two years of graduation. It is our belief that contemporary, traditional education has drifted far from classic and biblical standards in its method and approach to education. Higher education often places too great an emphasis on “academics’ and not enough on performance and proficiencies. The Traditional approach awards degrees based on classroom time and credit hours. The Classical system takes into consideration competencies and proven performance skills. The Classical learning approach: · tailors degree requirements to assist in the attaining of individual goals · sees many environments as appropriate to learning, not just the classroom · acknowledges the range of learning resources is limitless · credits and degrees take into consideration learning regardless of how it is accomplished · cultivates self-direction and independence through planned independent study · acknowledges the value of “revelation education” · assigns greater value to learning by doing · “Tell me I forget, show me I remember, involve me I learn” Phoenix University of Theology recognizes that biblical learning examples and ecclesiastical history attributes honor and recognition to those who learn through relationship and revelation. The University considers that knowledge gained through revelation is the Most Valuable and enduring. Revelation education includes inspiration and invention. It is through revelation education that we find the creative genius of God working through man. The Second most valuable and enduring knowledge is that gained though doing, particularly while being mentored. Thirdly, most valuable and enduring knowledge is learning gained through the classroom environment. While the classroom provides a convenient environment for instruction, it is not, however, the most conducive environment for learning. The classroom experience lacks the effective measurement of performance and proficiency and focuses on academics or theory as opposed to the practical application of knowledge being gained through the learning experience. Standards set for the acceptable time required to learn a given curricula fail to consider the learning speed and retention value of individuals. Some learn quickly, others more slowly. There is no absolute time measure to apply universally to the learning experience. Time does not necessarily equate learning. The traditional semester is 16 weeks in length and requires one hour of classroom time per week per credit hour. That amounts to 48 hours of exposure to instruction for three documented credit hours. The time spent out of classroom should be used to assimilate the information and formulate the knowledge presented through the course. The majority of the learning experience, even in the campus environment is expected to take place outside the classroom. Testing and written communication are the primary standards by which learning is assessed in the traditional setting. The classic setting also employs testing and written communication but focuses on individual assessment to determine the weight and measure of knowledge, skills and abilities in a given field. For example, a field of knowledge may contain a ton of information (2,000 pounds). It takes 500 pounds of information from that field to be considered worthy of credit. Someone designs a test to measure knowledge and selects 500 pounds of information to verify. That leaves 1500 pounds of information for which there is no opportunity to communicate. Therefore and individual may score poorly on the test and still possess 500 pounds of total knowledge in the field. The purpose of this Guide is to assist you in the preparation of a portfolio for credit evaluation and degree program acceptance. Phoenix University of Theology is committed to responding to the need for lifelong learning opportunities by providing a full range of educational services adapted to the needs of ministers and church leaders. To accomplish this goal, the University recognizes and gives credit for documented experiential learning. "Experiential learning", also referred to as “lifelong Learning” or “Prior Learning,” is defined as college-level learning that takes place outside a college, seminary or university setting. It can include courses taken at non-accredited schools, correspondence, online courses, workshops, seminars, independent study, and research. Learning acquired through the following kinds of activities might qualify:
- Non-credit courses, workshops, television and newspaper courses - Self-taught knowledge or skills - Career/work experiences/training - Volunteer work - Community services - Travel, missions trips and activity - Avocations, e.g., art, music, dramatics - Leadership roles in church, associations and organizations - Personal life experiences - Hobbies - Extensive reading - Independent study - Published articles, newsletters, books and other written works - Production of teaching materials, videos, tapes, pamphlets, tracks
Students may request credit for experiential learning by using the Ministry Advancement Portfolio (MAP). The University has adopted the portfolio process, assessment and certification (PAC) method for quantifying and granting college and graduate level credits. The MAP allows for the assembling and presentation of documented learning regardless of how it was gained. It includes transcripts, degrees and certificates, already earned and joins all other methods to form one complete portfolio of one’s total learning experience. In addition to assessing prior learning experiences, PAC outlines pre-assessed learning opportunities to complete and include in the portfolio for credit. In this way, the MAP-PAC differs from most programs. Your MAP remains open to certify additional learning experiences until your degree program is completed. The PAC was implemented to accommodate continued independent learning by degree candidates. It is through the PAC that credits needed to complete a degree program, as outlined in your independent learning contract, are earned. The PAC is completed through
o Workshops o Credit by examination o Lectures o Independent study o Oral examination o Research o Dissertation or thesis o Ministry missions plan 1. AATS TEST 4 CREDIT PROGRAM CLEP and DANTES examinations are limited in offering exams that relate to theology and religion. The TEST 4 CREDIT program was developed by the Accrediting Association for Theological Studies and addresses subject matter specific to religion, theology and ministry. The exams are designed to measure proficiency related to specific curriculum accredited or recognized by AATS. Exams are conducted on site or online and are scheduled through AATS or the Assessment Master requesting the exam for the student(s).
