Electronic Portfolios
Electronic Portfolio Guidelines
Student Affairs Administration
University of Wisconsin - La Crosse
All on-campus and on-line SAA graduate students will create an
electronic portfolio (e-portfolio) which will contain artifacts
for each of the ten professional competencies (see below). The
e-portfolio "shell" will be created during the SAA 700
Professional Practice in Student Affairs class and the final
e-portfolio will be submitted for evaluation in the SAA 790
Capstone Seminar class.
This shell will provide a structure for publishing all
the required and optional items for inclusion in the students'
e-portfolios.
Portfolio Goals
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To serve as an initial self-assessment of students' competencies
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To document learning events (artifacts) for each SAA Program Competency
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To develop "reflective practitioner" skills
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To integrate knowledge from a variety of learning experiences
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To provide evidence verifying students' completion of the professional competencies
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To contribute assessment data for the SAA program
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To supplement students' employment resume
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Home/Welcome Page
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Resume
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SAA Website
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Professional Competencies
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Artifacts -- minimum of two artifacts for each competency
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Description of each artifact
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Reflection statement for each artifact
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Assessment for each competency
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Summary of the Professional Competencies
E - Portfolio Optional Elements (Note: This is a public site so be careful about private information)
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About Me and/or Autobiography
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Contact Information
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Pictures/Videos
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Personal Vision Statement
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Links to personal website, blogs, professional organizations, international locations, etc..
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Favorite Quotes
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Links to LinkedIn, Twitter, Facebook, etc...
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Miscellaneous elements approved by student's advisor
Definitions
Competency - A
set of skills, behaviors, professional knowledge, and attitudes
that serve as basic performance standards within the field of
student affairs.
Artifact -
An artifact is any formal or informal experience/opportunity
that can be viewed as a learning event.
The learning events can be derived from the classroom,
assistantship, internship, conversation with faculty and
students, volunteer and service work, travel, reading, and/or
other learning opportunities.
Artifacts can be displayed as documents, power points,
videos, etc. that represent the learning event.
All artifacts must have a title, description and
reflection statement.
Students are encouraged to collect several artifacts and
consult with their faculty advisors to select the best artifacts
to represent each competency.
Description
- Students will briefly describe the learning experience related
to the artifact. The
description would include information about the event, setting,
and context.
Reflection
- Each of the artifacts must be accompanied by a personalized
reflection statement that connects the artifact to a program
competency. A
reflection goes beyond the description of the event and is an
opportunity for the student to analyze the event, think
critically about the experience, gather insight, and evaluate
how the experience contributes to meeting one or more SAA
program competencies.
Assessment
- Students will write an assessment of each of the 10 program
competencies. This
assessment can include the integration of the "selected"
artifacts and demonstrate the student's ability to make
connections among artifacts, identify themes, recognize
developmental progress, and establish additional learning goals
for each competency.
Typically the students will update and/or complete the
assessments at the end of each semester.
Program Summary
- Students will complete their portfolio work by creating a
narrative summary that demonstrates how the student has mastered
all the program competencies set forth by the faculty.
This summary can include a comparison of the students'
entry level competency skills with the students' self-appraisal
of the competencies that have been learned throughout the
program. The summary
can also include a description of future professional
development goals.
In part, this summary can be a response to the question, "Who am
I as a student affairs professional?"
Faculty Responsibilities
Each instructor will discuss the potential for creating
artifacts from various classroom experiences.
Additionally, the instructor will include an e-portfolio
assignment in their syllabus to update the students' artifacts
and reflections.
Instructors in the SAA 700 Professional Practice class will
require the students to develop their e-portfolio "shell" and
write their initial self-assessment for each competency.
The instructors for the SAA 790 Capstone Seminar will
require that the students complete their final assessments of
each of the program competencies and write a narrative summary
that demonstrates the students' mastery of the SAA program
competencies.
The SAA advisors play a crucial role in helping the students
develop a high quality e-portfolio.
The advisor should periodically connect with advisees,
preferably after each semester, to review the progress the
students are making with their portfolios.
Advisors can consult with their advisees to help them
select the artifacts for inclusion in the portfolio.
Ultimately, the advisors will "sign off" on the
e-portfolio as a graduation requirement.
Technology Assistance at UW-L
Instructional Technology Services (ITS) offers considerable
assistance in creating, designing, and developing electronic
portfolios.
Specifically, the Technology Leadership Cadre (TLC) provides
on-line and video instruction, software recommendations,
pre-approved templates, and personal consultation for students
who are interested in creating an electronic portfolio.
The TLC website is
http://www.uwlax.edu/student/tlc/.
The Student Affairs and Administration program works
closely with the TLC advisor, Saundy Solum, who regularly
consults with the SAA on-campus and on-line students.
Her contact information is
solum.saun@uwlax.edu,
103F Wing Technology Center, 608.785.8799.
Approved 4/15/2011
ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners, 2010
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Advising and Helping
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Assessment, Evaluation, and Research
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Equity, Diversity, and Inclusion
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Ethical Professional Practice
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History, Philosophy, and Values
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Human and Organizational Resources
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Law, Policy, and Governance
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Leadership
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Personal Foundations
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Student Learning and Development