Many thanks to the committee for their hours of hard work on this curriculum draft.

I have real pedagogical concerns about the online portfolio. I think it runs a high risk of being more of a "task" than a learning experience. The bulleted list of what the portfolio "will" accomplish does not seem to match 1 credit hour. I am also highly skeptical that it will provide a database "for authentic assessment of student learning." Is the implication that the portfolio would be more "authentic" than faculty evaluations of their own students? It seems to me like this exercise would provide a database that the university may think would make it look good, but that it would be a questionable use of students' time.

I am also concerned about the mixture of "faculty and staff who have appropriate degrees" who would evaluate the portfolios. Do FYS faculty really want to take on evaluating these portfolios, even with extra compensation? If not, what kind of "staffing" are we talking about? FYS already seems to be regarded as a course that needs to be "staffed" rather than a course that FYS faculty own. If there is already a problem with FYS faculty feeling bound to a course that asks them to do too much, and in a framework that is not always successful, adding this element is likely to worsen the problem.

Related to the points above is the use of rubrics mentioned in the outline. The essential skills for liberal and professional education "will be identified by rubrics," and the first skill identified is Writing. I strongly disagree with implementing a Writing Rubric across the curriculum. I think that there are too many different types of writing, and teaching styles, to come up with a common rubric. I've also seen rubrics lead to counterproductive expectations in students (they become obsessed with the rubric instead of thinking).

Thank you for your time.

I support the general direction that the draft lays out for revising the Drake Curriculum. I have concerns mostly about the electronic portfolio. I wonder whether the educational gain is worth the opportunity costs - in terms of faculty, staff and student time and energy. The objectives appear varied and somewhat lacking in focus. There is a possibility that students will perceive the portfolio requirement as busywork or duplicative of what they are already doing in their courses. I am not sure that the plan includes sufficient incentives for students to take the portfolio seriously. The diversion of faculty resources to manage the portfolios would be considerable. I wonder about the technological needs in terms of cost, complexity and constant upgrading.

At a minimum, I would urge that the committee look closely at other schools where electronic portfolios have been incorporated into general education. Ask tough questions about costs, ease of implementation and evidence of benefits. It is especially important to look for examples at schools similar in structure to Drake. My perception - perhaps erroneous - is that this approach is more common at liberal arts colleges.

The School of Journalism and Mass Communication has been working towards developing an E-portfolio model that would begin freshman year and continue through graduation. While it's a growing expectation within our industry, the standards would likely vary in other disciplines.

This is an area that we need to be very careful not to be/look generic. The needs of our students, specific to their career goals, must be considered beyond the undergraduate experience. We must look to the individual colleges/schools and majors for the best way to approach this issue.

It continues to amaze me that Drake claims to be preparing students for the future and yet, the majority of students at Drake will not be at all prepared for a more linguistically diverse future. Foreign language requirements are par for the course at the best higher education institutions.....and yet, at Drake we have the DULAP program (which not all students can get into because of the lack of availability and those students involved in the program hate it!). I find it regrettable that Drake does not hold foreign language as a priority in order to prepare students for the future. Additionally, if Drake students want to apply for graduate school in any of the liberal arts; social sciences they will be admitted to those programs with deficiencies (that is if they are admitted at all) due to the fact that most grad programs in these areas require foreign languages. Essentially, Drake should advertise itself as preparing students for a future in middle america! SHAME ON THE CURRICULUM DEVELOPMENT COMMITTEE!

I have concerns about the Information Literacy AOI, and hope that you will explore this more fully as you proceed.