2. COLLEGE LEVEL EXAMINATION PROGRAM (CLEP) is a national program offering a variety of standardized tests to earn college credit by examination. For a list of available CLEP tests visit collegeboard.com.
3. DEFENCE ACTIVITY FOR NON TRADITIONAL EDUCATIONAL SUPPORT (DANTES). Subject Standardized Tests is a nationally recognized test program, developed by the Chauncey Group International, a subsidiary of Educational Testing Service. It gives students the opportunity to receive college credit for learning acquired outside the classroom. For information on DANTES tests offered go online to chauncey.com.
DIRECTIONS FOR DEVELOPING A MINISTRY ADVANCEMENT PORTFOLIOThe MAP is a collection of materials and narratives prepared by students to describe their ministry learning experience and document other prior learning. The MAP stresses learning outcomes rather than attendance or participation in events. The MAP is prepared by the degree candidate and is then evaluated for degree program admittance. METHOD Step 1: Begin by completing an application for admittance and submit it along with your non refundable application fee to the Registrar. You may order and receive your MAP–PAC at the time you submit your application. The fee for your MAP–PAC is fully refundable upon its return if you are not accepted as a student. Step 2: Complete and return the MAP to the Registrar Office Step 3: Once your MAP is returned, it will be review and evaluated by an Assessment Master for recommendation of credits and a degree program. If the MAP is incomplete or additional information or documentation is needed, you will be notified by the Registrar’s office or your Assessment Master. Additional fees may apply for the submission of additional materials after your initial evaluation has been completed. An additional 30 days may be allowed for you to complete and return the MAP based on unique circumstances and the approval of the Registrar or your Assessment Master. Resubmission of a MAP after sixty days requires another full payment for the evaluation fee. Step 4: Schedule an appointment to speak with your Assessment Master and discuss your degree program and Independent Learning Contract. The outline for your degree program and Learning Contract will be developed at this time. Step 5: Submit your completed contract to the Registrar’s Office. Your contract should include time lines for completion of any required instruction, written assignments, or testing needed to complete your degree program. The target date for your graduation should be established at this time. Step 6: Develop a calendar and schedule for your use in completing the necessary work. Step 7: Submit completion certificates for workshops and other documentation proving the completion of requirements of your learning contract, such as book reviews etc., to the Registrar’s Office on a regular and timely basis. Step 8: Once the contract is completed and certified by the Registrar to the Committee on Educational Affairs, you may schedule your graduation. All fees for you degree program in addition to your graduation fees must be paid before you may graduate or receive your diploma. FORMAT* The preparation of a Ministry Advancement Portfolio (MAP) is an exercise in self-evaluation, introspection, and synthesis. It can be an educational experience in itself. It requires you to relate your past learning experiences to your educational goals, to exhibit critical self-analysis, and to demonstrate your ability to organize documentation in a clear, concise manner. Remember, the University acknowledges credit for prior Learning, not for prior Experience. As you begin to assemble and write your MAP, constantly check to make certain you have described learning in addition to experience. In this respect, your MAP will differ from a resume, which describes what you did rather than what you learned. It is also different than curriculum vitae in that it is more detailed and extensive. Through the development of the MAP, you will document information important to developing a concise resume and detailed curriculum vitae A curriculum vitae (CV) is often required for those applying to graduate or professional programs, employment with international firms, or when promoting oneself within professional and academic fields. The curriculum vitae is longer than the average 1-2 page resume because it provides a greater range of information. Although your personal MAP will represent learning that is unique to your experience, there is a prescribed format to be followed. It is important that you keep to this format while developing a carefully organized and well-written document. Those who will evaluate your MAP must be able to follow it logically and identify substantiating evidence (documentation) easily. *Adapted from A Student Guide for Applying for Credit for Prior Learning, Sinclair Community College. The completed MAP consists of these basic components: 1. CREDIT REQUEST A cover sheet outlining your request for Experiential Learning credits. 2. SALVATION EXPERIENCE AND MINISTERIAL CALLING 3. MISSION AND VISION STATEMENTS 4. MINISTRY HISTORY AND LEARNING EXPERIENCE. A chronological record of your life and ministry experiences since high school graduation to the present time. 5. GOALS PAPER A statement describing your personal, ministry, and educational goals (usually one to two pages in length) your goals paper includes your Mission and Vision statements. COMPETENCY Narrative pages which present statements of experience and learning outcomes as related to course objectives. A course description or syllabus should be included at the front of this section. DOCUMENTATION of the learning experience substantiating each competency area described. A one page summary list should precede the actual pages of documentation. If more than one course is being documented within the MAP, the first three components need not be repeated; a competency and documentation section is submitted for each separate course. 1: CREDIT REQUEST (Undergraduate Degree only) The Credit Request is the first document to appear in your MAP. Prepared in memo form, it clearly and concisely sets forth your petition for credit units based on the competencies presented in your MAP. The Assessment Master will make the final judgment as to how much credit you will be awarded, but you are expected to evaluate your own work and make a specific credit request. The Credit Request will evolve as you work through the MAP development. In preparing the Credit Request, use the following format (see Appendix A): 1. List the Phoenix University of Theology department, course number, and course title when the Learning Outcomes of your competency are similar to a course offered at the University. 2. Indicate the amount of credit you are requesting. Usual requests are for 2, 3, or 4 credits per course or 6 credits for an internship 3. Add your address and home and work phone number (s) plus e-mail and fax, if available, where you can be reached. CHRONOLOGY OF SIGNIFICANT LIFE EXPERIENCES* The purpose of this exercise is to give you the chance to list all the major experiences of your life and ministry so far. This will provide you with “raw data” for later analysis, and it will be the start of one of the basic components of your MAP, The Chronological Record (see Appendix B).
