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Sat, Nov 7, 11:30 - 11:55, Ballroom C Paper (refereed)

Recommended Citation: Shih, L F, J A LeClair, and S A Varden. The Integrated Technology Assessment: A Portfolio-based Capstone Experience. In The Proceedings of the Information Systems Education Conference 2009, v 26 (Washington DC): §3324. ISSN: 1542-7382. (A later version appears in Information Systems Education Journal 8(63). ISSN: 1545-679X.)

The Integrated Technology Assessment: A Portfolio-based Capstone Experience

Refereed

9 pages

Li-Fang Shih    [a1] [a2]
School of Business and Technology
Excelsior College    [u1] [u2]
Albany, New York, USA    [c1] [c2]

Jane A. LeClair    [a1] [a2]
School of Business and Technology
Excelsior College    [u1] [u2]
Albany, New York, USA    [c1] [c2]

Stuart A. Varden    [a1] [a2]
Seidenberg School of Computer Science and Information Technology
Pace University    [u1] [u2]
Pleasantville, New York, USA    [c1] [c2]

Excelsior College, located in Albany, New York, has been a pioneer institution in distance learning. The Integrated Technology Assessment (ITA) is one particularly unique dimension of student assessment offered by the School of Business and Technology at the College. This portfolio-based assessment method is a capstone experience for the BS Information Technology program. In this capstone course, students are required to demonstrate their ability to integrate knowledge from various technical and general education areas and apply it in a meaningful way. This article describes the development and implementation of the capstone course which requires the information technology students to develop an online portfolio reflecting technical competencies they acquired during their academic studies. The manuscript provides a complete description of the ITA process at Excelsior College. It also provides information regarding the methods used to assess students’ learning and presents a comprehensive review of the development and implementation of this capstone course. Challenges and strategies to cope with the challenges are also discussed at the end of the paper.

Keywords: Capstone Experience, Outcome Assessment, Non-traditional Higher Education, Portfolio Assessment, Continuous Program Improvement

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