These practices have been researched and tested in the field of higher education Kuh, Successful HIPs engage students in a range of activities in which they interact with faculty and peers, experience diversity, focus on reflection and feedback, and participate in real-world applications.
Graduate students begin creating their professional counselor portfolio as they enter the counseling program, and continue to develop it throughout their program of study.
Whereas the portfolio process is introduced during the initial student orientation, and discussed in more depth in PRF CNSL Professional Identity and Ethics, students are advised to continue to review the portfolio process with their advisor as needed during the first semester of their program and when meeting with their advisor during registration.
Students are responsible for accessing, reviewing, and utilizing these materials, and asking questions if anything is unclear to them. Purpose Portfolio development is designed to facilitate a thoughtful and intentional journey through graduate studies and into the professional field.
As students begin preparation in a professional career, it is important that they actively engage in each step of their learning. Reviewing one's strengths and challenges, setting goals for needed learning, pursuing a learning strategy, and evaluating progress regularly are all important steps in engaging with the learning process at the graduate level.
Developing and maintaining a portfolio is a vehicle for this engagement. Ongoing preparation for a professional career is best accomplished with the guidance of professionals who can serve in the roles of consultant, teacher, mentor, and supervisor.
The process of portfolio development provides opportunities for regular faculty evaluation and feedback in a manner that includes dialogue between faculty member and counseling student. Active dialogue enables the student to shape and modify his or her learning with attention to personal needs and professional requirements.
Dialogue and feedback will be given through ongoing review processes and advising. The purpose of the portfolio is the presentation of standards-based collections of artifacts that represent mastery in the professional counseling domains.
Artifacts represent work assignments, experiences, activities, and related products that are aligned with specific student learning outcomes. Collections of artifacts are supported by meaningful reflections that provide indication of competence in the applied domain.
A completed portfolio demonstrates mastery in program competencies, serves as one indicator of program completion, and can be used as an employment tool e.
Portfolio Structure and Format Physically, the professional counseling portfolio is a structured, organized presentation of program artifacts, reflections, and self-assessments.
The D2L ePortfolio platform provides the framework for uploading, collecting, and presenting the portfolio. Students may need to acquire training or tutorial in the ePortfolio platform, which is available through the D2L staff on campus.
Students should be proactive in receiving training so that when they are beginning to construct their portfolio, they already know how to do so.
Self-assessments, artifacts, collections, reflections, and presentations will shape the portfolio. Students will provide periodic self-assessment of their professional goal statement. This will facilitate intentional goal setting and guide students as they engage in the decisions and behaviors that move them toward the completion of those goals.
The statement of professional goals will begin during the initial course in the program, Professional Identity and Ethics. At each subsequent review period, students will assess and revise their goals as needed.
As students complete assignments, projects, and work products that are aligned with specific student learning outcomes, they will upload the artifacts to the ePortfolio. Students will provide a description of and tag the artifact for ease of access later when they begin to create domain collections.
A minimum of three 3 artifacts within each collection is required. Selected artifacts will then be accumulated within collections that correspond to standards-based domains represented within the accreditation standards i.
Each program rubric lists the professional domains from which students will create each collection of artifacts e.
Each collection should be accompanied by a meaningful reflective statement based on the criteria outlined in the rubric. The reflection should indicate integration, meaning, and depth, and represent mastery of awareness, knowledge, skill, and competence in aspects of the domain.
What knowledge have I gained? What skills have I acquired? How have I integrated my learning? What have I learned about being a professional counselor within the domain?PUBLIC HEALTH PROGRAM.
Public Health Field Study ePortfolio Overview & Outline. I. OVERVIEW 1. ePortfolios are powerful, innovative, and cutting edge tools that are being used more and more frequently in higher education. ePortfolios are the next generation of the résumés for today's graduate.
Arkansas Tech University Secondary Education Exit Portfolio Guidelines, Rubrics, and Requirements. 2 included in your exit portfolio. In all education programs, candidates must demonstrate the attainment, in their exit portfolio, of the InTASC Standards and the TESS Domains and criteria.
standards for your field of study before exiting. learns the dynamics of a case study, and writes a case study about a prior ministry experience. FIELD EDUCATION MINISTRY PORTFOLIO Field Education Exit Interview with Assessment of Ministry Portfolio MPS & vetconnexx.com students must complete the Exit Interview Form and meet with the Field Ed.
Home Study Resources Video- Parent Report and Portfolio End of the Year Assessment for Home Study in Vermont Guidelines for Home Study in Vermont contains information and forms necessary to prepare and submit an enrollment notice for homeschooling.
Master of Arts in Teaching Exit Portfolio Guidelines, Rubrics, and Requirements. 2 included in your exit portfolio. In all education programs, candidates must demonstrate the standards for your field of study before exiting the Arkansas Tech University Education Program.
Framework for Teaching. WHAT IS A FIELD STUDY? The field study is an integral part of the HDSR Program, and is the basis for much of the upper level course work required by our majors.
The field study allows students to: • gain experience in integrating the theoretical perspectives learned in the classroom.