Build a time-line of your life, starting with some point you would call “adult” and ending with the present. The point at which you begin is up to you. It is usually when you graduated from high school. List in order the experiences that you were involved in at certain time periods in your past. Any experience may qualify. Indicate both city and state locations when a move occurred. Students generally list personal, volunteer and career highlights. The following list of activities might bring some significant learning to mind: 1. WORK would include any activity for which you were paid, including military service. 2. HOMEMAKING would include those activities related to child rearing, family, and creative activities. 3. VOLUNTEER EXPERIENCES would include internships or apprenticeships without pay, community activities, political activities, church activities, service organizations, elective offices held without pay, volunteer work in social service agencies, time contributed to supervising youth organizations, sports involvement, PTA, etc. 4. NON-CREDIT COURSES AND SEMINARS would include in-ministry training, workshops, clinics, conferences, discussion groups, evening courses, lecture series, television or radio courses, correspondence courses, etc. (For which no transcript credit was given). 5. TRAVEL would include study tours, significant vacations and business trips, living for extended times in various parts of the country or abroad, participating as a worker or volunteer in an American sub-culture setting, etc. 6. RECREATIONAL ACTIVITIES AND HOBBIES would include performing in a musical group, acting or working in a community theater, sports, artistic activities, fiction and nonfiction writing, public speaking, nature interests, attending plays and concerts, visiting art museums, restoration of furniture, clothing, construction and design, gardening, or any other leisure time actively pursued for the purpose of personal satisfaction and enjoyment. 7. INDEPENDENT READING, VIEWING, AND LISTENING would include any subject areas in which you have had intensive learning for which you have not received college credit, including significant reading, TV or radio programming, theatre or film viewing. At this point do not be concerned about specifying what you have learned, but only listing those experiences in your life that are of importance to you because you: 1. Think you learned a great deal 2. Are pleased with what you were able to achieve 3. Received appreciation and/or recognition from other people 4. Expended considerable time, energy, or money 5. Found the experiences very enjoyable or very painful.
3: GOALS PAPER*The Goals Paper is written in narrative form, one to two double spaced pages (300-500 words) in length. The following list of statements is included to help you get started with the process of identifying your own personal, educational, and career goals. Check any which reflect your future hopes and plans and make some notes to yourself as you go along. _____ become more competent in my ministry _____ prepare for a new direction in ministry _____ improve my competence in leadership, instruction, persuasion, and/or understanding _____ improve my problem-solving or crisis intervention capabilities _____ improve my skills in child-rearing, homemaking or being a marriage partner _____ simply explore some subject areas I have always wanted to know more about _____ be admitted to a graduate or professional school _____ make social and professional contacts _____ fulfill a long-time desire to obtain a degree _____ attain greater personal enrichment and development _____ break out of old patterns _____ reconsider options in life styles and perhaps reconstruct my life _____ exercise more power in determining my own destiny _____ prepare for retirement years _____ help others achieve their goals _____ learn to use contemporary resources to educate myself _____ study some social or theological issues in greater depth _____ learn more about my cultural or spiritual environment _____ gain a greater appreciation of the arts
Begin now to put your ideas on paper and make them a part of your MAP. This component is an important one because you are asked to relate the competencies exhibited in your MAP to your over-all career and life goals. *Adapted from the Council for the Advancement of Experiential Learning handbook by Aubrey Forrest: Assessing Prior Learning — A CAEL Student Guide. 4: THE NARRATIVE OF COMPETENCIES The competency section is the heart of the MAP. Here you will outline the LEARNING you have achieved as a result of your life experiences. It is critically important that you make this section of your MAP an exhibit of your very best work. It must be specific to your learning, concisely stated, clearly and logically developed. Criteria for Award of Credit for Prior Experiential Learning College level knowledge is not demonstrated by a list of places of employment and activities engaged in. The years spent in a particular activity are not in themselves significant. Time is important only where it is accompanied by growth, development, and deepening knowledge. In your MAP you will be describing the learning outcomes from your significant life and ministry experiences. You are being asked to identify what you know, what you can do, and what valuable attitudes you developed as a result of your experiences. In determining what knowledge and abilities you have which may be worthy of college credit, it may be helpful to consider the following: 1. Do you have MASTERY of a knowledge or skill greater than mere rudimentary ability? The learning must be equivalent to college-level work in terms of quality. It must have a subject matter or knowledge base. You should not expect to receive college credit for mere application of a manual skill or a narrowly prescribed routine or procedure. 2. Can you APPLY the knowledge or use the skill elsewhere?
3. Can you VERIFY it? You must be able to demonstrate to an expert in the field that you possess the learning which you have claimed, and such an expert should be able to objectively measure and evaluate the learning which has occurred. 4. Can you demonstrate that you know the RELATIONSHIP between what you have learned, your own goals, and your proposed degree program? (Note: The Goals Paper is designed to address these criteria.) Translating Prior Learning Into Specific Learning Outcomes The best place to start is having a syllabus for the course in which learning outcomes are listed. Using this as a guide, separate your narrative into three sections: a. Experience b. Knowledge/skills acquired as a result of the experiences (a) c. Learning outcomes as a result of (b) Documentation to justify the above is numbered or lettered on the right side of the page and refers to the final section of the MAP. Using your chronological record as a guide, list those experiences which provided opportunities for learning. Then list the knowledge or skills acquired or developed during each significant experience. Example: Experience: Copyright Department, XYZ Corp. Knowledge/Skills learned:
After you have noted the knowledge or skills resulting from experience, you may find that some of the same components appear several places in your experiential background. Now cluster these components to see if they result in learning outcomes or competencies. For example, the person cited above has worked — in addition to the XYZ Corp. — in a small community library, in the Employee Communications Department of a large manufacturing company, and she has done some freelance nonfiction writing. Her preliminary grouping of skills may appear as follows: Library Skills
Editorial Skills
As you identify areas of competency, look for specific college courses designed to give similar knowledge/skills. Use the following guidelines: a. Begin by examining the Phoenix University of Theology catalog. Look for courses and course descriptions which closely approximate the competency you possess. Check the course syllabus for each course Compare course objectives with the knowledge/skill you have identified. Examine the textbook designated for the course; compare the extent of your learning with the range of topics covered in the text.
b. If your competency lies outside a department or course offering at Phoenix University of Theology, you may consult the catalogs of other colleges or universities. Follow the procedure outlined in number one above. If you identify a course that approximates your competency, a copy of the catalog description (with the name of the institution and year of publication) must appear in the documentation of that competency. c. Occasionally a competency area is credit worthy but does not fit an established college course description. In this case, title the competency appropriately and note the reason in your documentation. Determining how much credit to request may be difficult. The following guidelines may be helpful: 1. The knowledge and skills you acquired through life experience my correspond to a college level course described in the Phoenix University of Theology catalog or that of another college or university, if so; you may request the number of credits which the course offers. 2. Specific amounts of credit may be estimated by considering the time spent in a learning activity:
For typical college courses, one semester-hour of credit equals three hours of study per week (in and out of class) over a semester of 15 weeks. For college work which is ordinarily considered a lab or field experience, one semester hour of credit usually equals one and one-half or two times the time spent in classroom instruction.
Work closely with your adviser throughout this stage to verify that the course credit you are requesting meets the requirements of your degree program. Your adviser must approve your MAP credit request before formal submission for assessment. When your competency areas are identified and titled and a credit request determined, you are ready: 1. To consult your adviser. Before proceeding further, be sure your MAP credit request is in agreement with the requirements of your degree program. 2. To write the narrative section for each competency area. The Competency Narrative (the heart of your MAP) Each competency area of the MAP consists of a DESCRIPTION OF EXPERIENCE, KNOWLEDGE/SKILLS ACQUIRED, statements of SPECIFIC LEARNING OUTCOMES, and appropriate references to the DOCUMENTATION section. Remember, content is more important than a copious amount of papers. Description of Experience Appendix C illustrates a narrative description of the experiences which led to the learning competency identified as HEALTH CARE IN-SERVICE AND CONTINUING EDUCATION. Here you will indicate:
1. Where the learning took place 2. When and for how long this experience lasted 3. Your job title 4. Your job responsibilities 5. If you were in a supervisory role, the number of people supervised 6. A description of seminars and workshops you attended. 7. Titles and authors of books and articles which were helpful to you. 8. Any description that will guide an assessor to a better understanding of the circumstances of your learning. Whenever appropriate, reference your experience statements with an item in the documentation section. Specific Learning Outcomes* A good statement of learning outcomes describes your learning in terms of what you know and can do. It should be clear, specific, and observable. It should also describe a skill or knowledge that can be applied in more than one situation. And finally, a good statement should be written in such a way that you can readily demonstrate the competence to another person. Identifying what you have learned and substantiating through evidence is at the heart of learning how to learn. Since the focus is on what was learned rather than how it was learned or taught, it is more important that you be able to provide evidence that you have learned. To do this, it is necessary to describe the learning in a way that can be observed and evaluated. The easiest way to write good statements is to go from the general to the specific. You might start your statement with one of the following “learning terms.” Notice the importance of personalizing your MAP by the use of the word “I.” I developed the skill of . . . I know and can apply . . . I became aware of . . .
Now make it more specific by asking yourself: 1. What do I need to know in a specific field? 2. What can I do to show someone else what I have learned? Some Verbs to Try Here are some verbs that might help you be more specific in developing your statement:
participate write apply name establish identify use order interview design Interpret describe counsel develop translate construct help organize analyze distinguish cooperate determine evaluate state a rule perform combine compare apply a rule volunteer define relate demonstrate expand
*Adapted from CAEL Follow the format illustrated by Appendix D, referencing statements to the documentation section wherever possible. Documentation of learning from experience is essential to the award of credit. It is the process by which you verify that you have had the experiences and acquired the competencies you claim. Learning from prior work or personal experience can be verified in a number of ways. One of the most common is the use of third party validation letters from a supervisor who has had first hand knowledge of your learning or skills (see Appendix E and Appendix F). Other means of documenting your learning are suggested on “Documentation Alternatives,” Appendix G. In preparing your documentation, keep in mind the following: 1.Many documents for each experience may not be necessary and may only complicate the review process. Thickness not necessarily denote quality. 2. Excessive documentation, attractively presented, will not substitute for weak articulation of learning from your experience. 3. If actual products such as canvases, pottery, or machines are to be used as documentation, these should be photographed or reduced to slides. The evaluator will notify you if presentation of the original products is needed to complete the assessment process. 4. Products or replicas submitted in the MAP should be labeled, signed, and dated by the student. 5. Any valuable documents such as licenses, certificates, letters, or commendations should be copied for use in the MAP. Present these original documents to the MAP Facilitator for verification, only if requested. The originals will then be returned to you.
Note regarding deception: Periodic checks are made of documentation. Any incidences of misrepresentation will result in a denial of all credit. The University has the authority to withdraw previously awarded credit should it learn of deception after the Mentor, Evaluator or Assessment Master has acted. Format of Documentation Section Each exhibit of documentation is to be identified with a reference letter: A, B, C . . . Continue with AA, BB, etc. Prepare an Index to your Documentation page, listing by reference each exhibit included in the documentation (see Appendix G). This will become the first page of the Documentation section. In FORMAT as well as CONTENT, the MAP represents your request for academic recognition to an Evaluator. It should reflect your best work: properly word processed, well-organized, divided by the five components, well-written, correct with respect to grammar, spelling, and punctuation. Save your disk! When your MAP is read for evaluation, you will submit a complete copy for your request for academic credit. Copy for the Permanent Record A complete copy of the MAP may be retained by the University to substantiate credit awards. When your MAP is completed in its initial form, you are ready to submit it for the PAC portion of your degree program. During this period you may earn additional credits that will be added to your MAP to complete your degree program. When sufficient credit is earned your MAP will be certified to the Standing Committee of Education for final approval of the award of credit and a degree.. Assessment Resulting in Award of Credit Upon review of your MAP, the University may make one of the following determinations: 1. Credit is awarded without further preparation — where a student has presented specific evidence of mastery of a body of knowledge. Variable or partial credit may be awarded. 2. Award of credit is contingent upon further preparation. In some cases the student’s background and experience approximate some of the objectives and content of the course work, but there remain gaps in the students understanding and knowledge. Students may be asked to supplement their knowledge with readings or other activities to deepen or integrate the learning experience. The Mentor, Evaluator or Assessment Master may ask to speak with you about some aspect of your MAP. This may mean a phone contact, email, or the scheduling of an appointment. The Mentor, Evaluator or Assessment Master may judge that the course title under which the credit is requested should be changed to better reflect the knowledge, skills and abilities presented. The course credit requested may also be increased or decreased. Assessment Resulting in Denial of Credit The Assessment Master, after assessing a competency area in your MAP, may judge that no credit can be awarded. The usual reasons for such a judgment are: 1. Lack of documentation that substantiates the learning. 2. Unsatisfactory presentation of specific learning achieved. 3. Ambiguous relationship between the learning and the course credit sought. Appeals Process Any appeal must be requested within 2 weeks following the evaluation. Timing: MAP Completion and Graduation You are advised to begin MAP development as soon as your application for admission is approved. A student has up to three months to start and complete each MAP. A three month extension may be granted in special circumstances. Your MAP must be assessed and certified to the Standing Committee on Education .for final approval before you can be scheduled for graduation. Special Policies Relating to Degree Completion 1. Candidates for a Phoenix University of Theology degree must complete a minimum of 15 semester hours of course work through the University. 2. Credit is considered only for those students who are matriculating for a degree at Phoenix University of Theology. 3. Any experiential learning credit must fit the student’s degree requirements.
C. Narrative Description of Experience and Competencies E. Background Information Sheet back to topMAP ASSESSMENT Application for Assessment
Name_________________________________________________ Date____________________________ Address________________________________________________ Phone (______) ____________________ (Home) ________________________________________________ (______)___________________ (Zip Code) (Business) Projected Date of Graduation__________________ e-mail address_________________________________
Major______________________________________ Adviser______________________________
**Credits Requested for Evaluation of Prior Learning Assessment
Dept/Number Course Title Credit Requested _________________ ___________________________________ _____________ _________________ ___________________________________ _____________ _________________ ___________________________________ _____________ _________________ ____________________________________ _____________
Administrator Adviser Approval: I have reviewed the above credit request in the light of this student’s total program:
____ Request fits within the guidelines for degree requirements. ____ Request does not fit within the guidelines for course credit.
________________________________ ____________ Administrator Adviser Signature Date ______________________________ ________________________________ ____________ Faculty Mentor Course No. and Title Date ______________________________ _________________________________ ____________ Faculty Mentor Course No. and Title Date ______________________________ __________________________________ ____________ Faculty Mentor Course No. and Title Date ______________________________ __________________________________ ____________ Faculty Mentor Course No. and Title Date
Please send one copy directly to the Registrar’s Office. Appendix A continued CREDIT REQUEST FINAL MAP ASSESSMENT
I respectfully submit this MAP for Process Assessment and Certification (PAC).
Course/Competency: __________________________________________________________________
Name: ____________________________________ H. Phone: (______) _________________
Address: ____________________________________ W. Phone: (______) _________________
____________________________________
____________________ (zip) ____________ Fall ______ Year _____ Spring ______ Date: ____________________________________ Summer ______
Number of credits requested: _______________________ Major: _________________________
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ FOR FACULTY USE ONLY
1) Full credit request granted: ___________________ Date: __________________________ Number of credits 2) Additional work needed for full credits: __________ __________ Yes no 3) Partial credits granted: ____________________________________________ Number of credits 4) MAP not accepted for credit:_____________________________________
Comments: _________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Grade Equivalency: ________
__________________________________________ ____________________________________ Print full name faculty mentor sign full name faculty mentor
Directions: Please return MAP and this form to the Registrar’s Office. Thank you. Appendix B SAMPLE
CHRONOLOGICAL RECORD
1958 Graduated with honors from West Carrolton High School, in West Carrolton, Ohio.
Began working as general clerk-typist in sales department of Davis and Company, Miamisburg, Ohio.
1959 Promoted to clerk-typist for the Office Manager.
1960 Married and moved to Middletown, Ohio.
1961 Quit work for birth of my son.
1963 Went to work for R.L. Rich, Inc., as stenographer for sales manager. During these two years, I regularly assumed new duties and was able to expand the responsibilities of my job. I left the company for the birth of my daughter.
1965 Enjoyed homemaking, gardening, canning, sewing, and caring for my two young to children. 1967 Took swimming lessons once a week at local high school; completed all of the Red Cross advanced swimming instruction and received my certification as Senior Lifesaver.
1967 Was employed by Waterford, Inc., Middletown, Ohio, in the real estate department as secretary to the Regional Director of Property.
1969 Promoted to Secretary to Director of Corporate Real Estate. to 1972 Held various positions in my church: Administrative Board member; Council on Ministries member; secretary of Pastor-Parish Committee.
1973 Promoted to Executive Secretary to Director of Law Department. This marked the realization of my goal to work in the Law Department.
Became Girl Scout leader in my daughter’s troop and began involvement in regional Girl Scout Council.
1974 Attended seminar in Columbus, Ohio, titled Managing Skills for Secretaries.
Participated in restructuring of office staff that led to a change in my position to that of Administrative Assistant to the Director and increased my responsibilities within the department.
Appendix B cont.
1976 Fulfilled a lifelong ambition in January, 1976, by enrolling in my first college course at University of Cincinnati.
Attended a two-day seminar in Columbus, Ohio, titled Planning Performance Results (MBO).
1978 Attended a three-day workshop in Advanced Supervisory Skills in Columbus, Ohio.
1980 Attended Practicing Law Institute’s three-day seminar for legal administrators in New York City.
1981 Attended IBM’s three-day Word Processing Seminar for Supervisors in Chicago Illinois.
1985 Began course work at local community college.
1998 Entered the Saturday Accelerated Degree Program (ADP) at Phoenix University of Theology.
NARRATIVE DESCRIPTION OF EXPERIENCE AND COMPETENCIES
COURSE: Liturgy and Sacraments
Course Objective: To become aware of the celebration of the sacraments in the church today.
To gain insight into the nature of Church as a community.
Experience: In 1978 I attended a 3-day Training Event at Synod School at Waynesburg College on Exhibit A Creative Worship.
Knowledge/Skills Acquired As a member of the Worship Committee at the Congruity Presbyterian Church, I was Exhibit B able to implement some of the ideas for creative worship that I learned at this event. Exhibit C
Learning Outcomes: I can name and understand the components of a Reformed Worship Service.
I can design creative ways to celebrate the Sacraments during a service of worship.
Course Objective: To understand the ritual and symbol in the Catholic Tradition of Liturgy and Sacraments.
To understand the Sacraments by exploring the mystery of Christ and the mystery of the Church.
To aid in opening each person to a deeper appreciation of the sacramental life of the Church as the People of God.
Experience: In September 1979, I attended a Presbytery Overnight Retreat where the educational Exhibit D focus was “A Study of Worship.”
Knowledge/Skills Acquired This study concentrated on the Reformed Tradition of Worship, Order of Worship, and Use of the Lectionary, an introduction of the new Worship book (hymnal), and ideas on how to educate for worship. Exhibit E
Learning Outcomes: I can plan a Service of Worship that uses components that praise God in the midst of our daily lives.
Appendix C Continued
I can use space as a witness to God’s grace in response to God’s call to be a covenant people.
I can use time as the means by which the Holy Spirit interrupts our routine and surprises our ordered lives.
I can use the unique gifts of those believers assembled as testimony to the new life given by Jesus Christ.
I can use a Lectionary in planning a Worship Service.
I can understand and explain the origins of the Worship book and use it to plan and implement a Service of Worship.
I can design a course in the study of Worship.
Course Objective: To understand the ritual and symbol in Liturgy and Sacraments.
To study the Sacraments in light of the phenomenon of humanity itself.
To aid in opening each person to a deeper appreciation of the sacramental life of the Church as The People of God.
Experience: Chairperson of the Education Committee at the Delmont United Presbyterian Church; Elder in the Delmont Church. Exhibit F
Knowledge/Skills In the summer of 1982 I planned and implemented a course on Worship with 15 senior high youth that included the historical development and traditions of Worship, the three basic areas of Worship and their components, the seasons of the Christian Year and the use of the Liturgical Calendar. I occasionally led Worship Service in the absence of the Pastor. The sermon I prepared for July, 1984 was on Reconciliation and required study in the Biblical imperative of reconciliation and Christ as the gift of reconciliation. Exhibit G, H
Learning Outcomes: I can explain the historical development and tradition of Worship.
I can describe the Early Christian Church at Worship.
I can plan a course of study in Worship.
I understand the biblical background on reconciliation and Christ as the divine reconciler.
Appendix C Continued
Course Objective: To explore the nature of ritual and symbol
To study the origins and the development of each of the Sacraments in the life of the Church and its teachings and doctrines.
To be aware of the celebrations of the sacraments in the Church today.
To understand and have a deeper appreciation of the sacramental life of the Church as the People of God.
Experience: In September, 1984, I led a 9-month Confirmation-Commissioning Class for 9th graders. Exhibits I, J
Knowledge/Skills I facilitated the class in the designing and implementing of a Worship Service for Epiphany Sunday. Exhibits K, L
Learning Outcomes: I can creatively construct the components of a Worship Service.
I can facilitate others to design a Worship Service and understand its parts.
I can use a Liturgical Calendar and a Lectionary.
I can name the seasons of the Christian Year, the Liturgical, color of each, and its symbol.
I understand the historical background of Confirmation-Commissioning.
I can identify the historical background of the sacraments and their evolution as celebration in Worship.
Course Objective: To aid in opening each person to a deeper appreciation of the sacramental life of the Church as The People of God.
Experience: In September, 1984, I took a course in Methods of Christian Education at St. Vincent College.
Knowledge/Skills Included in this course was instruction on the Rites of Christian Initiation of Adults and how to plan Liturgy.
Learning Outcomes: I can understand the history of the RCIA and how it is implemented in the Catholic Church today.
I can plan Liturgy for adults and children.
Appendix C Continued
Supplementary Assignments to Complete Syllabus Requirements
Objective: Overview of the place of media and arts in worship.
Process: Paper summarizing readings related to the use of arts and the media in worship. Include at least one related article.
Objective: Give an overview of the theology of marriage and comparison of marriage services.
Process: Paper explaining the theology of marriage and at least two examples of marriage services.
The following letter is a guide which can be used in a request for letters of verification.
To facilitate a supervisor’s response, a separate information sheet should accompany your request. (See following page.)
S A M P L E
Dear ____________________
I am a student at Phoenix University of Theology majoring in______________________________. The University has a process for assessing and granting degree credit for college-level learning gained through experiences. To receive credit, I must describe my learning and provide verification that such learning has taken place. Assessment is the task of faculty persons who are experts in the area for which I am asking credit.
As part of the portfolio I am preparing for this purpose, I am requesting a letter from you verifying my learning experience with your organization. The letter must be more than a traditional letter of recommendation. It should:
4. State your position(s) within the organization; 5. Specify the period of time I worked under your supervision; 6. Describe the particular duties I was required to perform; 7. Describe the learning involved in performing these tasks; 8. Evaluate my general level of performance.
The letter should be directed to Phoenix University of Theology, To Whom It May Concern, but mailed directly to me. Since I have a specific date for completion of the portfolio, I would appreciate receiving it by ________________________________________.
Because this letter requires specific data, I am enclosing background information about the work I performed under your supervision and certain other information which may be helpful. If you have questions concerning this letter, or need further information, I may be reached at home (______)_________________, office (______) ________________, e-mail ______________________.
I wish to thank you for whatever support and assistance you can provide in this letter.
Sincerely,
_____________________________
S A M P L E
BACKGROUND INFORMATION
Employee Name: Jane Merritt
Dates of Employment: May 14, 1984 through July 30, 1986
Occupation: Supervisor-Membership Department
Duties: Plan, direct and coordinate all functions pertaining to membership renewal and new member campaigns. Supervise and plan work schedules for a staff of five. Coordinate training of new employees. Coordinate and direct placement of statistical information on computer.
Learning Experience: · I learned to plan and organize yearly campaigns for new membership.
· I learned to design and implement a more efficient system for processing membership applications.
· I learned to listen to and deal effectively with employee problems.
· I learned to design an efficient training program for employees in the use of the CRT.
· I learned to plan work schedules to use employee skills more efficiently.
· I learned to effectively direct the work activities of employees to insure employee satisfaction and productivity.
DOCUMENTATION ALTERNATIVES*
____________________________________________________________________________________
Type of Activity Documentation ____________________________________________________________________________________
Work Experience Job description; awards, letters of commendation; letters of corroborations from superiors, peers, clients; congratulations on high performance; promotion evaluations; evidence of promotion; samples of work produced; evidence of suggestions adopted; explanation of ranking, rating, or classification system in company or organization; licenses; membership in professional or trade organizations; membership requirements for professional/trade organizations; scores on licensing exams; military separation papers; bills of sale; rating forms; military records; work samples. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Community Service Commendations; awards; newspaper magazine clippings; letters of Activities corroboration from co-volunteers, clients served or supervisors. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Non-College Courses Transcripts; amount of assignments; amount of time spent on outside And Training assignments; letter attesting student was enrolled in course; learning outcomes or objectives of course; syllabi; evidence of completion; course description(s)/outline(s); number of didactic hours; number of clinical or practicum hours; diplomas. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Special Books published; pictures painted, music written, dances Accomplishments choreographed; a list of books read; patents obtained; list of countries visited; mementos from countries lived in and traveled to; machines designed; exhibits such as shells, plants, etc.; photographs of famous landmarks visited; speeches given; programs from performances; writing samples; audio-visual presentations; proposals written; conversations with experts.
____________________________________________________________________________________
* Taken from Joan Knapp, Assessing Prior Learning: A CAEL Handbook.
INDEX TO DOCUMENTATION
Exhibit A Letter of validation from G.F. Richfield, Supervisor of Credit Department, Bush and Ramsey, Inc., Cincinnati, Ohio (March, 1980)
Exhibit B Letter of validation from Susan M. Huber, Public Information Specialist, Community Mental Health Center, Dayton, Ohio (April, 1980)
Exhibit C Letter of validation from Charles E. Butcher, Director of Public Relations, Cincinnati Community Services Corp., Cincinnati, Ohio (March, 1980)
Exhibit D Certificate of course completion — Advertising: Strategy and Design, Wright State University, Dayton, Ohio (December, 1973)
Exhibit E Sample case developed for Exhibit D course
Exhibit F Certificate of course completion — Modern Marketing and Company Objectives, Wright State University, Dayton, Ohio (June, 1974)
Exhibit G Summary of course outline for Exhibit F course
Exhibit H Certificate of attendance and conference description, National Group Leaders Conference, Conrad Hilton Hotel, Chicago, Illinois (May, 1972)
Exhibit I Job Description: Assistant to Director of Public Relations
Exhibit J Performance Appraisals for Exhibit I position (1977-1980)
Exhibit K Certificate of completion for ABA banking course with hours listed and ACE course credit recommendation. |
||||||
